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

U.S. History

Friday-4/08/16:

• Bell Work-1.) What is the difference between Medicare and Medicaid? 2.) What did the Immigration Act of 1965 do from foreign citizens? 3.) What are some of the decisions that emerged from the Warren Court?
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society
• Study Guide Review Time-Chapter 20-The New Frontier and The Great Society
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 20 by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in Chapter 20 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 20 through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in Chapter 20 Sections 1-3 by completing a structured inquiry based study guide

Supplemental Materials: Study Guide-Chapter 20-The New Frontier and the Great Society, Textbook PDF-Chapter 20-The New Frontier and the Great Society and Vocabulary Match UP-Chapter 20-The New Frontier and the Great Society

Study Guide -Chapter 20-The New Frontier and The Great Society

Chapter 20-Learning Target-Study Guide

Textbook PDF-Chapter 20-The New Frontier and The Great Society

Chapter 20-Textbook-PDFs

Vocabulary Match Up-Chapter 20-The New Frontier and The Great Society 

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

_____________________________________________________________________________________________________________________________________

Government

Friday-5/13/16:

• Bell Work-1.) What does it mean if someone is impeached? 2.) What were the two articles of impeachment brought against President Clinton in 1998? 3.) What is a subpoena?
• Attendance- While Class is Doing Bell Work
• Procedure-My Learning Targets
• Vocabulary Match-up Activity-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Study Guide Review Time- Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapters 9, 10 and 11by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covered in Chapters 9, 10 and 11 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 Chapters 9, 10 and 11 through the use of  a vocabulary match-up activity
  • Students will read, and write the key terms and important concepts covered in Chapters 9, 10 and 11 by completing a structured inquiry based study guide

Supplemental Materials: Vocabulary Match-up Activity-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress , Study Guide- Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress  and Power Points-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Vocabulary Match-up Activity-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Chapter 9-10 and 11-Definitions

Study Guide- Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress 

Chapter 9 10 and 11-Learning Target-Study Guide

Power Points-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Interest Groups-2016

Chapter 10-Congress-Full Power Point

Chapter 11-The Powers of Congress

U.S. History

Thursday-5/12/16:

• Bell Work-1.) Which of LBJ’s Great Society Programs was designed to provide money for low income housing? 2.) What was the goal of the National Foundation on the Arts and the Humanities? 3.) What did the Civil Rights Act of 1964 outlaw?  
• Attendance- While Class is Doing Bell Work
• Activity-Key Legislation to Create the Great Society-T2T Activity

• with a timeline of 10 Key Great Society Programs

• Study Guide –Chapter 20-The New Frontier and The Great Society
• Daily Objective-

• Content Objective:
  • 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
  • SWD evaluation of the materials covered in Chapter 20 Sections 1-3 through summarizing key information in a structured study guide
• Language Objective:
  • 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
  • Students will read, and write the key terms and important concepts covered in Chapter 20 Sections 1-3 by completing a structured inquiry based study guide

Supplemental Materials: Key Legislation to Create the Great Society-T2T Activity and Study Guide -Chapter 20-The New Frontier and The Great Society

Key Legislation to Create the Great Society-T2T Activity

Key Legislation to Create the Great Society-Article with Time Line Set Up

Study Guide -Chapter 20-The New Frontier and The Great Society

Chapter 20-Learning Target-Study Guide

Textbook PDF-Chapter 20-The New Frontier and The Great Society

Chapter 20-Textbook-PDFs

Vocabulary Match Up–Chapter 20-The New Frontier and The Great Society 

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

______________________________________________________________________________________________________________________________________

Government

Thursday-5/12/16:

• Bell Work-1.) What does the term consensus mean? 2.) What are three examples of implied powers Congress has carried out over the years? 3.) What does it mean if Congress appropriates something?
• Attendance- While Class is Doing Bell Work
• Video-How Do You Impeach a President? (3:49 min)
• Presentation-Chapter 11-Section 4-The Non-legislative Powers
• Outline- Chapter 11-Section 4-The Non-legislative Powers
• Daily Objective-

• Content Objective:
  • SWD comprehension of the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by outlining important concepts in an inquiry notes worksheet
• Language Objective:
  • Students will read and respond to information pertaining to non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 11-Section 4-The Non-legislative Powers, Outline- Chapter 11-Section 4-The Non-legislative Powers, Vocabulary Match-up Activity-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress , Study Guide- Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress  and Power Points-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Presentation-Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 4-Non-Legislative Power

