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

U.S. History

Monday-9/16/19:

• 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
• Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined)
• Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft
• Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms
• Daily Objective-

• Content Objective:
  • SWD synthesis of the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by interacting in a short presentation and compiling information in student led notes
  • SWD synthesis of the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by interacting in a short presentation and creating student centered guided notes

• • • Students will read and record information pertaining to the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by creating student centered guided notes

Supplemental Materials: Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined), Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms

Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined)

Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms

Textbook PDF-Chapter 9-The Progressive Era

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Government

Monday-9/16/19:

• Bell Work-1.) According to the primary source, who was named the first President of the United States on April 30th, 1789? 2.) Based on your prior knowledge and the information in the document above, discuss what you believe the framers motives were in creating the Bill of Rights? 3.) Based on the descriptions included in the primary source, would you have taken the position of the Federalists or the Anti-Federalists in regards to ratifying a new Constitution?  
• Attendance-While Class is Doing Bell Work
• Video-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)

• Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?

• Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)
• Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution
• Daily Objective-

• Content Objective:
  • SWD synthesis of the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence by interacting in a short presentation and creating a set of student-centered guided notes
• Language Objective:
  • Students will read and record information pertaining to the fundamental weaknesses of the Articles of Confederation and the compromises required to establish the Declaration of Independence through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides) and Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution

Presentation-Chapter 2-Section 3-The Critical Period (4 slides) and Chapter 2-Section 4-Creating the Constitution (6 Slides)

Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution

Video Link-Crash Course U.S. History-Episode 8-The Constitution, Articles and Federalism (13:04 min)

• Reflection Question: Why was it so important for the growth of the United States that they move away from the Articles of Confederation to a new Constitution containing a strong federal government?

U.S. History

Friday-9/13/19:

• Bell Work-1.) Based on your prior knowledge what time period might this political cartoon have been created? 2.) Based on the political cartoon describe the obstacles that exist for female voters that do not exist for male voters? Why do you think these obstacles exist? 3.) What can you interpret about the artists choice to make the male voter look like a disheveled, sloppy man compared to the well-dressed woman being held back from casting her ballot? 
• Attendance- While Class is Doing Bell Work
• Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)
• Presentation-Chapter 9-Section 3-Teddy Roosevelts Square Deal
• Activity-The Jungle by Upton Sinclair-Analytical Worksheet
• Daily Objective-

• Content Objective:
  • SWD evaluation of the deplorable conditions within the American meat-packing that were exposed in Upton Sinclair’s book The Jungle by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD synthesis of the achievements of Theodore Roosevelt during his presidency and the way he used presidential power to regulate business by interacting in a short presentation
• Language Objective:
  • Students will read, discuss and record information pertaining to the deplorable conditions within the American meat-packing that were exposed in Upton Sinclair’s book The Jungle by identifying key pieces of information contained in a primary source activity with the help of a partner
  • Students will read and record information pertaining to the achievements of Theodore Roosevelt during his presidency and the way he used presidential power to regulate business through listening to a short lecture

 

Supplemental Materials:Presentation-Chapter 9-Section 3-Teddy Roosevelts Square Deal and Activity-The Jungle by Upton Sinclair-Analytical Worksheet

Presentation-Chapter 9-Section 3-Teddy Roosevelts Square Deal

Activity-The Jungle by Upton Sinclair-Analytical Worksheet

Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)

https://www.youtube.com/watch?v=rzm2EBYfyDg

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Government

Friday-9/13/19:

• Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions?
• Attendance-While Class is Doing Bell Work
• Activity-Current Events 4/20
• Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)
  • or What Were the Articles of Confederation? | History (2:28 min)
• Activity-Articles of Confederation Activity-Notes Sheet-2018
• 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

• • • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative 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

• • • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

 

Supplemental Materials: Activity-Current Events 4/20 and Activity-Articles of Confederation Activity-Notes Sheet-2018

Activity-Current Events 4/20

Activity-Articles of Confederation Activity-Notes Sheet-2018

• Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)
  • or What Were the Articles of Confederation? | History (2:28 min)

 

U.S. History

Thursday-9/12/19:

