U.S. History
Thursday-6/01/17:
- Bell Work-1.) Based on the primary source why might it be difficult for someone who is African-American to attend an all-white university? 2.) What conclusions can you draw from the primary source as to the way White students can be affected by the racist attitudes directed towards their African-American classmates? 3.) What is your opinion of James Meredith belief that “…anytime you move backwards (referring to the privileges denied to people of color), the person already down suffers more”? Why do you believe he feels that way?
- Attendance-While Class is Doing Bell Work
- Video-Claudette Colvin: The Original Rosa Parks (2:29 min)
- Presentation-Chapter 21-Section 1-Taking on Segregation
- Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement
- Daily Objective-
- Content Objective:
- SWD comprehension of the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by outlining important concepts in an inquiry notes worksheet
- Language Objective:
- Students will listen and orally discuss the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by reading through text and completing a set of student led guided notes.
Supplemental Materials: Presentation-Chapter 21-Section 1-Taking on Segregation and Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement
Presentation-Chapter 21-Section 1-Taking on Segregation
Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement
The Americans-Chapter 21-Section 2
The Americans-Chapter 21-Section 2
Video Link-Claudette Colvin: The Original Rosa Parks (2:29 min)
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Government
Thursday-6/01/17:
- Bell Work-1.) Who are the two men in the political cartoon intended to represent? 2.) Imagine you were the moderator in charge of running the 2016 Vice Presidential Debate, what are two or three questions that you would ask the participants of the debate? 3.) Why did the artist choose to have the men in the political cartoon propped up on the specific things they are standing on?
- Attendance-While Class is Doing Bell Work
- Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
- Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
- Daily Objective-
- Content Objective:
- SWD comprehension of how the line of presidential succession works and the growing responsibilities that accompany the office of the Vice President by listening to the teacher complete a short presentation
- SWD evaluation of the materials covered in Chapter 13 and 14 through summarizing key information in a structured study guide
- Language Objective:
- Students will listen, orally discuss and respond to how the role of the president has changed over the last two hundred and fifty years and the growing responsibilities that accompany the office of the president by participating in classroom discussions following a short lecture by the teacher
- Students will read, and write the key terms and important concepts covered in Chapter 13 and 14 by completing a structured inquiry based study guide
Supplemental Materials: Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides) and Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
Chapter 14-The Presidency in Action-Streamlined Version
Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
Chapter 13 and 14-Learning Target-Study Guide
Chapter 13 and 14-Test Materials
Chapter 13 and 14-Test Vocabulary