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

U.S. History

Monday-9/24/18:

• Bell Work-1.) What justification does Senator Beveridge make for America’s position of control over the Philippines? 2.) Identify based on the text what Senator Beveridge feels the mission of the United States is? 3.) Imagine you are President William McKinley and you just finished reading this message from Senator Beveridge. Would you be in favor Senator Beveridge’s belief that it is our constitutional duty to hold and protect our territorial holdings or should the United States release our control over the Philippines and allow them to experience the same freedom we hold so dear?  
• Attendance- While Class is Doing Bell Work
• Video Clip-Last Week Tonight with John Oliver: U.S. Territories (HBO) (13:11 min)

• Reflection Question: What effect(s) have insular cases had in denying those living in U.S. held territories the right to vote?

• Presentation-Chapter 10-Section 1-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD comprehension of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by clarifying the purpose of a section lecture through conversation
• Language Objective:
  • Students will listen and discuss information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

Supplemental Materials: Presentation-Chapter 10-Section 1-Imperialism and America

Chapter 10-Section 1-PPT

Video Clip-Last Week Tonight with John Oliver: U.S. Territories (HBO) (13:11 min)

• Reflection Question: What effect(s) have insular cases had in denying those living in U.S. held territories the right to vote?

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Government

Monday-9/24/18

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 1 and 2.

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts covered in our unit that focuses on the foundation and structure of the United States government by demonstrating their knowledge thought the use of a unit exam
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit that focuses on the foundation and structure of the United States government by completing a multiple choice and matching exam

*Remember all of your chapter 1 and 2 notes/thinking maps are being collected and graded tomorrow

U.S. History

Friday-9/21/18:

• Bell Work-1.) What is the underlying theme of Roosevelt’s message to Congress? 2.) What does Roosevelt say we can predict about future generations based on the prosperity of his day? 3.) How do you feel about the issue of conservation? (Are you for it or against it and why) Is it something that the government and our citizens should prioritize or are the potential earnings from the technology and manufacturing industry too good to pass up?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity- Chapter 10-Section 1-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering America’s imperial ambitions in the early 1900’s by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering America’s imperial ambitions in the early 1900’s through the use of a frayer model vocabulary activity

Vocabulary Frayer Model Activity- Chapter 10-Section 1-Imperialism and America

Chapter 10-Frayer Model-US

Frayer Vocabulary Model

Chapter 10-Vocab Match up Terms Chapter 10-Vocabulary Terms and Definitions

Chapter 10-Vocab Match up Review Game

*Frayer Models are due Tuesday September 25th

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Government

Friday-9/21/18:

• Bell Work-1.) What is the name of the primary source document included above? 2.) What is the underlying theme of the primary source document? 3.) What do you feel about the way in which slaves would be counted as representation under the three-fifths compromise? How does this go against the foundational principles of our political system?  
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapters 1 and 2
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Presentation-Chapter 2-Section 5-Ratifying the Constitution

Chapter 2-Origins of Government-Condensed-2017

Notes-Chapter 2-Section 5-Ratifying the Constitution

Chapter 2-Sections 1-5-Guided Notes-High-2018

Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1 and 2-Learning Target-Study Guide-2018

Vocabulary-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 1 and 2-Vocab Match up Review Game

Power Point Presentation-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1-Principles of Government

Chapter 1-Section 1-Government and the State-2018

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of American Government  

Chapter 2-Origins of Government-Condensed-2017

Test Materials-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Test Materials

U.S. History

Thursday-9/20/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our test covering the Progressive Era. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Test-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the Progressive Era by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the Progressive Era by completing a multiple choice and matching quiz

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Government

Thursday-9/20/18:

• Bell Work- 1.) According to the graph which two states had the least amount of influence based on overall population? 2.) Based on the information contained in the graph, what are some potential issues that might arise due to the unequal population distribution among the states? 3.) Do you think that it is a good thing or a bad thing that the number of delegates in the House of Representatives is based on population and not equal representation? *Please explain why you feel this way   
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 2-Section 5-Ratifying the Constitution
• Notes-Chapter 2-Section 5-Ratifying the Constitution
• Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through interacting in a short presentation and creating a set of student-centered guided notes
  • SWD evaluation of the materials covered in our unit that focuses on the foundation and structure of the United States government through summarizing key information in a structured study guide
• Language Objective:
  • Student will read and record information pertaining to the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution through listening to a short lecture and creating student centered guided notes
  • Students will read, and write the key terms and important covered in our unit that focuses on the foundation and structure of the United States government by completing a structured inquiry-based study guide