Outline- Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 4-Response Outline

Vocabulary Match-up Activity-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Chapter 9-Definitions

Study Guide- Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress 

Chapter 9 10 and 11-Learning Target-Study Guide

Power Points-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Interest Groups-2016

Chapter 10-Congress-Full Power Point

Chapter 11-The Powers of Congress

U.S. History

Wednesday-5/11/16:Late Start

• Bell Work-1.) Who did LBJ face off against during the 1964 election? 2.) What was the name of the plan LBJ outlines during his speech at the University of Michigan? 3.) How much money in federal aid did The Elementary and Secondary Education Act provide for public and parochial schools?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Donald Trump (HBO) (21:53 min)
• Classroom Discussion-The Election Process
• Daily Objective-

• Content Objective:
  • SWD evaluation of the democratic process designed to elect the president of the United States by stating an opinion on the current candidates through a classroom discussion
• Language Objective:
  • Students will watch a video clip and discuss the democratic process designed to elect the president of the United States by participating in a structured classroom discussion about the validity of the current presidential candidates views and beliefs

Video Clip-Last Week Tonight with John Oliver: Donald Trump (HBO) (21:53 min)

______________________________________________________________________________________________________________________________________

Government

Wednesday-5/11/16: Late Start

• Bell Work-1.) What is the main purpose of the Necessary and Proper Clause? 2.) What are the two main things strict constructionists believe in? 3.) When examining the “Implied Powers of Congress” graphic which to two things does the expressed power to establish a post office allow for? 
• Attendance- While Class is Doing Bell Work
• Article-Implied Powers of Congress: A Constitutional Controversy (April 14^th, 2014)

• SSR One Pager

• Outline Notes-Chapter 11-Section 3-The Implied Powers

• Paragraph Response Outline

• Daily Objective-

• Content Objective:
  • SWD analysis of the implied powers held by the United States government by examining a primary source and responding to an inquiry review sheet
  • SWD comprehension of the implied powers held by the United States government as a they relate to expressed powers by outlining important concepts in an inquiry notes worksheet
• Language Objective:
  • Students will read and respond to an article pertaining to the implied powers held by the United States government by examining a primary source then filling our an SSR “One Pager”
  • Students will read and respond to information pertaining to the implied powers held by the United States government as a they relate to expressed powers by reading through text and completing a set of student led guided notes.

Supplemental Materials: Article-Implied Powers of Congress: A Constitutional Controversy (April 14^th, 2014) w/SSR One Pager and Outline Notes-Chapter 11-Section 3-The Implied Powers

Article-Implied Powers of Congress: A Constitutional Controversy (April 14^th, 2014)

Implied Powers of Congress

SSR One Pager Template

Implied Powers of Congress-One Pager-Chapter 11-Section 3

Outline Notes-Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 3-Response Outline

Power Point-Chapter 11-Section 3-The Implied Powers

Chapter 11-Section 3-The Implied Powers

U.S. History

Tuesday-5/10/16:

• Bell Work-1.) What did LBJ’s father say to him as he woke him up as a child? 2.) Why did Kennedy select LBJ as his vice presidential candidate? 3.) What was the purpose of the Economic Opportunity Act (EOA)?  
• Attendance- While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society
• Video Clip-The Great Society (5:03 min)
• Presentation- Chapter 20-Section 3-The Great Society
• Outline Notes-Chapter 20-Section 3-The Great Society
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 20 by manipulating of vocabulary terms in a collaborative activity
  • SWD comprehension of the domestic policies that fueled LBJ’s political agenda and helped bring an new era of civil rights to the American people by outlining important information in guided note

• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 20 through the use of a vocabulary match-up activity
  • Students will read and record information pertaining the the domestic policies that fueled LBJ’s political agenda and helped bring an new era of civil rights to the American people by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation- Chapter 20-Section 3-The Great Society and Outline Notes-Chapter 20-Section 3-The Great Society

