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

U.S. History

Monday-9/26/16:

• 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
• Activity-The Progressive Era-DBQ (Partner Activity) (10 min to finish)
• Video Clip-Theodore Roosevelt-Mini Biography (3:57 min)
• Student Led Notes-Chapter 9-Section 3-Teddy Roosevelts Square Deal
• Study Guide-Chapter 9-The Progressive Era
• 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 compiling information in student led notes
  • 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, 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 by creating student centered guided notes
  • 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: Student Led Notes-Chapter 9-Section 3-Teddy Roosevelt’s Square Deal and Study Guide-Chapter 9-The Progressive Era

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

chapter-9-section-3-guided-notes-high

Study Guide-Chapter 9-The Progressive Era

chapter-9-learning-target-study-guide

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

the-americans-chapter-9-section-3

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Government

Monday-9/26/16:

• Bell Work-) Identify the clause in the Magna Carta upholds the concept of Due Process. *If you can’t remember what Due Process is refer back to your vocabulary booklet. 2.) Based on the fourteenth clause located in the primary source which group could we identify would be included in the common council and which groups were left out? 3.) What changes or additions would you recommend adding to this portion of the Magna Carta in order to help protect the freedoms of ordinary English citizens?

• Attendance- While Class is Doing Bell Work
• Presentation and Guided Notes-Chapter 2-Section 1-Our Political Beginnings
• Daily Objective-

• Content Objective:
  • SWD synthesis 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 United States current system of government through listening to a short lecure and creating student centered guided notes

Supplemental Materials: Presentation and Guided Notes-Chapter 2-Section 1-Our Political Beginnings *See the last slide of the power point for the notes outline

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

U.S. History

Friday-9/23/16:

• Bell Work-) 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: Activity-The Progressive Era-DBQ (Partner Activity)

the-progressive-era-dbq

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Government

Friday-9/23/16:

• Bell Work-) Based off of your prior knowledge and the themes of this text which of the four theories of a states origin is Thomas Hobbes describing? 2.) Using the text please identify how Hobbes believes men would behave without the presence of law. *Describe in several well-constructed sentences. 3.) Is there a better solution you can present that will help guarantee the precious freedoms we hold dear than those beliefs stated by s Hobbes’ in the Leviathan?

• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Student Debt (HBO) (16:16 min)

• Reflection Question: How are federally subsidized student loans creating problems for college aged American who have no other options then to take out loans in order to pay for school?

• Activity-Current Events 9/23
• 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

Supplemental Materials: Current Events Template

current-events-cornell-template

Video Link: Last Week Tonight with John Oliver: Student Debt (HBO) (16:16 min)

U.S. History

Thursday-9/22/16:

• Bell Work-) 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
• T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905
  • Discussion Questions: 1.) What is the underlying theme of this primary source?  2.) Which of Cleveland’s comments struck you as interesting? 3.) Based on the primary source which side of the debate would Cleveland side with in terms of equal rights?
• Student Led Notes-Chapter 9-Section 2-Women in Public Life
• Daily Objective-

• Content Objective:
  • SWD evaluation of the antiquated view many had regarding the role of women in our society during the Progressive Era by interpreting the meaning of a primary source documents in a text based analysis activity
  • 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 compiling information in student led notes
• Language Objective:
  • Students will read record information pertaining to antiquated view many had regarding the role of women in our society during the Progressive Era by identifying key pieces of information contained in a T2T primary source activity
  • 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 creating student centered guided notes

Supplemental Materials: T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905 and Student Led Notes-Chapter 9-Section 2-Women in Public Life

T2T Activity-Grover Cleveland’s Defense of True Womanhood, 1905

grover-clevelands-defense-of-true-womanhood-1905-primary-source-us

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

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Government

Thursday-9/22/16:

• 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

• Daily Objective-
• Vocabulary Frayer Model Activity- Chapter 2-Origins of American Government
• Attendance- While Class is Doing Bell Work
• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 2 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 2 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity- Chapter 2-Origins of American Government

chapter-2-vocab-match-up-terms

chapter-2-vocabulary-match-up

U.S. History

Wednesday-9/21/16:

• Bell Work-) 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
• Activity-Women’s Suffrage DBQ (10 min)
• Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

• Reflection Question: What challenges did women face during the early 1900’s and how did the suffrage movement lead to new freedoms for women?

• 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: Activity-Women’s Suffrage DBQ (10 min) and Student Led Notes-Chapter 9-Section 2-Women in Public Life

Activity-Women’s Suffrage DBQ (10 min)

womens-suffrage-dbq

Video-Women’s Suffrage: Crash Course US History #31 (13:30 min)

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Government

Wednesday-9/21/16:

• Bell Work-) Based off the information contained in the text which of the four theories of a states origin is King James describing? 2.) What is the underlying theme (reason) behind why King James feels that government should be organized according to the texts description? 3.) How would you feel if you were an English citizen living under this system of government? Would you willing follow the king or would you help sow the seeds of revolution?

