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

U.S. History

Monday-10/10/16:

• Bell Work-) Identify the main theme of the political cartoon? 2.) Why do you think the artist chose to illustrate Uncle Sam’s growth from a child to an adult with an accompanying timeline? 3.) Explain why the final image of Uncle Sam is drawn as a portly man holding a ship? How does this image of Uncle Sam correlate to the final image of the hands of friendship being extended to the U.S. by European nations?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match up-Chapter 10-America Claims and Empire
• Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico–Double Bubble Map
• Notes-Chapter 10-Section 3-Aquiring New Lands-Outline Notes
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 10 by manipulating of vocabulary terms in a collaborative activity
    • SWD synthesis of the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by compiling information in student led notes
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 10 through the use of a vocabulary match-up activity
    • Students will read and record information pertaining to the divisions that led to the United States involvement in Puerto Rico and Cuba and the United States’ main purpose behind our Open Door policy in China by creating student centered guided notes

Supplemental Materials: Vocabulary Match up-Chapter 10-America Claims and Empire, Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map and Notes-Chapter 10-Section 3-Aquiring New Lands-Outline Notes

Vocabulary Match up-Chapter 10-America Claims and Empire

chapter-10-vocabulary-match-up

chapter-10-vocab-match-up-terms

Thinking Maps-Comparing U.S. Imperialism in Cuba and Puerto Rico-Double Bubble Map

imperialism-in-cuba-and-puerto-rico-double-bubble-map-us

Notes-Chapter 10-Section 3-Aquiring New Lands-Outline Notes

notes-outline-chapter-10-section-3

Textbook PDF: Chapter 10-Section 3-Aquiring New Lands-Outline Notes

the-americans-chapter-10-section-3

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Government

Monday-10/10/16:

• Bell Work-1.) Identify the main theme of the primary source? 2.) Describe Congressman Allen’s approach to defending the Sedition Act of 1798? 3.) How would you feel about this statement if you were Thomas Jefferson or James Madison? Explain whether or not you would be in support of Allen’s statement or against it?
• Attendance-While Class is Doing Bell Work
• Vocabulary Frayer Model Activity- Chapter 3-The Constitution
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 3 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 Chapter 3 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity- Chapter 3-The Constitution

chapter-3-vocabulary

U.S. History

Friday-10/07/16:

• Bell Work-1.) Identify the main figure featured in this political cartoon? 2.) Discuss the historical significance of the political cartoon’s title “The Big Stick in the Caribbean Sea”? 3.) How effective are political cartoons like this in raising support for controversial actions taken by our government?  
• Attendance- While Class is Doing Bell Work
• Activity-Imperialism DBQ (10 min)
• Presentation-Chapter 10-Section 2-The Spanish-American War
• Student Led Notes-Chapter 10-Section 2-The Spanish-American War
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD comprehension of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by clarifying the purpose of a section lecture through conversation
  • SWD synthesis of the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by compiling information in student led notes
• Language Objective:
  • Students will read, discuss and record information pertaining to the process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner
  • Students will listen and discuss information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner
  • Students will read and record information pertaining to the events that escalated the growing sense of contention between the U.S. and Spain that led to the Spanish-American War by creating student centered guided notes

Supplemental Materials: Activity-Imperialism DBQ (10 min), Presentation-Chapter 10-Section 2-The Spanish-American War and Student Led Notes-Chapter 10-Section 2-The Spanish-American War

Activity-Imperialism DBQ (10 min)

imperialism-dbq-2013

Presentation-Chapter 10-Section 2-The Spanish-American War

chapter-10-section-2-power-point

Student Led Notes-Chapter 10-Section 2-The Spanish-American War

chapter-10-section-2-guided-notes-high

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Government

Friday-10/07/16:

• 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 associated with our unit covering Chapters 1 and 2 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 Chapters1 and 2 by completing a multiple choice and matching quiz

U.S. History

Thursday-10/06/16:

