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

U.S. History

Tuesday-9/27/16:

• Bell Work-1.) Based on your prior knowledge please explain why the U.S. government decided to step in and pass laws regulating work conditions during the early 1900’s? 2.) Imagine you were a day laborer working in the early 1900’s which of the seven actions taken by the U.S. government would you be most grateful for being passed? *Please explain why you feel that way 3.) After examining the list of state actions above propose a modern day act that would help improve working conditions for blue collar workers?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match up-Chapter 9-The Progressive Era
• Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms
• 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 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 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 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: Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms and Chapter 9-Test Materials

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

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Textbook PDF: Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms

Chapter 9-Section 4-Progressivism Under Taft 

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Chapter 9-Section 5-Wislon’s New Freedoms

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Chapter 9-Test Materials

chapter-9-test-materials

chapter-9-presentation

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Government

Tuesday-9/27/16:

• Bell Work-) Examine the political cartoon what can we infer is the symbolism of the seesaw located on the left side of the cartoon? 2.) What event acted as the turning point that began to shift the balance of power away from the monarchy and into the hands of the people? 3.) Based on historical principles and the timeline featured on the chart what form of government might have been a successful alternative to inviting William and Mary (regardless of the fact they were appointed with less power than King John) to become King and Queen of England in 1986? *Be sure to support this with sold logic and evidence

• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights
• 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 and Contrasting the Magna Carta with the English Bill of Rights

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