Supplemental Materials: Presentation-Chapter 2-Section 5-Ratifying the Constitution, Notes-Chapter 2-Section 5-Ratifying the Constitution and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Presentation-Chapter 2-Section 5-Ratifying the Constitution

Chapter 2-Origins of Government-Condensed-2017

Notes-Chapter 2-Section 5-Ratifying the Constitution

Chapter 2-Sections 1-5-Guided Notes-High-2018

Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1 and 2-Learning Target-Study Guide-2018

Vocabulary-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 1 and 2-Vocab Match up Review Game

Power Point Presentation-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Chapter 1-Principles of Government

Chapter 1-Section 1-Government and the State-2018

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of American Government  

Chapter 2-Origins of Government-Condensed-2017

Test Materials-Chapter 1-Principles of Government and Chapter 2-Origins of American Government

Chapter 1 and 2-Test Materials

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

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

Chapter 9-Test Materials

Textbook PDF-Chapter 9-The Progressive Era

Chapter 9-Textbook-PDFs

Power Point Presentations-Chapter 9-The Progressive Era

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-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?

U.S. History

Tuesday-9/18/18:

• Bell Work-1.) Based on your prior knowledge please explain why the U.S. government decided to step in and pass laws regulating work conditions during the early 1900’s? 2.) Imagine you were a day laborer working in the early 1900’s which of the seven actions taken by the U.S. government would you be most grateful for being passed? *Please explain why you feel that way 3.) After examining the list of state actions above propose a modern-day act that would help improve working conditions for blue collar workers?  
• 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 5-Wislon’s New Freedoms
• Study Guide-Chapter 9-The Progressive Era
• 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 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 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
  • Students will read, and write the key terms and important concepts covered in our unit pertaining to the Progressive Era by completing a structured inquiry-based study guide

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 5-Wislon’s New Freedoms and 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

Chapter 9-Test Materials

Textbook PDF-Chapter 9-The Progressive Era

Chapter 9-Textbook-PDFs

Power Point Presentations-Chapter 9-The Progressive Era

Chapter 9-Section 1 and 2-PPT-2018

Chapter 9-Section 3-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

Tuesday-9/18/18:

• Bell Work-1.) What is the name of the event that President Washington is describing in his letter to James Madison? 2.) What is the underlying theme of the primary source document? 3.) Imagine that you were President Washington following the events of Shay’s “Rebellion”. How would you have worked to prevent future uprisings form occurring?   
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity- Chapter 1-Principles of Government and Chapter 2-Origins of American Government
• Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)
• Activity-Articles of Confederation Activity-Notes Sheet-2018
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the creation of the American political system by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the strengths and weaknesses contained within the Articles of Confederation by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:

• • • Students will read and orally match up important vocabulary terms pertaining to our unit covering the creation of the American political system through the use of a vocabulary match-up activity
    • 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

Supplemental Materials: Vocabulary Match-up Activity- Chapter 1-Principles of Government and Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018

Vocabulary Match-up Activity- Chapter 1-Principles of Government

Chapter 1 and 2-Vocab Match up Review Game

Chapter 2-Origins of American Government and Activity-Articles of Confederation Activity-Notes Sheet-2018

Articles of Confederation Activity-Notes Sheet-2018

The Articles of Confederation and Perpetual Union

Video-What Were the Articles of Confederation? | America: Facts vs. Fiction (2:49 min)

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 

Chapter 9-Vocab Match up Review Game

Activity-The Progressive Era-DBQ (Partner Activity)

The Progressive Era DBQ-2018

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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

• Daily Objective-

• 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

Supplemental Materials: Presentation-Chapter 2-Section 2-The Coming of Independence and Activity-Breaking Down the Declaration of Independence

Presentation-Chapter 2-Section 2-The Coming of Independence

Chapter 2-Origins of Government-Condensed-2017

Activity-Breaking Down the Declaration of Independence

Declaration of Independence Activity-Sections I through V-2018

Declaration of Independence Activity-Notes Sheet-2018

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

U.S. History

Friday-9/14/18: Half Day: Am Classes/PM P.D.