• Bell Work-1.) What would happen according to Wilson if “the government is to tell big businessmen how to run their business”? 2.) Judge the value of Wilson’s statement “I don’t care how benevolent the master is going to be, I will not live under a master. That is not what America was created for”. What is underlying theme of his comment? 3.) Based on the primary source if you were in Wilson’s position as president please develop a proposal for government regulation that would punish a company for becoming too powerful? *Be sure to include what types of punishments a company might face  
• Attendance- While Class is Doing Bell Work
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• T2T Activity–Grover Cleveland’s Defense of True Womanhood, 1905
  • Discussion Questions: 1.) What is the underlying theme of this primary source? 2.) Which of Cleveland’s comments struck you as interesting? 3.) Based on the primary source which side of the debate would Cleveland side within terms of equal rights? 4.) How do you feel about the position Cleveland takes regarding the role of women?
• Daily Objective–

• Content Objective:
  • SWD evaluation of the struggle for full suffrage among women by interpreting the meaning of a primary source documents
• 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 primary source document

Supplemental Materials: T2T Activity–Grover Cleveland’s Defense of True Womanhood, 1905

• Video Link-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

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Government

Thursday-9/12/19:

• Bell Work-1.) In your own words can you explain what Washington means when he says “Thirteen sovereignties pulling against each other, and all tugging at the federal head”? 2.) According to Washington, what might be some of the problems that could emerge if the nation if it stayed as a confederation? 3.) In your personal opinion is there a better solution to the issue of merging thirteen fiercely independent entities than Washington is suggesting or is his simplified approach sufficient enough for the historical time period he was living in?  
• Attendance-While Class is Doing Bell Work
• Video- America the Story of Us: Declaration of Independence | History (3:59 min)

• Also available in America the Story of Us-Episode 2- Revolution (5:12 to 8:04 min)

• Presentation-Chapter 2-Section 2-The Coming of Independence
• Activity-Breaking Down the Declaration of Independence

• Creating a set of guided notes that will break down the six main parts of the Declaration of Independence

• Daily Objective-

• Content Objective:
  • SWD analysis of the massive divide in ideology that led to the creation of the Declaration of Independence by interacting in a short presentation
  • SWD evaluation of the fundamental changes introduced in the Declaration of Independence by examining a primary source and secondary documents and creating personalized notes within a collaborative activity
• Language Objective:
  • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through listening to a short lecture
  • Student will read and record information pertaining to the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with the help of a partner

 

Supplemental Materials: Presentation-Chapter 2-Section 2-The Coming of Independence, Activity-Breaking Down the Declaration of Independence

Presentation-Chapter 2-Section 2-The Coming of Independence

Activity-Breaking Down the Declaration of Independence

U.S. History

Wednesday-9/11/19:

• Bell Work-1.) Based on your prior knowledge can you identify the main subject of the political cartoon? 2.) What is the underlying theme of this political cartoon? 3.) Propose an argument to justify Roosevelt’s action of “killing” bad trusts while putting a leash that reads restraint on good trusts? What does this say about his priorities as president? 
• Attendance- While Class is Doing Bell Work
• Activity-Women’s Suffrage DBQ

• 10 to 15 min to finish

• Presentation-Chapter 9-Section 2-Women in Public Life
• Student Led Notes-Chapter 9-Section 2-Women in Public Life
• 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
  • SWD synthesis of the societal roles women played in the late 1900’s and how the lack of opportunity inspired the push for women’s suffrage by listening to a short presentation and compiling information in student led notes
• 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
  • Students will read and record information pertaining to the societal roles women played in the late 1900’s and how the lack of opportunity inspired the push for women’s suffrage through interacting in a short presentation and creating student centered guided notes

 

Supplemental Materials: Activity-Women’s Suffrage DBQ, Presentation-Chapter 9-Section 2-Women in Public Life and Student Led Notes-Chapter 9-Section 2-Women in Public Life

Activity-Women’s Suffrage DBQ

Presentation-Chapter 9-Section 2-Women in Public Life

Student Led Notes-Chapter 9-Section 2-Women in Public Life

Textbook PDF-Chapter 9-Section 2

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Government

Wednesday-9/11/19:

• Bell Work-1.) Based on your prior knowledge who is the author of this primary source document? 2.) How would you feel if you were a woman or someone of color living during the birth of our nation and you read the words “all men are created equal” yet knew that the term “men” meant free white males? 3.) Do you feel that the Framers were wise to take the position that says “whenever any Form of Government becomes destructive of these rights, it is the Right of the People to change or get rid of it, and to create a new Government”? *Please thoroughly explain your answer  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 2-Section 1-Our Political Beginnings
• Vocab Match Up-Chapter 1Principles of Government and Chapter 2-Origins of American Government
• Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government by interacting in a short presentation and creating a set of student-centered guided notes
  • SWD analysis of key terms associated with the unit covering the creation of the American political system by manipulating of vocabulary terms in a collaborative activity
• Language Objective:
  • Student will read and record information pertaining to the basic concepts of government and how influential English documents laid the foundation for the United States current system of government through listening to a short lecture and creating student centered guided notes.
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the creation of the American political system through the use of a vocabulary match-up activity

 

Supplemental Material: Presentation-Chapter 2-Section 1-Our Political Beginnings, Vocab Match Up-Chapter 1Principles of Government and Chapter 2-Origins of American Government and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Presentation-Chapter 2-Section 1-Our Political Beginnings

Vocab Match Up-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Guided Notes-Chapter 2-Section 1-Our Political Beginnings

 

 

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

U.S. History

Monday-9/09/19:

• Bell Work-1.) How would you feel if you were living in 1906 and found out about the deplorable conditions of meat packing factories contained in Document 2? 2.) Do you think the new regulations contained in Document 6 are sufficient or do you think additional regulations need to be added in order to truly safeguard the quality of meat for sale in the United States? 3.) What would happen if we found out that a major producer of your favorite energy drink or soda was using non-FDA approved ingredients in their product? How would you react to this information?  
• Attendance- While Class is Doing Bell Work
• Presentation– Chapter 9-Section 1-The Origins of Progressivism

• Include Video Clip– The Triangle Shirtwaist Factory Fire | History (3:38 min)

• Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism
• Daily Objective-

• Content Objective:
  • SWD analysis of the reform movement during the late 1800 that led to the progressive movement through interacting in a short presentation
  • SWD synthesis of the reform movement during the late 1800 that led to the progressive movement by compiling information in student led notes
• Language Objective:
  • Student will read and record information pertaining to the reform movement during the late 1800 that led to the progressive movement through listening to a short lecture
  • Students will read and record information on the reform movement during the late 1800 that led to the progressive movement through creating student centered guided notes

 

Supplemental Materials: Presentation- Chapter 9-Section 1-The Origins of Progressivism and Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Presentation- Chapter 9-Section 1-The Origins of Progressivism

Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

Textbook PDF-Chapter 9-Section 1

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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

Video Clip-800 Years of Magna Carta (4:10 min)

U.S. History

Thursday-9/05/19:

• Bell Work-1.) Woodrow Wilson recognizes that “evil has come with the good.” Identify three “evils” that Wilson discusses. (You do not need to identify the “good”) 2.) Compare Wilson’s statement that “We have squandered (wasted) a great part of what we might have used and have not stopped to conserve the exceeding bounty of nature…” with the beliefs of Theodore Roosevelt. Do they share a similar philosophy or are their beliefs in stark contrast to each other? *Explain your thoughts 3.) What criteria would you use to assess Wilson’s statement that “Our duty is to cleanse, to reconsider, to restore, to correct the evil…to purify and humanize every process of our common life…”?  
• Attendance- While Class is Doing Bell Work
• Activity-The Progressive Era-Carousel Activity (10-20 min)
• Video-The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?

• Daily Objective-

• Content Objective:
  • 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, 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:

Video-The Progressive Era: Crash Course US History #27 (15:00 min)

• Reflection Question: What was one of the major problems that existed during the Progressive Era and how did Americans attempt to solve the problem?

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Government

Thursday-9/05/19:

• Bell Work-1.) During which occasion was this address given and who were the two influential men responsible for writing it? 2.) Write in your own words what Thomas Jefferson is proposing American colonists should do in response to the growing conflict with the English? 3.) How effective is this primary source as catalyst for entering into war? How might Jefferson adjust his position to gain a wider base of support?
• Attendance-While Class is Doing Bell Work
• Procedure-Current Events Roll Out 
• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system government through 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 influence of the Magna Carta, Petition of Right and the English Bill of Rights on the current American system through the use of a frayer model vocabulary activity

Supplemental Materials: Procedure-Current Events Roll Out 

• Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

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