• Attendance- While Class is Doing Bell Work
• Thinking Map-Classifications of Government-Bubble Map
• Video- Democracy-A Short Introduction (3:19 min)
• Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy
• Daily Objective-

• Content Objective:
  • SWD synthesis of the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through creating a set of student centered guided notes
• Language Objective:
  • Student will read and record information pertaining to the foundational principles of democracy and how the free enterprise system functions within the political spectrum of democracy through creating student centered guided notes

Supplemental Materials: Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy and Thinking Map-Classifications of Government-Bubble Map

Student Led Notes-Chapter 1-Section 3-Basic Concepts of Democracy

chapter-1-section-3-guided-notes

Thinking Map-Classifications of Government-Bubble Map

classifications-of-government-bubble-map-gov

Video Link-Democracy-A Short Introduction (3:19 min)

U.S. History

Tuesday-9/20/16:

• Bell Work-) 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
• 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: Presentation-Chapter 9-Section 2-Women in Public Life and Activity-Women’s Suffrage DBQ

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

chapter-9-section-2-notes

Activity-Women’s Suffrage DBQ

womens-suffrage-dbq

Video Link: School House Rock-Sufferin Till Suffrage (3:00 min)

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Government

Tuesday-9/20/16:

• Bell Work-) Identify the reason Thomas Hobbes says “We give up our right to enact revenge for crimes”? 2.) What would happen if the government failed to meet their responsibility to protect the freedoms of its citizens? 3.) What do you feel about the line that “If a ruler seeks absolute power, if the acts both as a judge and participant in disputes, he puts himself in a state of war with his subjects and we have the right and the duty to kill such rulers and their servants”? *Do you feel this is a justifiable statement or are the people trying to take more power then they deserve?

• Attendance- While Class is Doing Bell Work
• Activity-The Purposes of Government-Foldable (10 min to finish)
• Presentation-Chapter 1-Secrion 2-Forms of Government
• Student Led Notes-Chapter 1-Secrion 2-Forms of Government
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms through creating a set of student centered foldable notes
  • SWD synthesis of the main classifications of government and how federal power is distributed by compiling information in student led notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through creating a set of student centered foldable notes
  • Students will read and record information pertaining to the main classifications of government and how federal power is distributed through creating student centered guided notes

Supplemental Materials: Activity-The Purposes of Government-Foldable, Presentation-Chapter 1-Secrion 2-Forms of Government and Student Led Notes-Chapter 1-Secrion 2-Forms of Government

Activity-The Purposes of Government-Foldable

purposes-of-government-foldable-gov

purposes-of-government-outside-foldable-gov

purposes-of-government-inside-foldable-gov

Presentation-Chapter 1-Secrion 2-Forms of Government

chapter-1-section-2-power-point

Student Led Notes-Chapter 1-Secrion 2-Forms of Government

forms-of-government-notes-template-gov

U.S. History

Monday-9/19/16:

• Bell Work-) How would you feel if you were living in 1906 and found out about the deplorable conditions of meat packing factories contained in Document 2? 2.) Do you think the new regulations contained in Document 6 are sufficient or do you think additional regulations need to be added in order to truly safeguard the quality of meat for sale in the United States? 3.) What would happen if we found out that a major producer of your favorite energy drink or soda was using non-FDA approved ingredients in their product? How would you react to this information?

• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism
• 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 reform movement during the late 1800 that led to the progressive movement 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 on the reform movement during the late 1800 that led to the progressive movement through creating student centered guided notes

Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-The Progressive Era and Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

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

vocabulary-match-up-chapter-9

vocab-match-up-terms-chapter-9

Student Led Notes- Student Led Notes-Chapter 9-Section 1-The Origins of Progressivism

chapter-9-section-1-guided-notes-high

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Government

Monday-9/19/16:

• Bell Work-) What can you infer the artist is trying to say about our political system based on the cartoon? 2.) Are you a person who feels that our government has hidden agendas or do you feel our government is built on principles of freedom and honesty yet sometimes has people who violate those ideals? *Please justify your answer 3.) Choose one of the three branches of government and describe why you believe the artist associated the hidden agenda with the particular branch you selected?