• Bell Work-1.) Based on your prior knowledge what time period might this political cartoon have been created? 2.) Based on the political cartoon describe the obstacles that exist for female voters that do not exist for male voters? Why do you think these obstacles exist? 3.) What can you interpret about the artists choice to make the male voter look like a disheveled, sloppy man compared to the well-dressed woman being held back from casting her ballot?
• 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 Chapter 9 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 Chapter 9 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

Chapter 9-Vocab Match up Review Game

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Government

Friday-9/14/18: Half Day: Am Classes/PM P.D.

• Bell Work-1.) Based on the primary source how does King George III view the colonist’s decision to rebel against his authority? 2.) Imagine that you were King George III and you learned that the American colonists were rebellion against your royal decrees how would you have handled putting down a rebellion in your most profitable colony? 3.) How would you have felt about this statement from King George III if you were an English colonist living in North America who had previously defended the monarch’s divine right to rule over his colonial possessions? 
• Attendance-While Class is Doing Bell Work
• Activity-Current Events 9/14
• Daily Objective-
  • Content Objective:
    • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
  • Language Objective:
    • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity

U.S. History

Thursday-9/13/18:

• Bell Work-1.) What would happen according to Wilson if “the government is to tell big business men how to run their business”? 2.) Judge the value of Wilson’s statement “I don’t care how benevolent the master is going to be, I will not live under a master. That is not what America was created for”. What is underlying theme of his comment? 3.) Based on the primary source if you were in Wilson’s position as president please develop a proposal for government regulation that would punish a company for becoming too powerful? *Be sure to include what types of punishments a company might face  
• Attendance- While Class is Doing Bell Work
• Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)
• Presentation-Chapter 9-Section 3-Teddy Roosevelts Square Deal
• Student Led Notes-Chapter 9-Section 3-Teddy Roosevelts Square Deal
• Daily Objective-

• Content Objective:
  • 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
  • SWD synthesis of the achievements of Theodore Roosevelt during his presidency and the way he used presidential power to regulate business by interacting in a short presentation and compiling information in student led notes
• Language Objective:
  • 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
  • Students will read and record information pertaining to the achievements of Theodore Roosevelt during his presidency and the way he used presidential power to regulate business through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal and Student Led Notes-Chapter 9-Section 3-Teddy Roosevelts Square Deal

Presentation-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal

Chapter 9-Section 3-Teddy Roosevelt’s Square Deal

Student Led Notes-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal

Chapter 9-Section 3-Guided Notes-High

Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)

https://www.youtube.com/watch?v=rzm2EBYfyDg

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Government

Thursday-9/13/18:

• Bell Work-) In your own words can you explain what Washington means when he says “Thirteen sovereignties pulling against each other, and all tugging at the federal head”? 2.) According to Washington, what might be some of the problems that could emerge if the nation if it stayed as a confederation? 3.) In your personal opinion is there a better solution to the issue of merging thirteen fiercely independent entities than Washington is suggesting or is his simplified approach sufficient enough for the historical time period he was living in?
• Attendance-While Class is Doing Bell Work
• Video-Taxes & Smuggling – Prelude to Revolution: Crash Course US History #6 (12:18 min)
  • Reflection Question: How did the implementation of new increased taxes on colonial goods lead to a bitter conflict between the English Crown and the American colonists?
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
  • Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
  • Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?
• Daily Objective-
  • Content Objective:
    • SWD analysis of the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began by watching a small film and answering a focused reflection question
  • Language Objective:
    • Students will read and record information pertaining to the ideological differences in the American colonists yearning for freedom in comparison to the opportunities they presented to women and minorities as the Revolutionary War began through watching a short video and recording information designed to answer a structured reflection question

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

• Map Guiding Question: How can we differentiate the specific ideological principles (similarities and differences) contained in the Magna Carta and the U.S. Bill of Rights?
• Frame Guiding Question: In which area(s) did the Magna Carta have the largest influence on the U.S. Bill of Rights?

Comparing the Bill of Rights and the Magna Carta-Double Bubble Map-Gov-Blank Set Up

Video Link-Taxes & Smuggling – Prelude to Revolution: Crash Course US History #6 (12:18 min)

• Reflection Question: How did the implementation of new increased taxes on colonial goods lead to a bitter conflict between the English Crown and the American colonists?

