Archive for May 2017

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

 

U.S. History

Wednesday-5/24/17:

  • Bell Work-1.) What is the key finding of the Warren Commission? How did the “magic bullet” theory lead to conspiracy theorists doubting the Warren Commission’s accuracy? 2.) Why do you think President Ford made the decision to clarify the wording of the Warren Commission’s finding? 3.) What is your opinion of the Warren Commission’s findings and the evidence contained in the Zapruder film? Do you feel that the assignation could have been carried out by a single shooter or does the eyewitness accounts suggest another alternative?
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society
  • Activity-The Warren Commission-Primary Source Activity
  • 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 JFK’s Great Frontier and LBJ’s Great Society programs by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the investigation into JFK’s assignation through the examination of the key findings outlined in the Warren Commission by evaluating primary source documents then answering structured reflection questions
    • SWD evaluation of the materials covered in JFK’s Great Frontier and LBJ’s Great Society programs 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 JFK’s Great Frontier and LBJ’s Great Society programs through the use of a vocabulary match-up activity
    • Students will read, discuss and record information pertaining to the investigation into JFK’s assignation through the examination of the key findings outlined in the Warren Commission by breaking down a primary source DBQ packet and writing a response to their feelings about the Warren Commission’s assertion that JFK was killed by a lone gunman named Lee Harvey Oswald
    • Students will read, and write the key terms and important concepts covered in JFK’s Great Frontier and LBJ’s Great Society programs by completing a structured inquiry based study guide

 

 

Supplemental Material: Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society, Activity-The Warren Commission-Primary Source Activity and Study Guide Review Time-Chapter 20-The New Frontier and The Great Society

 

Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

 

Activity-The Warren Commission-Primary Source Activity

The Warren Commission-Primary Source Activity

 

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

Chapter 20-Learning Target-Study Guide

The New Frontier and the Great Society

The Americans-Chapter 20-Section 1

The Americans-Chapter 20-Section 2

The Americans-Chapter 20-Section 3

Chapter 20-The New Frontier and the Great Society-Test Materials (2)

 

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Government

Wednesday-5/24/17:

  • Bell Work-1.) Who are the key characters depicted in the political cartoon? 2.) What might be some of the motives behind the artists focus on calling out the issues of nepotism (The practice among those with power or influence of favoring relatives or friends, especially by providing them with jobs) in U.S. politics? 3.) What do you think about the fact that often times in politics the way people are appointed to government positions has more to deal with “who they know” rather than “what qualifications they have”? How might this lead to problems in the strength of political leadership?
  • Attendance-While Class is Doing Bell Work
  • Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
  • Daily Objective-
    • Content Objective:
      • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways 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 6 and 7 which include the roles of interest groups in politics, the roles and the functions of Congress along with 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 completing a structured inquiry based study guide

 

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

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 9-10 and 11-Definitions

 

U.S. History

Tuesday-5/23/17:

  • Bell Work-) What are the statements contained in the primary source trying to show? 2.) What conclusions can you draw about the general feelings related to the accuracy of the Warren Commission’s findings? 3.) What is your opinion of the fact that there were multiple errors and omissions found by the National Academy of Sciences? How could this issue lead to speculation that there is more to the story than the government is telling the American people?
  • 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 JFK’s Great Frontier and LBJ’s Great Society 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 JFK’s Great Frontier and LBJ’s Great Society by completing a structured inquiry based study guide

 

Supplemental Materials: Activity-Key Legislation to Create the Great Society-T2T Activity with a timeline of 10 Key Great Society Programs and Study Guide-Chapter 20-The New Frontier and The Great Society

 

Activity-Key Legislation to Create the Great Society-T2T Activity with a timeline of 10 Key Great Society Programs 

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

The New Frontier and the Great Society

The Americans-Chapter 20-Section 1

The Americans-Chapter 20-Section 2

The Americans-Chapter 20-Section 3

 

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Government

Tuesday-5/23/17:

  • Bell Work-) According to this passage, what can you identify is Benjamin Franklin’s view on Bicameralism? 2.) What are some of the motives behind the reasons many states adopted unicameralism? 3.) Judge the value of Benjamin Franklin’s comment that a bicameral legislature is akin to “putting one horse before a cart and another behind it, both pulling opposite directions.” What was he trying to imply about the effectiveness of a bicameral legislature?
  • Attendance-While Class is Doing Bell Work
  • Article-Implied Powers of Congress: A Constitutional Controversy (April 14th, 2014)
    • SSR One Pager
  • Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
  • 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 evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
    • 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 write the key terms and important concepts covered in Chapter 6 and 7 by completing a structured inquiry based study guide

