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-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