*Your first current events article is due tomorrow Friday 9-14

Current Events Info

Article of the Week-Rubric-2018

Article of the Week-Format

Article of the Week-Example-2018

U.S. History

Wednesday-9/12/18:

• Bell Work-1.) Based on your prior knowledge can you identify the main subject of the political cartoon? 2.) What is the underlying theme of this political cartoon? 3.) Propose an argument to justify Roosevelt’s action of “killing” bad trusts while putting a leash that reads restraint on good trusts? What does this say about his priorities as president?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Activity-Women’s Suffrage DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the struggle for full suffrage among women by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information pertaining to the struggle for full suffrage among women 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-Women’s Suffrage DBQ

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

Chapter 9-Vocab Match up Review Game

Activity-Women’s Suffrage DBQ

Womens Suffrage-DBQ-2018

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Government

Wednesday-9/12/18:

• Bell Work- ) Based on your prior knowledge who is the author of this primary source document? 2.) How would you feel if you were a woman or someone of color living during the birth of our nation and you read the words “all men are created equal” yet knew that the term “men” meant free white males? 3.) Do you feel that the Framers were wise to take the position that says “whenever any Form of Government becomes destructive of these rights, it is the Right of the People to change or get rid of it, and to create a new Government”? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Video Clip– 800 Years of Magna Carta (4:10 min)
• Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018
• 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
  • 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

Supplemental Materials: Activity-Comparing The Bill of Rights and Magna Carta-Activity-2018

Comparing-The-Bill-of-Rights-and-Magna-Carta-Activity-2018

Video Clip–800 Years of Magna Carta (4:10 min)

U.S. History

Tuesday-9/11/18:

• Bell Work-1.) What is the main reason the U.S. government might have chosen these particular industries to regulate in the early 1900’s? 2.) How would you have handled implementing these changes if you were in charge of the government agency responsible for monitoring compliance? *Ex. What type of time table would you give them, what would happen if they didn’t comply… 3.) Do you think government regulation on privately owned businesses is fair or is it a violation of our Constitutional freedoms?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 9-Section 2-Women in Public Life
• Student Led Notes-Chapter 9-Section 2-Women in Public Life
• Daily Objective-

• Content Objective:
  • SWD synthesis of the societal roles women played in the late 1900’s and how the lack of opportunity inspired the push for women’s suffrage by listening to a short presentation and compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the societal roles women played in the late 1900’s and how the lack of opportunity inspired the push for women’s suffrage through interacting in a short presentation and creating student centered guided notes

Supplemental Materials: Presentation-Chapter 9-Section 2-Women in Public Life and Student Led Notes-Chapter 9-Section 2-Women in Public Life

Presentation-Chapter 9-Section 2-Women in Public Life

Chapter 9-Section 2-PPT

Student Led Notes-Chapter 9-Section 2-Women in Public Life

Chapter 9-Section 2-Guided Notes-High

Textbook PDF-Chapter 9-Section 2-Women in Public Life

The Americans-Chapter 9-Section 2

______________________________________________________________________________________

Government

Tuesday-9/11/18:

• Bell Work-1.) What can we infer was Patrick Henry’s main purpose for giving this speech in front of the Virginia House of Burgess? 2.) Select one of Patrick Henry’s three criticisms of the Stamp Act and discuss how this position reflected the frustrations of many colonists living in the mid 1760’s? 3.) What was the significance of Henry’s statement “…if this be treason, make the most of it” in relation to the impending conflict with the British?  
• Attendance-While Class is Doing Bell Work
• Video-When is Thanksgiving? Colonizing America: Crash Course US History #2 (12:25 min)

• Reflection Question:

• Presentation-Chapter 2-Section 1-Our Political Beginnings
• Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD analysis of the basic concepts of government and how influential English documents laid the foundation for the United States current system of government 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 basic concepts of government and how influential English documents laid the foundation for the

Supplemental Materials: Presentation-Chapter 2-Section 1-Our Political Beginnings and Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Presentation-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Origins of Government-Condensed-2017

Guided Notes-Chapter 2-Section 1-Our Political Beginnings

Chapter 2-Sections 1-5-Guided Notes-High-2018

4th Hour

Video Clip-When is Thanksgiving? Colonizing America: Crash Course US History #2

5th Hour

Vocabulary Frayer Model Activity-Chapter 2-Origins of American Government

Chapter 2-Frayer Model-Gov

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions