U.S. History

Monday-6/12/17:

  • Bell Work-1.) Can you name the scandal that led to impeachment charges being brought up against President Nixon? 2.) What is the underlying theme of the primary source excerpt? 3.) How do you feel about the fact that Congress has the power to remove the President from office if he commits a crime only if they have a 2/3rd  majority in the House (who brings the charges) and a 2/3rd the Senate (who acts as the jury)? *Please explain your thoughts clearly
  • Attendance-While Class is Doing Bell Work
  • Study Guide Review Time- Chapters 16, 17, 18, 19, 20, 21 and Chapter 22
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and Chapter 22 through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and Chapter 22 by completing a structured inquiry based study guide

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

 

Final Exam Study Guide

Final Exam Semester II-Study Guide-Winter 2016

 

Final Exam Chapter Vocabulary Lists

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

Chapter 22-Vocabulary

 

Final Exam Power Points

Chapter 16-World War Looms

Chapter 17-The United States in WWII

Chapter 18-Cold War Conflicts

Chapter 19-The Post War Boom

Chapter 20-The New Frontier and The Great Society

Chapter 21-Civil Rights

Chapter 22-The Vietnam War Years

Nixon and the Watergate Scandal

 

Final Exam Textbook PDF’s

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

Final Exam Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials

Chapter 21-Civil Rights-Test Materials

 

________________________________________________________________________________________________

Government

Monday-6/12/17:

  • Bell Work-1.) Who are the key characters depicted in this political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) After spending this semester learning the structure and practices of the United States government, are you a person who feels that our current democratic system is successfully operating in the best interests of the American people or do you believe corruption and mismanagement have left us with a broken system that only benefits those who are wealthy or have strong political connections? *Be sure to articulate your thoughts in a clear and concise manner  
  • Attendance- While Class is Doing Bell Work
  • Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Material: Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

 

Civil Rights-Kennedy and Johnson-DBQ

 

Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Friday-6/09/17:

  • Bell Work-1.) Based on the tone of the primary source what can you infer about the authors race and feelings towards the civil rights movement? 2.) What is the underlying theme of the authors writing? 3.) Do you agree or disagree with the author’s position that “Internal order is the first necessity of every society. Even justice is secondary to order, because without order there can be no society and no justice…”? *Please thoroughly explain your position
  • Attendance-While Class is Doing Bell Work
  • Presentation-Nixon and Watergate
  • Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by listening to the teacher complete a short presentation then participating in a classroom discussion
    • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will listen and orally discuss Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by participating in classroom discussions following a short lecture by the teacher
    • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

 

Final Exam Study Guide

Final Exam Semester II-Study Guide-Winter 2016

 

Final Exam Chapter Vocabulary Lists

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

Chapter 22-Vocabulary

 

Final Exam Power Points

Chapter 16-World War Looms

Chapter 17-The United States in WWII

Chapter 18-Cold War Conflicts

Chapter 19-The Post War Boom

Chapter 20-The New Frontier and The Great Society

Chapter 21-Civil Rights

Chapter 22-The Vietnam War Years

Nixon and the Watergate Scandal

 

Final Exam Textbook PDF’s

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

Final Exam Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials

Chapter 21-Civil Rights-Test Materials

 

________________________________________________________________________________________________

Government

Friday-6/09/17:

  • Bell Work-1.) Based on the tone of the primary source what can you infer about the authors race and feelings towards the civil rights movement? 2.) What is the underlying theme of the authors writing? 3.) Do you agree or disagree with the author’s position that “Internal order is the first necessity of every society. Even justice is secondary to order, because without order there can be no society and no justice…”? *Please thoroughly explain your position
  • Attendance-While Class is Doing Bell Work
  • Presentation-Nixon and Watergate
  • Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by listening to the teacher complete a short presentation then participating in a classroom discussion
    • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will listen and orally discuss Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by participating in classroom discussions following a short lecture by the teacher
    • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Material: Activity- Civil Rights-Kennedy and Johnson-DBQ and Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Activity- Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Wednesday-6/07/17: Chapter 19 and 20 Retake After School

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our final exam covering chapter 21.
    • In 5 minutes we will begin the vocabulary match up activity.
  • Attendance-While Class is Doing Bell Work
  • Quiz-Chapter 21-Civil Rights
  • Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
  • Daily Objective-
    • Content Objective:
      • SWD evaluation of key terms and concepts associated with our unit covering the push for fully guaranteed civil rights in the United States during the 1960’s by demonstrating their knowledge thought the use of a unit quiz
      • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
    • Language Objective:
      • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a multiple choice and matching quiz.
      • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Study Guide

