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
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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
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