Wednesday May 17th, 2017

Wednesday, May 17, 2017

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

 

 

 

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