U.S. History
Monday-9/16/19:
- 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 you’re 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
- Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined)
- Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft
- Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms
- Daily Objective-
- Content Objective:
- SWD synthesis of the divisions that developed under the Taft administration and the steps that led to women achieving full suffrage in 1920 by interacting in a short presentation and compiling information in student led notes
- 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 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 interacting in a short presentation and creating student centered guided notes
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- 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
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Supplemental Materials: Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined), Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms
Presentation-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms (Streamlined)
Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Student Led Notes-Chapter 9-Section 5-Wislon’s New Freedoms
Textbook PDF-Chapter 9-The Progressive Era
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Government
Monday-9/16/19:
- 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-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)
Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution
Video Link-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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