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

U.S. History

Tuesday-10/29/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 11 Sections 1 through 4. You can also grab one of the baggies to begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Test-Chapter 11-The First World War
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering America’s involvement and influence during The First World War 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 covering America’s involvement and influence during The First World War by completing a multiple choice and matching exam

 

*Chapter 11 Section 1-4 Notes are due tomorrow

 

Additional Copies of Notes : Chapter 11 Sections 1-4:

 

PDF Copies of Chapter 11 Sections 1-4

 

______________________________________________________________________________

Government

Tuesday-10/29/19:

• Bell Work-1.) What is the main purpose behind the United Sates decision to enact the Fifteenth Amendment? 2.) Despite the noble goal of the Fifteenth Amendment what is one major problem that it fails to address? 3.) How would you feel as an African-American woman following the passage of the Fifteenth Amendment? How might you express your concerns? *Keep in mind women did not receive full suffrage rights until the passage of the Nineteenth Amendment
• Attendance-While Class is Doing Bell Work
• Activity- Louisiana Literacy Test-1964

• Give the students 10 min to work in pairs attempting the literacy tests

• Video Clip-Murder in Mississippi (Played following the slide of Literacy Tests)

• Literacy Test Scene (15:18 to 20:36 min)
• or We took a Louisiana literacy test and failed spectacularly (3:19 min) 

• Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)
  • Annotating text activity with follow up inquiry questions
• Daily Objective-

• Content Objective:
  • SWD evaluation of the racist policies that prevented people of color from voting in the South by evaluating a series of questions in a collaborative activity
  • SWD analysis of key terms associated with the unit covering the process of voting and the behavior of voters by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the struggle of women and people of color to achieve suffrage by evaluating a primary source and responding to inquiry-based questions
• Language Objective:
  • Students will read, discuss and record information pertaining to racist policies that prevented people of color from voting in the South through working in pairs to take the Louisiana literacy test given in 1964
  • Students will read and orally match up important vocabulary terms pertaining to the process of voting and the behavior of voters through the use of a vocabulary match-up activity
  • Students will read and respond to a letter addressing the struggle of women and people of color to achieve suffrage by examining a primary source and responding to inquiry and opinion-based questions

 

Supplemental Materials: Activity- Louisiana Literacy Test-1964 and Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)

 

Activity- Louisiana Literacy Test-1964

 

Activity-The 15^th and 19^th Amendments to the U.S. Constitution: The Split over Suffrage letter from Frederick Douglass to Josephine Sophie White Griffing (pg. 23-24)

• Annotating text activity with follow up inquiry questions