Final Exam Semester II-Study Guide-Winter 2016

 

Final Exam Chapter Vocabulary Lists

Chapter 16-Vocab Match up Terms

Chapter 16-Vocabulary Match-up

Chapter 17-Vocab Match up Terms

Chapter 17-Vocabulary Match-up

Chapter 18-Vocab Match up Terms

Chapter 18-Vocabulary Match-up

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

Chapter 22-Vocabulary

 

Final Exam Power Points

Chapter 16-World War Looms

Chapter 17-The United States in WWII

Chapter 18-Cold War Conflicts

Chapter 19-The Post War Boom

Chapter 20-The New Frontier and The Great Society

Chapter 21-Civil Rights

Chapter 22-The Vietnam War Years

 

Final Exam Textbook PDF’s

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

Final Exam Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials

Chapter 21-Civil Rights-Test Materials

 

________________________________________________________________________________________________

Government

Wednesday-6/07/17:

  • Bell Work-) How would you classify the type of protest that was photographed in the primary source? 2.) Imagine you were a reporter who worked for the Washington Post charged with writing a profile piece for tomorrows issue. What are a few questions that you would ask the protestors in preparation for writing your article? 3.) Do you agree with the actions taken by these protestors or do you believe that it is wrong of them to disrupt the lives of residents living and working in Washington D.C.? *Please thoroughly explain your answer
  • Attendance-While Class is Doing Bell Work
  • Activity- Civil Rights-Kennedy and Johnson-DBQ
    • 20 minutes to finish activity
  • Video-Lee Daniel’s “The Butler” (2 hours 12 min) (Day 1)
    • w/ Video Questions
  • Daily Objective-
    • Content Objective:
      • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a BDQ packet
      • SWD analysis of the social and political changes that dramatically impacted the lives of minorities in the United States by watching a film and responding to guided inquiry questions
    • Language Objective:
      • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions
      • Students will watch and respond to the social and political changes that dramatically impacted the lives of minorities in the United States by watching Lee Daniel’s The Butler and completing a structured video response guide

 

Supplemental Material: Activity- Civil Rights-Kennedy and Johnson-DBQ and Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Activity- Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Final Exam Study Guide -Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Final Exam Vocabulary

Chapter 1-Vocab Match up Terms

Chapter 1-Vocabulary Match-up

Chapter 2-Vocab Match up Terms

Chapter 2-Vocabulary Match-up

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter 13-Vocabulary

Chapter 14-Vocabulary

 

Final Exam Power Points

Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Final Exam Test Materials

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Tuesday-6/06/17:

  • Bell Work-) What are the titles given to the two statics highlighted in the map’s key? 2.) Imagine that the Voting Act of 1965 had been voted down by Congress. How might the percentage of African Americans registered to vote in 1965 have been different than what is depicted on the map? 3.) In your opinion which of the two pieces of Civil Rights legislation highlighted on the map had the greatest impact in opening up the ability to vote for any American regardless of color or race? *Please justify your response
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Match-up Activity-Chapter 21-Civil Rights
  • Activity-Malcolm X and MLK on Violence and Integration
  • Study Guide Review Time-Chapter 21-Civil Rights
  • Daily Objective-
    • Content Objective:
      • SWD analysis of key terms associated with the unit covering Chapter 21 by manipulating of vocabulary terms in a collaborative activity
      • SWD evaluation of the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s by evaluating primary source documents then organizing their thoughts in thinking maps
      • SWD evaluation of the materials covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s 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 21 through the use of a vocabulary match-up activity
      • Students will read, and write the key terms and important concepts covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a structured inquiry based study guide
      • Students will read, discuss and record information pertaining to the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s by breaking down a primary source document and working in collaborative groups to outline MLK and Malcolm X’s positions in a tree map and a double bubble map

 

Supplemental Material-Vocabulary Match-up Activity-Chapter 21-Civil Rights, Activity-Malcolm X and MLK on Violence and Integration and Study Guide Review Time-Chapter 21-Civil Rights

 

Vocabulary Match-up Activity-Chapter 21-Civil Rights

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary

 

Activity-Malcolm X and MLK on Violence and Integration

Malcolm X and MLK on Violence and Intergration

 

Study Guide Review Time-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Civil Rights

Chapter 21-Civil Rights-Test Materials

Chapter 21-Textbook-PDFs

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

________________________________________________________________________________________________

Government

Tuesday-6/06/17:

  • Bell Work-1.) What are the titles given to the two statics highlighted in the map’s key? 2.) Imagine that the Voting Act of 1965 had been voted down by Congress. How might the percentage of African Americans registered to vote in 1965 have been different than what is depicted on the map? 3.) In your opinion which of the two pieces of Civil Rights legislation highlighted on the map had the greatest impact in opening up the ability to vote for any American regardless of color or race? *Please justify your response
  • Attendance-While Class is Doing Bell Work
  • Video-Civil Rights and the 1950’s: Crash Course US History #39 (11:57 min)
  • Reflection Question: How did the establishment of consensus culture* act as a catalyst for the push towards racial equality beginning in the 1950’s?
    • *Cultural consensus theory supports a framework for the measurement and evaluation of beliefs as cultural; shared to some extent by a group of individuals.
  • Activity-Civil Rights-Kennedy and Johnson-DBQ
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a BDQ packet
  • Language Objective:
    • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions

 

Supplemental Materials-Activity-Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Video Link-Civil Rights and the 1950’s: Crash Course US History #39 (11:57 min)

  • Reflection Question: How did the establishment of consensus culture* act as a catalyst for the push towards racial equality beginning in the 1950’s?
    • *Cultural consensus theory supports a framework for the measurement and evaluation of beliefs as cultural; shared to some extent by a group of individuals.

 

 

U.S. History

Monday-6/05/17:

  • Bell Work-) Based on the context of the political cartoon and the unit we’ve covered in class, where (meaning which region) would this scene most likely take place? 2.) What is the main theme of the political cartoon? 3.) Think in terms of historical context. How might a white Southerner who is illiterate justify subjecting an African-American man or woman to literacy tests?
  • Attendance-While Class is Doing Bell Work
  • Activity-Civil Rights-Kennedy and Johnson-DBQ
  • Study Guide-Chapter 21-Civil Rights
  • Daily Objective-
    • Content Objective:
      • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a BDQ packet
      • SWD evaluation of the materials covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s through summarizing key information in a structured study guide
    • Language Objective:
      • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions
      • Students will read, and write the key terms and important concepts covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a structured inquiry based study guide

 

Supplemental Materials: Activity-Civil Rights-Kennedy and Johnson-DBQ and Study Guide-Chapter 21-Civil Rights

 

 

Activity-Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Study Guide-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Civil Rights

Chapter 21-Civil Rights-Test Materials

Chapter 21-Textbook-PDFs

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

 

________________________________________________________________________________________________

Government

Monday-6/05/17:

  • 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, 10 and 11.
  • You will be given about ten minutes to study prior to the test.
  • Attendance-While Class is Doing Bell Work
  • Quiz-Chapter 13-The President and Chapter 14-The Presidency in Action
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering the responsibilities of the offices of President and Vice President 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 roles and responsibilities of the President and Vice President  by completing a multiple choice and matching quiz.

 

 

 

 

U.S. History

Friday-6/02/17:

  • Bell Work-1.) What can you tell about the location of this restaurant based on the menu being held by the man speaking in the political cartoon? 2.) What do you think the main figure in the political cartoon is implying by telling the is host “It’s all right to seat them. They’re not Americans”? 3.) Based on the elements that exist in the political cartoon what might happen if there was an African-American couple standing in line waiting for a table in this restaurant? 
  • Attendance-While Class is Doing Bell Work
  • Video-Martin Luther King, Jr. I Have A Dream Speech (5:17 min)
  • Activity-Civil Rights-Kennedy and Johnson-DBQ
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a BDQ packet
  • Language Objective:
    • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions

 

Supplemental Materials: Activity-Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Video Links-Martin Luther King, Jr. I Have A Dream Speech (5:17 min)

 

________________________________________________________________________________________________

Government

Friday-6/02/17:

  • Bell Work-1.) What is the name of the air plane depicted in the political cartoon? 2.) What is the main theme of the political cartoon?3.) What judgement could you make about the artists affiliation based on the tone of the political cartoon? *Cite specific aspects of the cartoon that influenced your feelings about this artist
  • Attendance-While Class is Doing Bell Work
  • Outline Notes-Chapter 14-Section 1-The Growth of Presidential Power and Chapter 14 Section 2-The Executive Powers
  • Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers
  • Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the president’s ability to expand their power and historical examples of a president doing so by outlining important information in guided notes
    • SWD comprehension of the role of the president has changed over the last two hundred and fifty years and the growing responsibilities that accompany the office of the president by listening to the teacher complete a short presentation then participating in a classroom discussion and completing a set of guided notes
    • SWD evaluation of the materials covered in Chapter 13 and 14 through summarizing key information in a structured study guide
  • Language Objective:
      • Students will listen and orally discuss the president’s ability to expand their power and historical examples of a president doing so by reading through text and completing a set of student led guided notes.
  • Students will listen, orally discuss and respond to how the role of the president has changed over the last two hundred and fifty years and the growing responsibilities that accompany the office of the president by participating in classroom discussions following a short lecture by the teacher and then reading through text to completing a set of student led guided notes
  • Students will read, and write the key terms and important concepts covered in Chapter 13 and 14 by completing a structured inquiry based study guide