• Attendance- While Class is Doing Bell Work
• Presentation-The Six Purposes of Government (6 Slides)
• Activity-The Purposes of Government-Foldable (pg. 9-11)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms through creating a set of student centered foldable notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through creating a set of student centered foldable notes

Supplemental Materials: Presentation-The Six Purposes of Government (6 Slides) and Activity-The Purposes of Government-Foldable (pg. 9-11)

Presentation-The Six Purposes of Government (6 Slides)

the-purpose-of-government-2015

Activity-The Purposes of Government-Foldable (pg. 9-11)

purposes-of-government-foldable-gov

purposes-of-government-outside-foldable-gov

purposes-of-government-inside-foldable-gov

U.S. History

Friday-9/16/16:

• Bell Work- 1.) What was the major system of government that developed in England in 1066?
• 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance- While Class is Doing Bell Work
• Procedure-Vocabulary Booklet Check
• Video-Republican National Convention: Last Week Tonight with John Oliver (HBO) (11:31 min)

• Reflection Question: How can the Republican Party’s emphasis on promoting their beliefs and feelings over factual truth lead to confusion among casual voters? *Please site at least example of a Republican belief or feeling stated in the video

• Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9) (Extra Time)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the four main theories considered when forming a political state by compiling information in student led notes
• Language Objective:
  • Students will read and record information on the four main theories considered when forming a political state through creating student centered guided notes

Supplemental Materials: The Progressive Era-Carousel Activity

The Progressive Era-Carousel Activity

Video Link–The Progressive Era: Crash Course US History #27 (15:00 min)

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Government

Friday-9/16/16:

• Bell Work- 1.) What was the major system of government that developed in England in 1066?
• 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)? 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance- While Class is Doing Bell Work
• Procedure-Vocabulary Booklet Check
• Video-Republican National Convention: Last Week Tonight with John Oliver (HBO) (11:31 min)

• Reflection Question: How can the Republican Party’s emphasis on promoting their beliefs and feelings over factual truth lead to confusion among casual voters? *Please site at least example of a Republican belief or feeling stated in the video

• Activity-The Purposes of Government-Foldable (pg. 9-11)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the six main purposes of government and the reason each plays an important role preserving our freedoms through creating a set of student centered foldable notes
• Language Objective:
  • Students will read, discuss and record information on the six main purposes of government and the reason each is important through creating a set of student centered foldable notes

Supplemental Materials: The Purposes of Government-Foldable (pg. 9-11) Power Point

The Purposes of Government-Foldable (pg. 9-11) Power Point

the-purpose-of-government-2015

Video Link: Republican National Convention: Last Week Tonight with John Oliver (HBO) (11:31 min)

U.S. History

Thursday-9/15/16:

• Bell Work-) Woodrow Wilson recognizes that “evil has come with the good.” Identify three “evils” that Wilson discusses. (You do not need to identify the “good”) 2.) Compare Wilson’s statement that “We have squandered (wasted) a great part of what we might have used, and have not stopped to conserve the exceeding bounty of nature…” with the beliefs of Theodore Roosevelt. Do they share a similar philosophy or are their beliefs in stark contrast to each other. *Explain your thoughts 3.) What criteria would you use to assess Wilson’s statement that “Our duty is to cleanse, to reconsider, to restore, to correct the evil…to purify and humanize every process of our common life…”?

• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 9-The Progressive Era
• Video-Susan B. Anthony, the Suffragette Superhero (4:45 min)
• Activity-The Progressive Era-Carousel Activity (35 min)
• 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 comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• 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, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-The Progressive Era and Activity-The Progressive Era-Carousel Activity (35 min)

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

vocab-match-up-terms-chapter-9

Activity-The Progressive Era-Carousel Activity (35 min)

progressive-era-text-set-notes-page-1

progressive-era-text-set-notes-page-2

the-progressive-era-article

Video Link-Susan B. Anthony, the Suffragette Superhero (4:45 min)

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Government

Thursday-9/15/16:

• Bell Work-1.) What was the major system of government that developed in England in 1066?
• 2.) How would you combine the concepts of feudalism with our current system to create a new branch of government that could coexist with our current three branches (Executive, Legislative and Judicial)?
• 3.) In order for the feudal system to be successful in your opinion which group must find personal success in order for this type of government to succeed?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)
• Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the four main theories considered when forming a political state by compiling information in student led notes
• Language Objective:
  • Students will read and record information on the four main theories considered when forming a political state through creating student centered guided notes

Supplemental Materials: Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9) and Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)

Presentation-Chapter 1-Section 1-Origin of the State (pg. 5-9)

origins-of-the-state-2015

Notes-Chapter 1-Section 1-Characteristics of a State (pg. 5-9)

characteristics-of-a-state-notes-high

U.S. History

Wednesday-9/14/16:

• Bell Work-) Based on the commentary under the political cartoon what can we infer the “Sunday Saloons” were? 2.) Based on the time period (early 1900’s) determine what could have caused Dr. Washington Glidden to appeal to this group in a plea to have their voice heard? 3.) State a case that would support/reject the need to have workers’ rights extended to children under the age of 18?