• Bell Work-1.) Based on the political cartoon what can we infer is the reason the United States and the other nations are interested in China? 2.) What would most likely happen between the other countries if Uncle Sam was not standing in the way? 3.) Do you think it was a good thing or a bad thing that the United States became so heavily involved in expansionism during the late Nineteenth Century?
• Attendance- While Class is Doing Bell Work
• Activity-Imperialism DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the process and effect of U.S. expansionism during the early twentieth century 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 process and effect of U.S. expansionism during the early twentieth century by identifying key pieces of information contained in a DBQ packet with the help of a partner

Supplemental Materials: Imperialism DBQ

imperialism-dbq-2013

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Government

Thursday-10/06/16:

• Bell Work-1.) Based on the context of the primary source who is the author referencing when he says “When in the course of human events it became necessary for the American people to dissolve the political ties by which they had been bound”? 2.) How are the author’s problems with the German Emperor similar to the colonist’s problems with King George III? 3.) What changes would you recommend to this passage in order to make it more relevant to a modern audience dealing with a current social issue?
• Attendance- While Class is Doing Bell Work
• Activity-Breaking Down the Articles of Confederation
• Study Guide Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • 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
  • SWD evaluation of the materials covered in Chapters 1 and 2 through summarizing key information in a structured study guide
• Language Objective:
  • 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
  • Students will read, and write the key terms and important concepts covered in Chapter 1 and 2 by completing a structured inquiry based study guide

Supplemental Materials-Breaking Down the Articles of Confederation

articles-of-confederation-supplemental-chart

the-articles-of-confederation-and-perpetual-union

U.S. History

Wednesday-10/05/16:

• 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 a 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
• Procedure-Vocab Check-Chapter 10-Section 1-Imperialism and America
• Thinking Map-Imperialism-Bubble Map
• Foldable Notes-Chapter 10-Imperialism and America
• Daily Objective-

• Content Objective:
  • SWD synthesis of the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by compiling information in student led notes
• Language Objective:
  • Students will read and record information pertaining to the economic and cultural factors that led to the growth of American expansionism including the acquisitions of Hawaii and Alaska by creating student centered guided notes

Supplemental Materials: Thinking Map-Imperialism-Bubble Map

territorial-expansionism-and-imperialism-tree-map-us

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Government

Wednesday-10/05/16:

• Bell Work-1.) Based on historical context and the political cartoon identify the person who is kicking the English man out of the United States? 2.) What would have happened to the framers of the Constitution in response to political cartoons like this had they ultimately failed to win the Revolutionary War? 3.) How effective would a political cartoon like this be in galvanizing support for the pro-British movement as we entered the Revolutionary War?
• 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 Review Time-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD comprehension of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution by clarifying the purpose of a section lecture through conversation
  • SWD synthesis of the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution by interacting in a short presentation and creating a set of student centered guided notes
  • SWD evaluation of the materials covered in Chapters 1 and 2 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in Chapter 1 and 2 by completing a structured inquiry based study guide
  • 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 listen and discuss information pertaining the issues that divided the federalists and anti-federalists over the ratification of the U.S. Constitution by listening to a short guided presentation and discussing the impact of expansionism with their elbow partner

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

Presentation-Chapter 2- Section 5-Ratifying the Constitution

the-constitution-2016

Notes-Chapter 2- Section 5-Ratifying the Constitution

chapter-2-section-5-guided-notes-high

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

chapter-1-and-2-learning-target-study-guide-2016

U.S. History

Tuesday-10/04/16:

• Bell Work-1.) Identify the two important figures in this political cartoon? 2.) Identify the underlying theme of the cartoon? 3.) How do you feel about the idea conveyed in the cartoon that the U.S. does not respect the sovereignty of weaker countries around the world and that they exist only as an appetizer for our colonial aspirations?
• Attendance- While Class is Doing Bell Work
• Video Clip-Last Week Tonight with John Oliver: U.S. Territories (HBO) (13:11 min)
• 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-power-point

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Government

Tuesday-10/04/16:

• 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-Writing a Student Declaration of Independence (Day 3)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Activity-Writing a Student Declaration of Independence (Day 3)

creating-a-student-declaration-activity-2016

U.S. History

Monday-10/03/16:

• Bell Work-1.) Identify the statement that supports Senator Beveridge’s belief that America is the greatest nation in the world. 2.) According to the text why are Puerto Rico, the Philippines and Cuba so lucky that American’s stepped in to help with their affairs? 3.) Do you think Senator Beveridge is contradicting himself in his call for freeing Cuba from a restrictive government by saying “Think of the hundreds of thousands of Americans who will build a soap-and-water, common-school civilization of energy and industry in Cuba, when a government of law replaces the double reign of anarchy and tyranny”?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Model Activity- Chapter 10-America Claims an Empire
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 10 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 Chapter 10 through the use of a frayer model vocabulary activity

Supplemental Materials: Frayer Model Set Up and Vocabulary- Chapter 10-America Claims an Empire

Frayer Model Set Up

frayer-vocabulary-model

Vocabulary- Chapter 10-America Claims an Empire

chapter-10-vocab-match-up-terms

chapter-10-vocabulary-match-up

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Government

Monday-10/03/16:

• 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
• Activity-Writing a Student Declaration of Independence (Day 2)
• Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  
• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
  • SWD evaluation of the materials covered in Chapter 1 and 2 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner
  • Students will read, and write the key terms and important concepts covered in Chapter 1 and 2 by completing a structured inquiry based study guide

Supplemental Materials: Activity-Writing a Student Declaration of Independence (Day 2) and Study Guide-Chapter 1-Principles of Government and Chapter 2-Origins of American Government  

Activity-Writing a Student Declaration of Independence (Day 2)

creating-a-student-declaration-activity-2016

declaration-of-independence

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

chapter-1-and-2-learning-target-study-guide-2016

Power Points: Chapter 1 and 2

characteristics-of-a-state

origins-of-the-state-2015

the-purpose-of-government-2015

forms-of-government

chapter-2-section1-our-political-beginnings-2016

the-constitution-2016

declaration-to-articles

founding-fathers

chaper-2-sections-5-ppt

U.S. History

Friday-9/30/16:

• 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
• Video-America The Story of Us-Episode 7-Cities (44:12 min)
• Daily Objective-

• Content Objective:
  • SWD knowledge of the economic challenges and industrial progress that fueled the push for social and economic reform during Progressive Era through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the economic challenges and industrial progress that fueled the push for social and economic reform during Progressive Era by a looming economic depression through watching a video and discussing the impact with a classmate

Video Link-America The Story of Us-Episode 7-Cities (44:12 min)

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Government

Friday-9/30/16:

• Bell Work-) Based on historical context who (which country) can we infer the woman wearing the sash that reads “Mother Country” represents? 2.) What strikes you about the image of the colony serving gold and silver compared to the other two colonies? 3.) The process of colonization is historically one sided in terms of what a mother country provides in relation to what they receive from their colonies. Describe why this type of relationship so often breeds resentment from those living in the colonies.

• Attendance- While Class is Doing Bell Work
• Activity-Writing a Student Declaration of Independence (Day 1)

• Reflection Question: Select one of the four quotes given to you regarding the declarations impact and explain which would make the strongest argument for supporting a free and independent nation.
  • Be sure to use one to two pieces of evidence from the quote to strengthen your answer

• Daily Objective-

• Content Objective:
  • SWD evaluation of the historical impact the Declaration of Independence has played in promoting freedom around the world by examining a primary source and secondary documents and creating a personalized document with in a collaborative activity
• Language Objective:
  • Students will read, discuss and record information designed to create a student themed Declaration of Independence by examining a primary source and secondary documents and creating a personalized document with the help of a partner

Supplemental Materials: Writing a Student Declaration of Independence and The Declaration of Independence (Full Text)

creating-a-student-declaration-activity-2016

declaration-of-independence

U.S. History

Thursday-9/29/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 9 Sections 1 through 5. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 9 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 Chapter 9 by completing a multiple choice and matching quiz

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Government

Thursday-9/29/16:

• Bell Work-) If you were an American colonist living in 1765 New England and were granted an audience with the King what are some of the questions you would ask in an attempt to understand this new tax? 2.) Imagine that you’re King George III how would you have handled those who ignored or protested the Stamp Act? *What types of punishments or would you even punish them at all etc. 3.) In your opinion how effective are laws in terms of people being willing to follow them if they have no part in the legislative process and essentially have these laws forced upon them?