 

Supplemental Materials: Outline Notes-Chapter 14-Section 1-The Growth of Presidential Power and Chapter 14 Section 2-The Executive Powers, Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers and Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action

 

Outline Notes-Chapter 14-Section 1-The Growth of Presidential Power, Chapter 14 Section 2-The Executive Powers, Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Chapter 14-The Presidency in Action-Streamlined Version

Chapter 14-Section 1-4-Guided Notes

 

Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Test Vocabulary

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter 13 and 14-Learning Target-Study Guide

Chapter 13 and 14-Test Materials

 

U.S. History

Thursday-6/01/17:

  • Bell Work-1.) Based on the primary source why might it be difficult for someone who is African-American to attend an all-white university? 2.) What conclusions can you draw from the primary source as to the way White students can be affected by the racist attitudes directed towards their African-American classmates? 3.) What is your opinion of James Meredith belief that “…anytime you move backwards (referring to the privileges denied to people of color), the person already down suffers more”? Why do you believe he feels that way?
  • Attendance-While Class is Doing Bell Work
  • Video-Claudette Colvin: The Original Rosa Parks (2:29 min)
  • Presentation-Chapter 21-Section 1-Taking on Segregation
  • Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by outlining important concepts in an inquiry notes worksheet
  • Language Objective:
    • Students will listen and orally discuss the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by reading through text and completing a set of student led guided notes.

 

Supplemental Materials: Presentation-Chapter 21-Section 1-Taking on Segregation and Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement

 

 

Presentation-Chapter 21-Section 1-Taking on Segregation

Chapter 21-Civil Rights

 

Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement

The Americans-Chapter 21-Section 2

The Americans-Chapter 21-Section 2

 

Video Link-Claudette Colvin: The Original Rosa Parks (2:29 min)

 

________________________________________________________________________________________________

Government

Thursday-6/01/17:

  • Bell Work-1.) Who are the two men in the political cartoon intended to represent? 2.) Imagine you were the moderator in charge of running the 2016 Vice Presidential Debate, what are two or three questions that you would ask the participants of the debate? 3.) Why did the artist choose to have the men in the political cartoon propped up on the specific things they are standing on?  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
  • Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of how the line of presidential succession works and the growing responsibilities that accompany the office of the Vice President by listening to the teacher complete a short presentation
    • SWD evaluation of the materials covered in Chapter 13 and 14 through summarizing key information in a structured study guide
  • Language Objective:
    • Students will listen, orally discuss and respond to how the role of the president has changed over the last two hundred and fifty years and the growing responsibilities that accompany the office of the president by participating in classroom discussions following a short lecture by the teacher
    • Students will read, and write the key terms and important concepts covered in Chapter 13 and 14 by completing a structured inquiry based study guide

 

Supplemental Materials: Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides) and Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

 

Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)

Chapter 14-The Presidency in Action-Streamlined Version

 

Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Learning Target-Study Guide

Chapter 13-The Presidency

Chapter 13 and 14-Test Materials

Chapter 13 and 14-Test Vocabulary

 

U.S. History

Wednesday-5/31/17:

  • Bell Work-) What is the name of the young woman who serves as the focus of this article? 2.) Imagine you are the author of this article. What are two to three questions that you would ask the young woman concerning her arrest? 3.) What is your opinion of the absurd charges (assault and battery, disorderly conduct and violating a city ordinance) levied against the young woman in the article? How were these charges a reflection of the deeply seeded racist feelings that existed in the South during the 1950’sand 60’s?  
  • Attendance-While Class is Doing Bell Work
  • Video-The 1960s in America: Crash Course US History #40 (15:14 min)
    • Reflection Question: How did the push for Civil Rights lead to new social and political opportunities for African-American’s in the United States?
  • Outline Notes-Chapter 21-Section 1-Taking on Segregation
  • Daily Objective-
    • Content Objective:
      • SWD comprehension of the racial constructs that divided the United States and the key individuals and protests that challenged the status quo by outlining important concepts in an inquiry notes worksheet
    • Language Objective:
      • Students will listen and orally discuss the racial constructs that divided the United States and the key individuals and protests that challenged the status quo by reading through text and completing a set of student led guided notes.

