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

U.S. History

Tuesday-5/31/16:

• Bell Work-1.) What was the goal of the Civil Rights Act of 1968? 2.) What was the number of African-Americans who held political office in 1992? 3.) What does the concept of affirmative action aim to do?
• Attendance- While Class is Doing Bell Work
• Video-Murder in Mississippi (1:36:00 min) (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by watching a video and discussing the impact with a classmate

Supplemental Materials: Murder in Mississippi-Video Questions

Murder in Mississippi-Video Questions

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Government

Tuesday-5/31/16:

• Bell Work-1.) Through which office does the President usually negotiate a treaty through? 2.) What is the difference between a treaty and an executive agreement? 3.) What is the Presidential power of recognition?   
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapter 13 and 14 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 13 and 14 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 13-The Presidency-Guided Notes, Chapter 14-The Presidency in Action-Guided Notes, Chapter 13-The Presidency-Power Point, Chapter 14-The Presidency in Action-Power Point and Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13-The Presidency-Guided Notes

Chapter 13-Section 1-3-Guided Notes

Chapter 14-The Presidency in Action-Guided Notes

Chapter 14-Section 1-4-Guided Notes

Chapter 13-The Presidency-Power Point

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Power Point

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 and 14-Test Materials

Chapter 13 and 14-Test Materials

U.S. History

Thursday-5/26/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 21 Sections 1 through 3. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 21-Civil Rights
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 21 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 21 by completing a multiple choice and matching quiz.

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Government

Thursday-5/26/16:

• Bell Work-1.) What law did Congress pass in 1876 regarding removing government employees from power? 2.) What is the “general rule” regarding those a president can remove from power? 3.) How is the term executive privilege best defined?
• Attendance- While Class is Doing Bell Work
• Video-The West Wing-“Five Votes Down” (Season 1 Episode 4) (44:00 min)
• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in which the White House and members of the legislative branch work together to create new laws along with how the concept of financial disclosure works by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in which the White House and members of the legislative branch work together to create new laws along with how the concept of financial disclosure works by watching a video and discussing the impact with a classmate

Supplemental Materials: Video Notes-The West Wing-“Five Votes Down”

The West Wing-Five Votes Down-Episode Guide

U.S. History

Wednesday-5/25/16:

• Bell Work-1.) How did MLK feel about the Black Power movement? 2.) Which four cities were hit hardest by riots following the death of MLK? 3.) Why did Sirhan Sirhan kill Bobby Kennedy?  
• Attendance- While Class is Doing Bell Work
• Activity-Malcolm X and MLK on Violence and Integration
• Daily Objective-

• Content Objective:
  • 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
• Language Objective:
  • 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 Materials: Activity-Malcolm X and MLK on Violence and Integration

Malcolm X and MLK on Violence and Intergration

Talk to The Text-Instructions

Test Resources: Chapter 21-Civil Rights Test is Tomorrow *5/25/16*

Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

Chapter 21-Textbook-PDFs

Chapter 21-Civil Rights-Test Materials

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Government

Wednesday-5/25/16:

• Bell Work-1.) What is an executive order? 2.) What are the five categories named by the president in which the top-ranking officers of the Federal Government fall into? 3.) Why have recess appointments become a matter of contention?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
• Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers
• Daily Objective-

• Content Objective:
  • SWD comprehension of the 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 listening to the teacher complete a short presentation then participating in a classroom discussion and completing a set of guided notes
• 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 and then reading through text to completing a set of student led guided notes

Supplemental Materials: Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides) and Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

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

Chapter 14-The Presidency in Action-Streamlined Version

Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Chapter 14-Section 1-4-Guided Notes

U.S. History

Tuesday-5/24/16:

• Bell Work- 1.) What epiphany did Malcolm X have while on pilgrimage in Mecca? 2.) What happened to Malcom X on February 21st, 1965? 3.) What was the message behind the Black Power movement?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 21-Civil Rights
• 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 materials covered in Chapter 21 Sections 1-3 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 Chapter 21 Sections 1-3 by completing a structured inquiry based study guide

Supplemental Materials: Vocabulary Match-up Activity-Chapter 21-Civil Rights, Power Point-Chapter 21-Civil Rights 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 Match-up

Power Point-Chapter 21-Civil Rights

Chapter 21-Civil Rights

Study Guide Review Time-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Textbook PDF-Chapter 21-Civil Rights