• Attendance- While Class is Doing Bell Work
• 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 compiling information in student led 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 creating student centered guided notes

Supplemental Materials: Student Led Notes-Chapter 2-Section 3-The Critical Period and Chapter 2-Section 4-Creating the Constitution

 chapter-2-sections-3-4-guided-notes-high

U.S. History

Wednesday-9/28/16:

• Bell Work-1.) 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
• Study Guide Review Time-Chapter 9-The Progressive Era
• 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 materials covered in Chapter 9 Sections 1-5 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 Chapter 9 through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in Chapter 9 Sections 1-5 by completing a structured inquiry based study guide

Supplemental Materials: Vocabulary Match-up Activity- Chapter 9-The Progressive Era, Study Guide-Chapter 9-The Progressive Era and Chapter 9-Power Point

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

vocab-match-up-terms-chapter-9

vocabulary-match-up-chapter-9

Study Guide-Chapter 9-The Progressive Era

chapter-9-learning-target-study-guide

chapter-9-test-materials

Chapter 9-Power  Point

chapter-9-presentation

Textbook PDF: Chapter 9-The Progressive Era

chapter-9-textbook-pdfs

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Government

Wednesday-9/28/16:

• Bell Work-) Based on historical context what can we infer the image of the woman symbolizes? 2.) What changes would you recommend to this cartoon that might make it more accessible to a wider audience? 3.) William Temple Franklin the grandson of Benjamin Franklin described the engraving of Benjamin Franklin by saying it “Intended to represent the supposed state of Great Britain and her colonies, should the former persist in her oppressive measures, restraining the latter’s trade, and taxing their people by laws made by a legislature in which they were not represented.” How effective do you believe a cartoon like this would have been in uniting the colonists against the tyranny of Great Britain? *Be sure to state a rational well supported answer

• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights (10 min)
• Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map
• Student Led Notes-Chapter 2-Section 2-The Coming of Independence
• 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
  • SWD synthesis of the massive divide in ideology that led to the creation of the Declaration of Independence by compiling information in student led notes
• 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
  • Students will read and record information pertaining to the massive divide in ideology that led to the creation of the Declaration of Independence through creating student centered guided notes

Supplemental Material: Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights, Thinking Map-Comparing the Magna Carta and the Bill of Rights-Double Bubble Map, Student Led Notes-Chapter 2-Section 2-The Coming of Independence

Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights,

comparing-the-bill-of-rights-and-magna-carta-activity-2016

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

comparing-the-bill-of-rights-and-the-magna-carta-double-bubble-map-gov

Student Led Notes-Chapter 2-Section 2-The Coming of Independence

chapter-2-section-2-guided-notes-high

U.S. History

Tuesday-9/27/16:

• 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
• Vocabulary Match up-Chapter 9-The Progressive Era
• Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms
• 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 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 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 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

Supplemental Materials: Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms and Chapter 9-Test Materials

Student Led Notes-Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms

chapter-9-section-4-and-5-guided-notes-high

Textbook PDF: Chapter 9-Section 4-Progressivism Under Taft and Chapter 9-Section 5-Wislon’s New Freedoms

Chapter 9-Section 4-Progressivism Under Taft 

the-americans-chapter-9-section-4

Chapter 9-Section 5-Wislon’s New Freedoms

the-americans-chapter-9-section-5

Chapter 9-Test Materials

chapter-9-test-materials

chapter-9-presentation

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Government

Tuesday-9/27/16:

• Bell Work-) Examine the political cartoon what can we infer is the symbolism of the seesaw located on the left side of the cartoon? 2.) What event acted as the turning point that began to shift the balance of power away from the monarchy and into the hands of the people? 3.) Based on historical principles and the timeline featured on the chart what form of government might have been a successful alternative to inviting William and Mary (regardless of the fact they were appointed with less power than King John) to become King and Queen of England in 1986? *Be sure to support this with sold logic and evidence

• Attendance- While Class is Doing Bell Work
• Activity-Comparing and Contrasting the Magna Carta with the English Bill of Rights
• 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 and Contrasting the Magna Carta with the English Bill of Rights

comparing-the-bill-of-rights-and-magna-carta-activity-2016