 

Supplemental Materials: Outline Notes-Chapter 21-Section 1-Taking on Segregation

Chapter 21-Textbook-PDFs

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

 

 

Video Link-The 1960s in America: Crash Course US History #40 (15:14 min)

  • Reflection Question: How did the push for Civil Rights lead to new social and political opportunities for African-American’s in the United States?

 

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Government

Wednesday-5/31/17:

  • Bell Work-1.) Based on the information contained in the primary source what is one action taken by President Dwight D. Eisenhower in response to the crisis in Little Rock, Arkansas? 2.) Based on the information in the primary source what can we infer might have been one of the main reasons President Dwight D. Eisenhower chose to take action during the Little Rock crisis knowing his stand against segregation could negatively affect his approval rating with many Americans? 3.) Imagine you were the President of the United States during the late 1950’s. How would you have handled this situation if you were President? *Be sure to thoroughly articulate your response
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
  • Notes-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
  • Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by listening to the teacher complete a short presentation then participating in a classroom discussion
    • SWD analysis of key terms associated with the unit covering the key duties of the President by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective: .
    • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job by participating in classroom discussions following a short lecture by the teacher
    • Students will read and record important vocabulary terms pertaining to our unit covering the key duties of the President through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency, Notes-Chapter 13-Section 2-Presidential Succession and the Vice Presidency and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

 

Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-The Presidency

 

Notes-Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-Section 1-3-Guided Notes

 

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Frayer Vocabulary Model

Chapter 14-Vocabulary

 

 

 

U.S. History

Tuesday-5/30/17:

  • Bell Work-1.) What is the main idea of the chart? 2.) Based on the information contained in the chart which are the three states that seemed to be the most successful in integrating their white and African-American students? 3.) In your opinion why might some of the states listed on the chart be unwilling to fully integrate their schools? *Be sure to reflect on the social climate in the South as you formulate your answer  
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Frayer Model Activity-Chapter 21-Civil Rights
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the push for fully guaranteed civil rights in the United States during the 1960’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 the push for fully guaranteed civil rights in the United States during the 1960’s through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 21-Civil Rights

Frayer Vocabulary Model

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

 

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Government

Tuesday-5/30/17:

  • Bell Work-1.) Based on the context of the political cartoon what can we infer is the artists position of Donald J. Trumps 2016 Presidential campaign? What facts or ideas show the artists bias? 2.) What is the underlying theme of this political cartoon? 3.) What is your opinion of this political cartoon? Do you feel it accurately depicts Donald J. Trump’s political campaign or do you feel it feeds into a view that ignores his positive qualities in an attempt to craft a negative public image of him?
  • Attendance-While Class is Doing Bell Work
  • Video-What Powers Does President Obama Legally Have? (3:57 min)
  • Presentation-Chapter 13-Section 1-The President’s Job Description
  • Student Led Notes- Chapter 13-Section 1-The President’s Job Description
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the formal qualifications required for becoming the President along with examining the key duties associated with the job by listening to the teacher complete a short presentation then participating in a classroom discussion
  • Language Objective:
    • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job by participating in classroom discussions following a short lecture by the teacher

 

 

Supplemental Materials: Presentation-Chapter 13-Section 1-The President’s Job Description and Student Led Notes- Chapter 13-Section 1-The President’s Job Description

 

Presentation-Chapter 13-Section 1-The President’s Job Description

Chapter 13-The Presidency

 

Student Led Notes- Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 1-3-Guided Notes

 

Video-What Powers Does President Obama Legally Have? (3:57 min)

 

U.S. History

Thursday-5/25/17:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 20 Sections 1 through 3. In 5 minutes we will begin the vocabulary match up activity.
  • Attendance- While Class is Doing Bell Work
  • Quiz-Chapter 20-The New Frontier and The Great Society
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering JFK’s Great Frontier and LBJ’s Great Society programs 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 JFK’s Great Frontier and LBJ’s Great Society programs by completing a multiple choice and matching quiz.

 

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Government

Thursday-5/25/17:

  • Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.) What are some of the problems associated with bicameralism, according to this passage?
  • 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regards to our legislatures? *Please thoroughly explain your position  
  • Attendance-While Class is Doing Bell Work
  • Test-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
  • Vocabulary Frayer Activity-Chapter 13-The Presidency
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering Chapters 9, 10 and 11 by demonstrating their knowledge thought the use of a unit quiz
    • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary based activity
  • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapters 9, 10 and 11 by completing a multiple choice and matching quiz.
    • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Activity-Chapter 13-The Presidency

Frayer Vocabulary Model

Chapter 13-Vocabulary