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

U.S. History

Wednesday-9/28/16:

• Bell Work-1.) Identify two reasons contained in the primary source that make an argument for suffrage? 2.) Examine the excerpt from Senator Owen’s statement that says “Over seven million women are so employed and the remainder of the sex is employed largely in domestic services.  A full half of the work of the world is done by women.” What do you think would happen if these women all decided to strike at the same time in protest of their rights being stifled? 3.) Select a statement from Senator Owen’s speech that supports his pro-suffrage position and explain why this statement would be considered so progressive? *Be sure to write the statement and then explain why it’s progressive.
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity- Chapter 9-The Progressive Era
• Study Guide Review Time-Chapter 9-The Progressive Era
• 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 evaluation of the materials covered in Chapter 9 Sections 1-5 through summarizing key information in a structured study guide
• 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 write the key terms and important concepts covered in Chapter 9 Sections 1-5 by completing a structured inquiry based study guide

 

Supplemental Materials: Vocabulary Match-up Activity- Chapter 9-The Progressive Era, Study Guide-Chapter 9-The Progressive Era and Chapter 9-Power Point

Vocabulary Match-up Activity-Chapter 9-The Progressive Era

vocab-match-up-terms-chapter-9

vocabulary-match-up-chapter-9

 

Study Guide-Chapter 9-The Progressive Era

chapter-9-learning-target-study-guide

chapter-9-test-materials

 

Chapter 9-Power  Point

chapter-9-presentation

 

Textbook PDF: Chapter 9-The Progressive Era

chapter-9-textbook-pdfs

 

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Government

Wednesday-9/28/16:

• Bell Work-) Based on historical context what can we infer the image of the woman symbolizes? 2.) What changes would you recommend to this cartoon that might make it more accessible to a wider audience? 3.) William Temple Franklin the grandson of Benjamin Franklin described the engraving of Benjamin Franklin by saying it “Intended to represent the supposed state of Great Britain and her colonies, should the former persist in her oppressive measures, restraining the latter’s trade, and taxing their people by laws made by a legislature in which they were not represented.” How effective do you believe a cartoon like this would have been in uniting the colonists against the tyranny of Great Britain? *Be sure to state a rational well supported answer

• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights (10 min)
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence
• 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
  • SWD synthesis of the massive divide in ideology that led to the creation of the Declaration of Independence by compiling information in student led notes
• 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
  • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through creating student centered guided notes

 

Supplemental Material: Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights, Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map, Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights,

comparing-the-bill-of-rights-and-magna-carta-activity-2016

 

Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map

comparing-the-bill-of-rights-and-the-magna-carta-double-bubble-map-gov

 

Student Led Notes-Chapter 2-Section 2-The Coming of Independence

chapter-2-section-2-guided-notes-high