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

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)

https://www.youtube.com/watch?v=milg9b0rPLQ