 

Supplemental Materials: Article-Implied Powers of Congress: A Constitutional Controversy (April 14th, 2014) w/SSR One Pager and Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

 

Article-Implied Powers of Congress: A Constitutional Controversy (April 14th, 2014) w/SSR One Pager

Implied Powers of Congress-A Constitutional Controversy-SSR Article

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

SSR-Meta-Cognitive Log-Template

 

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

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 9-10 and 11-Definitions

 

 

 

 

U.S. History

Monday-5/22/17:

  • Bell Work-) What is the main idea of the primary source? 2.) Imagine you we’re a reporter who had the opportunity to sit down and interview President Kennedy. What are two to three questions that you would ask him regarding his feelings towards the space program? 3.) Do you agree or disagree with JFK’s position that “No single space project in this period will be more impressive to mankind, or more important for the long-range exploration of space…” than placing a man on the moon and securing his return? *Please explain why you have taken that position
  • 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 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 Material-Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society,Presentation- Chapter 20-Section 3-The Great Society and Outline Notes-Chapter 20-Section 3-The Great Society

Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

 

Presentation- Chapter 20-Section 3-The Great Society

The New Frontier and the Great Society

 

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

The Americans-Chapter 20-Section 3

Notes-Outline-Chapter 20-Section 3

 

 

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

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Government

Monday-5/22/17:

  • Bell Work-1.) What is the main idea of the political cartoon? 2.) What is the biggest problem with the position that Congress takes towards the President in this cartoon? 3.) Imagine you were President Obama and you overheard these Congressmen making these comments how might you have handled the situation?  
  • 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 Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers
  • Paragraph Response Outline
  • 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 listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD comprehension of the implied powers held by the United States government as a they relate to expressed powers and 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 participating in classroom discussions following a short lecture by the teacher.
    • Students will read and respond to information pertaining to the implied powers held by the United States government as they relate to expressed powers and how non-legislative powers are 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

Chapter 11-Section 4-Non-Legislative Power

 

Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 3-Response Outline

Chapter 11-Section 4-Response Outline

 

Video-How Do You Impeach a President? (3:49 min)

 

U.S. History

Thursday-5/18/17:

  • Bell Work-1.) According to the graph when did the United States government reach its highest amount of spending in regards to the space program? 2.) How could you use a chart like this to predict the number of government employees and where they could be stationed for the years 1976 to 1980? 3.) Based on the chart and your answer to question number two, in the year 1980 where do you believe the majority of government employees working for the space program will be stationed and how much would you predict the government will spend in space related research?
  • Attendance-While Class is Doing Bell Work
  • 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 w/sentence stems

JFK vs Nixon DBQ-2017

JFK vs Nixon DBQ-2017-Sentence Stems

 

Video Link-JFK and Nixon debate on the Cold War (9:46 min) and Kennedy Campaign Commercial 

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

 

Kennedy Campaign Commercial (Goes with Document A in the DBQ)

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

 

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Government

Thursday-5/18/17:

  • Bell Work-1.) Can you provide in your own words a reason for why the artist used the term “Do-nothing Congress” to identify the man jumping in to the pool? 2.) What is the underlying theme of the political cartoon? 3.) Do you think it would be a good thing if a new law were put into effect that stated that Congress could not break for recess until all the issues currently on the floor had been resolved or would this simply cause Congress to rush through bills without truly considering them in an attempt to just clear the floor?
  • Attendance-While Class is Doing Bell Work
  • 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

 

Supplemental Materials: Presentation-Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-The Powers of Congress

 

U.S. History

Wednesday-5/17/17:

  • Bell Work-1.) Who are the main two figures depicted in the political cartoon? 2.) How would you describe in your own words the motive of Operation Northwoods? 3.) Imagine you were President Kennedy and you were presented with Operation Northwoods as a viable option justifying an attack on Cuba. Would you choose to carry through with Operation Northwoods or would you make the same decision as President Kennedy? *Please explain what led you to your decision  
  • 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

JFK vs Nixon DBQ-2017

 

Video Link-JFK and Nixon debate on the Cold War (9:46 min) and Kennedy Campaign Commercial 

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

 

Kennedy Campaign Commercial (Goes with Document A in the DBQ)

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

 

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Government

Wednesday-5/17/17:

  • Bell Work-1.) What evidence can you use to describe the author’s true feelings about the effectiveness of the 113th Congress? What do you believe those feeling are? 2.) What inference can you make about the 112th Congress based on the image of the shoes and the comment Uncle Sam is making? 3.) What in your opinion can be done to maximize the effective of Congress while in session? (ex. What kind of goals or timeframes might be given for accomplishing tasks)  
  • 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 the roles and the functions of Congress 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 the roles and the functions of Congress 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-The Powers of Congress

