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

Monday September 17th, 2018

Monday, September 17, 2018

U.S. History

Monday-9/17/18:

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 your 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
Vocabulary Match-up Activity-Chapter 9-The Progressive Era
Activity-The Progressive Era-DBQ (Partner Activity)
Daily Objective-

Content Objective:
- SWD analysis of key terms associated with the unit covering the Progressive Era by manipulating of vocabulary terms in a collaborative activity
- SWD evaluation of the social and political movements that emerged during the Progressive Era by interpreting the meaning of several primary source documents in a collaborative activity
Language Objective:
- Students will read and orally match up important vocabulary terms pertaining to the unit covering the Progressive Era through the use of a vocabulary match-up activity
- Students will read, discuss and record information pertaining to the social and political movements that emerged during the Progressive Era 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 and Activity-The Progressive Era-DBQ (Partner Activity)

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

Activity-The Progressive Era-DBQ (Partner Activity)

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Government

Monday-9/17/18:

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- America the Story of Us: Declaration of Independence | History (3:59 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

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 with in 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