Presentation- Chapter 20-Section 3-The Great Society

Chapter 20-Section 3-The Great Society

Outline Notes-Chapter 20-Section 3-The Great Society

Notes-Outline-Chapter 20-Section 3

Textbook PDF-Chapter 20-Section 3-The Great Society

The Americans-Chapter 20-Section 3

Video Link-The Great Society (5:03 min)

______________________________________________________________________________________________________________________________________

Government

Tuesday-5/10/16:

• Bell Work-1.) What are the two sources of authority the Constitution gives Congress in terms of foreign affairs? 2.) How many of the 27 expressed powers are outlined in Article I Section 8 of the Constitution? 3.) What does the term copyright mean?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Activity-Chapter 11-Power of Congress (20 min to finish)
• Presentation-Chapter 11-Section 2-The Other Expressed Powers
• Primary Source-What Are the Limits on the Implied Powers of Congress? (McCulloch v. Maryland, 1819) (pg. 310)

• w/Thinking Critically Questions #1-2 on pg. 311

Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 11 by defining and personalizing vocabulary terms in a vocabulary based activity
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their by listening to the teacher complete a short presentation then participating in a classroom discussion
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 11 through the use of a frayer model vocabulary activity
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by participating in classroom discussions following a short lecture by the teacher

Presentation-Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-Section 2-The Other Expressed Powers

U.S. History

Monday-5/09/16:

• Bell Work-1.) What percentage of farm workers are migrant workers? 2.) What type of fruit might migrant workers pick in Michigan? 3.) During which months do migrant workers labor on the West Coast?
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 20-Section 2-The New Frontier
• Video-JFK Assassination Zapruder Film Digitally Remastered (5:49 min)
• Outline Notes- Chapter 20-Section 2-The New Frontier
• Daily Objective-

• Content Objective:

• SWD comprehension of the domestic policies and foreign agendas of the New Frontier and the tragic chain of events that led to JFK’s death by outlining important information in guided note

• Language Objective:
  • Students will read and record information pertaining the domestic policies and foreign agendas of the New Frontier and the tragic chain of events that led to JFK’s death by reading through text and completing a set of student led guided notes.

Supplemental Materials: Outline Notes-Chapter 20-Section 2-The New Frontier

Chapter 20-Section 2-The New Frontier

Notes-Outline-Chapter 20-Section 2

Textbook PDF: Chapter 20-Section 2-The New Frontier

The Americans-Chapter 20-Section 2

Video Link-JFK Assassination Zapruder Film Digitally Remastered (5:49 min)

https://www.youtube.com/watch?v=P74Q2NUBmGk

_____________________________________________________________________________________________________________________________________

Government

Monday-5/09/16:

• Bell Work-Grab your “My Learning Target Sheet” from the front of the room and complete the following two tasks. 1.) Fill out the reflection portion for card marking five (2nd card marking on the sheet) 2.) Write a clear goal for 6th (3rd on the sheet) card marking
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce
• Vocabulary Frayer Activity-Chapter 11-Power of Congress
• Daily Objective-

• Content Objective:
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways 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 11 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways 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 11 through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce and Vocabulary Frayer Activity-Chapter 11-Power of Congress

Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce

Chapter 11-Section 1-Expressed Powers Money Commerce

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Chapter 11-Vocabulary Terms

U.S. History

Friday-5/06/16:

• Bell Work-1.) What does NASA stand for? 2.) What tragic event took place on November 22nd, 1936? 3.) What was the fining of the Warren Commission?
• Attendance- While Class is Doing Bell Work
• Video-What Does The Peace Corps Really Do? (3:08 min)
• Activity-JFK vs. Nixon DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the 1960 presidential debate and the national debate in terms of whether to support Nixon or Kennedy by evaluating primary source documents then stating an opinion as to which candidate is the stronger candidate
• Language Objective:
  • Students will read, discuss and record information pertaining to the 1960 presidential debate and the national debate in terms of whether to support Nixon or Kennedy by breaking down a primary source DBQ packet and writing an essay outlining their support for Nixon or Kennedy if they were to vote in the 1960 election

Supplemental Materials: Activity-JFK vs. Nixon DBQ

JFK vs Nixon DBQ.doc

Steps to Writing a Great Five Paragraph Essay

Video Link: What Does The Peace Corps Really Do? (3:08 min)

https://www.youtube.com/watch?v=5LPfi2vjYVQ

______________________________________________________________________________________________________________________________________