Chapter 21-Textbook-PDFs

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Government

Tuesday-5/24/16:

• Bell Work-1.) What is the main reason behind the growth of presidential powers? 2.) How did President Truman overstep his power during the 1952 steel worker strike? 3.) What does the term “imperial presidency” imply?
• 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
• Vocabulary Frayer Activity-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 analysis of key terms associated with the unit covering Chapter 14 by defining and personalizing vocabulary terms in a vocabulary based activity
• 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 read and record important vocabulary terms pertaining to our unit covering Chapter 14 through the use of a frayer model vocabulary activity

Supplemental Materials: Outline Notes-Chapter 14-Section 1-The Growth of Presidential Power and Chapter 14 Section 2-The Executive Powers

Chapter 14-Section 1-4-Guided Notes

U.S. History

Monday-5/23/16:

• Bell Work-1.) What is the difference between de facto and de jure segregation? 2.) How many protestors did MLK lead towards city hall on July 10th, 1966? 3.) Who served as the head of the Nation of Islam during the 1960’s?
• 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 Chapter 21 Sections 1-3 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 Chapter 21 Sections 1-3 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

Test Materials, Text Book PDF’s and Power Points

Chapter 21-Civil Rights-Test Materials

Chapter 21-Textbook-PDFs

Chapter 21-Civil Rights

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Government

Monday-5/23/16:

• Bell Work-1.) Who would be considered a “swing voter”? 2.) What is a battleground state? 3.) When examining the chart titled “Electoral Votes by State” which three states have the largest amount of electoral votes in the South?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 13-Section 5-The Presidential Election
• Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD comprehension of the process of presidential elections and how electoral votes are distributed 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 Chapter 14 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will listen and orally discuss the process of presidential elections and how electoral votes are distributed 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 Chapter 14 through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 13-Section 5-The Presidential Election and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Presentation-Chapter 13-Section 5-The Presidential Election

Chapter 13-Section 4 and 5 Presentation

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Chapter 14-Vocabulary

U.S. History

Friday-5/20/16:

• Bell Work-1.) How many U.S. marshals did Kennedy send to protect the freedom riders on their journey to Jackson, Mississippi? 2.) How many people marched on Washington, D.C. on August 28^th, 1963? 3.) What did the Civil Rights Act of 1964 prohibit?
• 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 Link: Martin Luther King, Jr. I Have A Dream Speech (5:17 min)

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Government

Friday-5/20/16:

• Bell Work-1.) What is a caucus? 2.) What are the three major goals of national conventions? 3.) What is the nickname for a keynote address?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: 9-1-1 (HBO) (15:57 min)
• Activity-Current Events 5/20
• 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

Video Link-Last Week Tonight with John Oliver: 9-1-1 (HBO) (15:57 min)

U.S. History

Thursday-5/19/16:

• Bell Work-1.) What act of defiance is Rosa Parks historically known for? 2.) What was the goal of the Southern Christian Leadership Conference (SCLC)? 3.) What was the goal of the sit-ins?
• 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 and Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade

Chapter 21-Civil Rights

Chapter 21-Section 3-Challenges and Changes in the Movement

The Americans-Chapter 21-Section 3

Textbook PDF-Chapter 21-Civil Rights

Chapter 21-Textbook-PDFs

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

The Americans-Chapter 21-Section 3

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

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Government

Thursday-5/19/16:

• Bell Work-1.) Where did the Republicans and Democrats choose to hold their national conventions during the 2008 election? 2.) What are the two ways in which a presidential primary works? 3.) How does a winner-take-all contest work?
• Attendance- While Class is Doing Bell Work
• Video-Lie Witness News-Donald Trump’s Vice President Edition (5:04 min)
• Notes-Chapter 13-Section 3-Presedential Succession: The Framers’ Plan (About 20 min of class time)
• Presentation-Chapter 13-Section 4-Presidential Nominations
• Thinking Map-The Roles of the President and the Vice President
• Daily Objective-

• Content Objective:
  • SWD comprehension of the Framers plan for deciding the offices of the President and Vice President formal and how the nomination process has changed over the last two hundred years by outlining important concepts in an inquiry notes worksheet
• Language Objective:
  • Students will listen and orally discuss the Framers plan for deciding the offices of the President and Vice President formal and how the nomination process has changed over the last two hundred years by reading through text and completing a set of student led guided notes