• Attendance- While Class is Doing Bell Work
• Procedure-Binder Setup
• Activity-The Progressive Era-Carousel Activity (20 min)
• Daily Objective-

• Content Objective:
  • SWD comprehension of the forward thinking ideas that developed during the Progressive Era by collaboratively summarizing a text set based on primary sources
• Language Objective:
  • Students will read, write and orally discuss the forward thinking ideas that developed during the Progressive Era by creating a set of Cornell Notes and breaking down individually assigned pieces of text then summarizing the important information in a group setting

Supplemental Materials: Procedure-Binder Setup and Activity-The Progressive Era-Carousel Activity (20 min)

Procedure-Binder Setup

binder-tab-set-up

Activity-The Progressive Era-Carousel Activity (20 min)

the-progressive-era-article

progressive-era-text-set-notes-page-1

progressive-era-text-set-notes-page-2

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Government

Wednesday-9/14/16:

• Bell Work-1.) Based on your prior knowledge what document acted as the political guideline for the United States prior to the adoption of the U.S. Constitution? 2.) Based on the excerpt what can you determine could have caused the United States to move away from prior documents to a Constitution with a strongly established central government? 3.) What would you conclude about Richard Henry Lee’s argument is it one that would realistically persuade the American public to adopt a new Constitution or would it cause fear that we are replacing one ineffective government with another? * Please thoroughly explain your answer
• Attendance- While Class is Doing Bell Work
• Procedure-Binder Setup
• Vocabulary Frayer Model Activity- Chapter 1-Principles of Government
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 1 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 1 through the use of a frayer model vocabulary activity

Supplemental Materials: Procedure-Binder Setup and Vocabulary Frayer Model Activity- Chapter 1-Principles of Government

Procedure-Binder Setup

binder-tab-set-up

Vocabulary Frayer Model Activity- Chapter 1-Principles of Government

frayer-vocabulary-model

vocab-match-up-terms-chapter-1

U.S. History

Tuesday-9/13/16:

• Bell Work-) Which historical event “raised women’s expectations, inspired some of the first explicit demands for equality, and witnessed the establishment of female academies to improve women’s education”? 2.) State a case that would support/reject the idea that it was in the best interest of our nation to legally state that “married women could not own property, make contracts, bring suits, or sit on juries”. *Explain why this would or would not be a positive idea 3.) What is the significance of the suffragists fight for equality in divorce, access to higher education, the professions, and other occupations, as well as birth control and abortion?

• Attendance- While Class is Doing Bell Work
• Quiz-U.S. History Pre-test
• Guided Tour-Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 through compiling and integrating their knowledge on a pre-test
  • SWD applications of the important political/historical figures, events and evidentiary text located in Chapter 10 through compiling information on a guided tour worksheet
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test
  • Students will write answers to guided questions that require examination of the additional supporting resources/information located within Chapter 10 by completing a Guided Tour activity

Supplemental Materials: Guided Tour-Chapter 9-The Progressive Era

Guided Tour-Chapter 9-The Progressive Era

chapter-9-guided-tour

Textbook PDF’s: Chapter 9-The Progressive Era

the-americans-chapter-9-section-1

the-americans-chapter-9-section-2

the-americans-chapter-9-section-3

the-americans-chapter-9-section-4

the-americans-chapter-9-section-5

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Government

Tuesday-9/13/16:

• Bell Work-) What is the key difference between Thomas Jefferson and Alexander Hamilton’s feelings of the roles of delegated powers in regards to the formation of a national bank? 2.) Discuss the pro/sons of having a national bank? *Think what would be the best argument for or against the idea of having a national bank. 3.) Based on the following excerpt what relationship exists between the federal government and the people if there is not a clear definition of who power is delegated to? “I consider the foundation of the Constitution as laid on this ground: that all powers not delegated to the United States, by the Constitution, nor prohibited by it the states, or the people (XII amend). To take a simple step beyond the boundaries thus specially drawn around the powers of the Congress, is to take possession of a boundless field of power, no longer susceptible of any definition”.

• Attendance- While Class is Doing Bell Work
• Quiz-Government Pre-test
• Thinking Map-Four Characteristics of a State-Tree Map (pg. 6)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the key terms, important political/historical figures and concepts associated with our units covering Chapter 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 13, 14, 17, 18, 19, 20 and Chapter 21 through compiling and integrating their knowledge on a pre-test
• Language Objective:
  • Students will read and respond through writing the key terms, important political/historical figures and concepts associated with our units covering Chapter 9, 10, 11, 12, 13, 14, 15, 16, and Chapter 17 vocabulary by completing a multiple choice and matching pre-test

Supplemental Materials: Thinking Map-Four Characteristics of a State-Tree Map (pg. 6)

characteristics-of-a-state-tree-map-gov