Government

Friday-5/06/16:

• Bell Work-1.) How many women are currently serving in the 111th Congress? (List the House and Senate separately) 2.) How can we categorize the religious beliefs of Congressmen/Congresswomen based on percentages? 3.) According to the “How Representative is Congress” chart on pg. 286 what percentage of Congress currently serves despite not holding a college degree?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24  min)
• Activity-Current Events 4/22
• 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: Activity-Current Events 4/22

Article of the Week-Rubric-2016

Current Events Template 4-22

Video Link: Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24  min)

U.S. History

Thursday-5/05/16:

• Bell Work-1.) Who was the first American to travel into space? 2.) How high had unemployment reached in 1960? 3.) What was the purpose of the Peace Corps?
• Attendance- While Class is Doing Bell Work
• Video Clip-JFK and Nixon debate on the Cold War (9:46 min)
• Activity-JFK vs. Nixon DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the 1960 presidential debate and the national debate in terms of whether to support Nixon or Kennedy by evaluating primary source documents then stating an opinion as to which candidate is the stronger candidate
• Language Objective:
  • Students will read, discuss and record information pertaining to the 1960 presidential debate and the national debate in terms of whether to support Nixon or Kennedy by breaking down a primary source DBQ packet and writing an essay outlining their support for Nixon or Kennedy if they were to vote in the 1960 election

Supplemental Materials: Activity-JFK vs. Nixon DBQ and Talking to the Text Guide Lines

Activity-JFK vs. Nixon DBQ

JFK vs Nixon DBQ.doc

Talking to the Text Guide Lines

Talk to The Text-Instructions

Kennedy/Nixon Commercial Website:

https://www.livingroomcandidate.org/commercials/1960

Video Clip-JFK and Nixon debate on the Cold War (9:46 min)

______________________________________________________________________________________________________________________________________

Government

Thursday-5/05/16:

• Bell Work-1.) While usually only one senator per state is chosen for a two year term what are the exceptions where we could see two selected in the same election? 2.) What are constituencies? 3.) What are the three formal qualifications for becoming a senator?
• Attendance- While Class is Doing Bell Work
• Video-What Does The Speaker Of The House Do? (3;10 min)
• Presentation-The House of Representatives and the Senate
• Article-The Gov-Gerrymandering (About 20 min)

• w/ Cornell Notes

• Activity-Gerrymandering Exercise
• Daily Objective-

• Content Objective:
  • SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions
• Language Objective:
  • Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions

Supplemental Materials: Presentation-The House of Representatives and the Senate and Article-The Gov-Gerrymandering

Presentation-The House of Representatives and the Senate

The House of Represenatives and the Senate-Chapter 10-Section 2 and 3

Article-The Gov-Gerrymandering

Gerrymandering Background

Gerrymandering-Cornell Notes-Gov

Gerrymandering Reflection Questions

Video Link-What Does The Speaker Of The House Do? (3;10 min)

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

***Current Events Template***

Article of the Week-Rubric-2016

U.S. History

 Wednesday-5/04/16:

• Bell Work-1.) Why was Kennedy’s time as president referred to as Camelot? 2.) What is the policy of flexible response?3.) Between which two executive buildings was “the hotline” established?
• Attendance- While Class is Doing Bell Work
• Video-JFK-The Path to the Presidency (3:16 min)
• Presentation-Chapter 20-Section 1-Kennedy and the Cold War
• Outline Notes-Chapter 20-Section 1-Kennedy and the Cold War
• Daily Objective-

• Content Objective:

• SWD comprehension of the social and political impact of JFK winning the 1960 election along with the growing Cuban conflict by outlining important information in guided note

• Language Objective:
  • Students will read and record information pertaining social and political impact of JFK winning the 1960 election along with the growing Cuban conflict by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 20-Section 1-Kennedy and the Cold War and Outline Notes-Chapter 20-Section 1-Kennedy and the Cold War

Presentation-Chapter 20-Section 1-Kennedy and the Cold War

Chapter 20-Section 1-Kennedy and the Cold War

Outline Notes-Chapter 20-Section 1-Kennedy and the Cold War

Notes-Outline-Chapter 20-Section 1

Textbook PDF-Chapter 20-Section 1-Kennedy and the Cold War

The Americans-Chapter 20-Section 1

Video Link: JFK-The Path to the Presidency (3:16 min)

