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

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