U.S. History
Wednesday-9/19/18:
- Bell Work-) 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
- Procedure-Test Answer Sheet Set Up
- Study Guide Review Time-Chapter 9-The Progressive Era
- 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 materials covered in our unit on the Progressive Era 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 the Progressive Era through the use of a vocabulary match-up activity
- Students will read, and write the key terms and important concepts covered in our unit on the Progressive Era by completing a structured inquiry-based study guide
- Content Objective:
Supplemental Materials: Study Guide-Chapter 9-The Progressive Era
Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined)
Chapter 9-Section 4 and 5-PPT-2018
Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms
Chapter 9-Section 4 and 5-Guided Notes-High
Textbook PDF’s-Chapter 9-Section 5-Wislon’s New Freedoms
The Americans-Chapter 9-Section 4
The Americans-Chapter 9-Section 5
Study Guide-Chapter 9-The Progressive Era
Chapter 9-Learning Targets Study Guide-Full Page
Textbook PDF-Chapter 9-The Progressive Era
Power Point Presentations-Chapter 9-The Progressive Era
Chapter 9-Section 1 and 2-PPT-2018
Chapter 9-Section 4 and 5-PPT-2018
Vocabulary-Chapter 9-The Progressive Era
Chapter 9-Vocab Match up Review Game
Chapter 9-Vocabulary Terms and Definitions
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Government
Wednesday-9/19/18:
- Bell Work-1.) Which of the two speakers debating ratification do you believe would most likely be considered a “Federalist”? *Please justify your reasoning 2.) After reading the debate contained in the primary source list two to three questions that would help you understand the speaker’s position in this document? 3.) After reading the position of both speakers in the primary source document please discuss which of the two speakers you agree with most in regards to the potential of ratifying a new Constitution? *Give specific examples as to why you chose to align yourself with the speaker you did
- 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)
Chapter 2-Origins of Government-Condensed-2017
Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution
Chapter 2-Sections 1-5-Guided Notes-High-2018
Video Clip-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?
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