Supplemental Materials: Notes-Chapter 13-Section 3-Presedential Succession: The Framers’ Plan (About 20 min of class time) and Presentation-Chapter 13-Section 4-Presidential Nominations

Notes-Chapter 13-Section 3-Presedential Succession: The Framers’ Plan (About 20 min of class time)

Chapter 13-Section 1-3-Guided Notes

Presentation-Section 3-Presedential Succession: The Framers’ Plan and Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 3-Presidential Selection-The Framers Plan

Chapter 13-Section 4 and 5 Presentation

Old Textbook PDF’s-Chapter 13-Section 3-Presedential Succession: The Framers’ Plan and Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 3-Presidential Selection-The Framers Plan

Chapter 13-Section 4-Presidential Nominations

Video Link-Lie Witness News-Donald Trump’s Vice President Edition (5:04 min)

https://www.youtube.com/watch?v=gjSQv5s9QF8

U.S. History

Wednesday-5/18/16:

• Bell Work-1. ) According to the “U.S. School Segregation, 1952” chart how many states required that schools remain segregated in 1952? 2.) How many cases did Thurgood Marshall win over a twenty-three year period? 3.) What did the ruling of “Brown II” state?
• Attendance- While Class is Doing Bell Work
• Video-The 1960s in America: Crash Course US History #40 (15:14 min)
• 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

The Americans-Chapter 21-Section 1

Textbook PDF-Chapter 21-Section 1-Taking on Segregation

The Americans-Chapter 21-Section 1

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

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Government

Wednesday-5/18/16:

• Bell Work-1. ) According to the “U.S. School Segregation, 1952” chart how many states required that schools remain segregated in 1952? 2.) How many cases did Thurgood Marshall win over a twenty-three year period? 3.) What did the ruling of “Brown II” state?
• Attendance- While Class is Doing Bell Work
• Guided Notes-Chapter 13-Section 1-The President’s Job Description and 2- Presidential Succession and the Vice Presidency
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• 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 and the role the vice president plays by outlining important concepts in an inquiry notes worksheet
  • 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 listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job and the role the vice president plays by reading through text and completing a set of student led guided notes.
  • 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: Guided Notes-Chapter 13-Section 1-The President’s Job Description and Section 2- Presidential Succession and the Vice Presidency

Chapter 13-Section 1-3-Guided Notes

Chapter 13-Section 2- Presidential Succession and the Vice Presidency-Power Point

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

Old Textbook PDF: Chapter 13-Section 2- Presidential Succession and the Vice

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

U.S. History

Tuesday-5/17/16:

• Bell Work-1.) What did the entrance and exit policies for African-Americans riding the segregated busses in Montgomery, Alabama in the 1950’s look like? 2.) What was the outcome of the court decision in Plessy v. Ferguson? 3.) According to the “U.S. School Segregation, 1952” chart how did the state of Michigan handle the issue of segregation?   
• Attendance- While Class is Doing Bell Work
• Activity-Key Legislation to Create the Great Society-Timeline of 10 Key Great Society Programs (20 min)
• Vocabulary Frayer Model Activity-Chapter 21-Civil Rights
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 21 by defining and personalizing vocabulary terms in a vocabulary based activity
  • SWD evaluation of the key pieces of legislation involved in creating LBJ’s Great Society programs by evaluating a primary source and breaking down the n text to create a timeline
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 21 through the use of a frayer model vocabulary activity
  • Students will read, annotate and discuss the key pieces of legislation involved in creating LBJ’s Great Society programs by annotating a primary source using talk to the text strategy and creating a time line in student led groups

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

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

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Government

Tuesday-5/17/16:

• Bell Work-
• 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

• Roles of the President

• Vocabulary Frayer Activity-Chapter 13-The Presidency
• 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 Chapter 13 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 Chapter 13 through the use of a frayer model vocabulary activity

Supplemental Materials:Presentation-Chapter 13-Section 1-The President’s Job Description and Vocabulary Frayer Activity-Chapter 13-The Presidency

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

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

Vocabulary Frayer Activity-Chapter 13-The Presidency

Chapter 13-Vocabulary

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

https://www.youtube.com/watch?v=milg9b0rPLQ

U.S. History

Monday-5/16/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 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 Chapter 20 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 20 by completing a multiple choice and matching quiz.

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Government

Monday-5/16/16:

• 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, 10 and 11.
• Attendance- While Class is Doing Bell Work
• Test-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• 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
• 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.