U.S. History
Friday-10/04/19: End of Marking Period One
- Bell Work-1.) Based on your prior knowledge and the information contained in the political cartoon please identify who the tailor is meant to symbolize? 2.) Identify the central theme(s) of the political cartoon? 3.) What can we infer is the significance behind the words written on Uncle Sam’s pants and rolls of fabric located behind the tailor?
- Attendance- While Class is Doing Bell Work
- Video-Animaniacs-The Panamá Cana (1:47 min)
- Presentation-Chapter 10-Section 4-America as a World Power
- Student Notes-Chapter 10-Section 4-America as a World Power
- Study Guide-Chapter 10-America Claims an Empire
- Daily Objective-
- Content Objective:
- SWD synthesis of how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere by interacting in a short presentation and creating a set of student-centered guided notes
- SWD evaluation of the materials covered in our unit pertaining to American Imperialism through summarizing key information in a structured study guide
- Language Objective:
- Student will read and record information pertaining to how Theodore Roosevelt’s position on foreign policy and Woodrow Wilson’s idea of missionary diplomacy promoted Americas position of power in the southern hemisphere through listening to a short lecture and creating student centered guided notes
- Students will read, and write the key terms and important concepts covered in our unit pertaining to American Imperialism by completing a structured inquiry-based study guide
Supplemental Materials: Presentation-Chapter 10-Section 4-America as a World Power, Student Notes-Chapter 10-Section 4-America as a World Power and Study Guide-Chapter 10-America Claims an Empire
Presentation-Chapter 10-Section 4-America as a World Power
Student Notes-Chapter 10-Section 4-America as a World Power
Study Guide-Chapter 10-America Claims an Empire
Vocabulary-Chapter 10-America Claims an Empire
Power Points-Chapter 10-America Claims an Empire
Textbook PDF-America Claims an Empire
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Government
Friday-10/04/19:
- Bell Work-1.) Based on the primary source what position (how he feels) can we infer Patrick Henry took in regard to ratifying a new constitution? 2.) Based on the primary source what can you distinguish are Patrick Henry beliefs concerning the role of the Federal Government as laid out in the Constitution? 3.) What do you think about Henry’s statement “The principles of this system [the Constitution] are extremely, pernicious (having a harmful effect, especially in a gradual or subtle way), impolitic (failing to possess or display prudence; unwise), and dangerous…”. How could you change this statement to become more accessible to a wider audience?
- Attendance-While Class is Doing Bell Work
- Video Clip-Tour the States-Official Music Video (4:08 min)
- Presentation-Chapter 4-Section 2-The National Government and the 50 States
- Notes-Chapter 4-Section 2-The National Government and the 50 States
- Daily Objective-
- Content Objective:
- SWD synthesis of the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs by interacting in a short presentation and creating a set of student centered guided notes
- Language Objective:
- Student will read and record information pertaining to the distinct process by which new states are admitted to the union and how federal money is allocated to the states through grants-in-aid programs through listening to a short lecture and creating student centered guided notes
Supplemental Materials: Presentation-Chapter 4-Section 2-The National Government and the 50 States and Notes-Chapter 4-Section 2-The National Government and the 50 States
Presentation-Chapter 4-Section 2-The National Government and the 50 States
Notes-Chapter 4-Section 2-The National Government and the 50 States
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