______________________________________________________________________________________________________________________________________

Government

Wednesday-5/04/16:

• Bell Work-1.) At the time of the book being printed what was the exact size of the House of Representatives? 2.) When examining the “Congressional Apportionment 2003-2013” chart on page 274 did more states gain or lose representation during this time period? 3.) On average how many people are represented by a single member of the house?
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Special Districts (HBO) (15:19 min)
• Article-The Gov-Gerrymandering w/ Cornell Notes
• Activity-Gerrymandering Exercise
• Daily Objective-

• Content Objective:
  • SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions
• Language Objective:
  • Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions

Supplemental Materials: Article-The Gov-Gerrymandering and Activity-Gerrymandering Exercise

Article-The Gov-Gerrymandering

Gerrymandering Background

Gerrymandering-Cornell Notes-Gov

Activity-Gerrymandering Exercise

Gerrymandering Reflection Questions

Video Link: Last Week Tonight with John Oliver: Special Districts (HBO) (15:19 min)

U.S. History

Tuesday-5/03/16: Lesson Study Day ½ at Edsel Ford and ½ Day at Fordson

• Bell Work-None  
• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 8-Mantle of Power 1965-2013 (45 min)

• w/ 25 video facts

• Daily Objective-

• Content Objective:
  • SWD knowledge of the struggle for power between Congress and the President as well as the challenges presented by new threats such as global terror networks by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the struggle for power between Congress and the President as well as the challenges presented by new threats such as global terror networks by watching a video and discussing the impact with a classmate

Video Link-The Ultimate Guide of the Presidents-Episode 8-Mantle of Power 1965-2013 (45 min)

______________________________________________________________________________________________________________________________________

Government

Tuesday-5/03/16: Lesson Study Day ½ at Edsel Ford and ½ Day at Fordson

• Bell Work-None  
• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 8-Mantle of Power 1965-2013 (45 min)

• w/ 25 video facts

• Daily Objective-

• Content Objective:
  • SWD knowledge of the struggle for power between Congress and the President as well as the challenges presented by new threats such as global terror networks by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the struggle for power between Congress and the President as well as the challenges presented by new threats such as global terror networks by watching a video and discussing the impact with a classmate

Video Link-The Ultimate Guide of the Presidents-Episode 8-Mantle of Power 1965-2013 (45 min)

U.S. History

Monday-5/02/16:

• Bell Work-1.) What events sparked the fears that the American military was falling behind the Soviets? 2.) How many people watched the 1960 debate between Nixon and Kennedy on TV?    3.) How did JFK react to the news that Martin Luther King was imprisoned?
• Attendance- While Class is Doing Bell Work
• Vocabulary Frayer Activity-Chapter 20-The New Frontier and The Great Society
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 20 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 20 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Words-Chapter 20-The New Frontier and The Great Society and Frayer Model

Vocabulary Words-Chapter 20-The New Frontier

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

The Great Society and Frayer Model

Frayer Vocabulary Model

______________________________________________________________________________________________________________________________________

Government

Monday-5/02/16:

• Bell Work-1.) What is a bicameral legislature? 2.) How long does each term in Congress last?  3.) What does Article II, Section 3 of the Constitution state?
• Attendance- While Class is Doing Bell Work
• Presentation-The National Legislature-Chapter 10-Section 1
• Vocabulary Frayer Activity-Chapter 10-Congress
• Daily Objective-

• Content Objective:
  • SWD comprehension of the functionality of the bicameral legislature and the roles of special sessions by the teacher and participating in a classroom discussion
  • SWD analysis of key terms associated with the unit covering Chapter 10 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will listen and orally discuss the functionality of the bicameral legislature and the roles of special sessions 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 10 through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-The National Legislature-Chapter 10-Section 1 and Vocabulary Frayer Activity-Chapter 10-Congress

Power Point Presentation-The National Legislature-Chapter 10-Section 1

The National Legislature-Chapter 10-Section 1

Vocabulary Frayer Activity-Chapter 10-Congress

Chapter 10 Vocabulary Terms

• Bicameral
• Delegates
• Gerrymandering
• Incumbent
• Reapportion

Frayer Vocabulary Model