 

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Frayer Vocabulary Model

Chapter 11-Vocabulary Terms

 

 

 

U.S. History

Tuesday-5/16/17:

  • Bell Work-1.) What is the main idea behind part one of the primary source? 2.) Imagine you were the moderator for the next Presidential debate between JFK and Richard Nixon. What two questions might you ask in order to have a clear idea as to the goals they will set if they were to become President? 3.) Based on the information contained in the primary source (keep in mind that this is only a portion of the debate), who in your opinion would you say won the debate? *Explain what led you to this opinion
  • 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

The New Frontier and the Great Society

 

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

Notes-Outline-Chapter 20-Section 1

The Americans-Chapter 20-Section 1

 

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

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Government

Tuesday-5/16/17:

  • Bell Work-1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from “white settlements”? 2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson’s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson’s plan?  
  • 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
  • w/ Cornell Notes
  • 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 Material:Presentation-The House of Representatives and the Senate

Chapter 10-Congress-2016

 

 

U.S. History

Monday-5/15/17:

  • Bell Work-1.) In what way does the cartoon on the left (Cartoon 1) imply that Nixon is more prepared to be President than John Kennedy? 2.) What inference can we make about Kennedy’s feelings heading into the 1960 election based on the facial expression Kennedy has in cartoon 2? Would it change the meaning of the cartoon if he had a different expression on his face? 3.) How could the artist adapt the cartoon on the left (Cartoon 1) to present the impression that JFK is actually a more desirable candidate for President than Richard Nixon?   
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Frayer Model 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 Frayer Model Activity-Chapter 20-The New Frontier and The Great Society

Frayer Vocabulary Model

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

 

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Government

Monday-5/15/17:

  • Bell Work-1.) What is the main idea behind the political cartoon? 2.) What is the relationship the author is trying to make between corporate election spending and NASCAR sponsorship? 3.) In your opinion, would it be better for transparency sake if every U.S. Congress person were forced to disclose the corporations or private groups who donate to their campaign or should we simply trust the system and believe that our representatives are truly voting in the best interests of the people?  
  • Attendance-While Class is Doing Bell Work
  • Activity-Special Interest Groups-Brochure Activity (20 min)
    • Students will gather information from four other students about their interest group
  • Video-Capitol Hill Cold Open-Saturday Night Live (3:30 min)
  • Presentation-Chapter 10-Section 1-The National Legislature
  • Notes-Chapter 10-Section 1-The National Legislature
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
    • SWD synthesis of the bicameral structure of Congress and some of the issues with how power is distributed by interacting in a short presentation and completing a set of student led notes
  • Language Objective:
    • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group
    • Student will read and record information pertaining to the bicameral structure of Congress and some of the issues with how power is distributed through listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials-Presentation-Chapter 10-Section 1-The National Legislature and Notes-Chapter 10-Section 1-The National Legislature

Presentation-Chapter 10-Section 1-The National Legislature 

Chapter 10-Congress-2016

 

Notes-Chapter 10-Section 1-The National Legislature

 

Chapter 10-Section 1-Guided Notes-High

 

Video Notes-Capitol Hill Cold Open-Saturday Night Live (3:30 min)

 

U.S. History

Friday-5/12/17:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 19 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Match-up Activity-Chapter 19-The Post War Boom
  • Quiz-Chapter 19-The Post War Boom
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the post war changes in American society by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of key terms and concepts associated with our unit covering the post war changes in American society by demonstrating their knowledge thought the use of a unit quiz
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the post war changes in American society through the use of a vocabulary match-up activity
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the post war changes in American society by completing a multiple choice and matching quiz.

 

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Government

 

Friday-5/12/17:

  • Bell Work-1.) Describe in your words what the artist is trying to imply about the issue of corporate lobbying in this political cartoon? 2.) Based on the artist’s drawing what can you distinguish about his feelings towards the Democratic and Republican members of Congress? 3.) What can we infer might happen if the Congress men (represented as the dogs in this cartoon) were to actually bite the hand that feeds them instead of going soft on them and giving the lobbyist a “gentle gumming”?
  • Attendance-While Class is Doing Bell Work
  • Activity-Special Interest Groups-Brochure Activity (Day 4)
    • Due Monday 5-15
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
  • Language Objective:
    • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

 

Supplemental Materials: Activity-Special Interest Groups-Brochure Activity

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2016