Archive for June 6th 2017

U.S. History

Tuesday-6/06/17:

  • Bell Work-) What are the titles given to the two statics highlighted in the map’s key? 2.) Imagine that the Voting Act of 1965 had been voted down by Congress. How might the percentage of African Americans registered to vote in 1965 have been different than what is depicted on the map? 3.) In your opinion which of the two pieces of Civil Rights legislation highlighted on the map had the greatest impact in opening up the ability to vote for any American regardless of color or race? *Please justify your response
  • Attendance-While Class is Doing Bell Work
  • Vocabulary Match-up Activity-Chapter 21-Civil Rights
  • Activity-Malcolm X and MLK on Violence and Integration
  • Study Guide Review Time-Chapter 21-Civil Rights
  • Daily Objective-
    • Content Objective:
      • SWD analysis of key terms associated with the unit covering Chapter 21 by manipulating of vocabulary terms in a collaborative activity
      • SWD evaluation of the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s by evaluating primary source documents then organizing their thoughts in thinking maps
      • SWD evaluation of the materials covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s 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 Chapter 21 through the use of a vocabulary match-up activity
      • Students will read, and write the key terms and important concepts covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a structured inquiry based study guide
      • Students will read, discuss and record information pertaining to the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s by breaking down a primary source document and working in collaborative groups to outline MLK and Malcolm X’s positions in a tree map and a double bubble map

 

Supplemental Material-Vocabulary Match-up Activity-Chapter 21-Civil Rights, Activity-Malcolm X and MLK on Violence and Integration and Study Guide Review Time-Chapter 21-Civil Rights

 

Vocabulary Match-up Activity-Chapter 21-Civil Rights

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary

 

Activity-Malcolm X and MLK on Violence and Integration

Malcolm X and MLK on Violence and Intergration

 

Study Guide Review Time-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Civil Rights

Chapter 21-Civil Rights-Test Materials

Chapter 21-Textbook-PDFs

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

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Government

Tuesday-6/06/17:

  • Bell Work-1.) What are the titles given to the two statics highlighted in the map’s key? 2.) Imagine that the Voting Act of 1965 had been voted down by Congress. How might the percentage of African Americans registered to vote in 1965 have been different than what is depicted on the map? 3.) In your opinion which of the two pieces of Civil Rights legislation highlighted on the map had the greatest impact in opening up the ability to vote for any American regardless of color or race? *Please justify your response
  • Attendance-While Class is Doing Bell Work
  • Video-Civil Rights and the 1950’s: Crash Course US History #39 (11:57 min)
  • Reflection Question: How did the establishment of consensus culture* act as a catalyst for the push towards racial equality beginning in the 1950’s?
    • *Cultural consensus theory supports a framework for the measurement and evaluation of beliefs as cultural; shared to some extent by a group of individuals.
  • Activity-Civil Rights-Kennedy and Johnson-DBQ
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a BDQ packet
  • Language Objective:
    • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions

 

Supplemental Materials-Activity-Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

 

Video Link-Civil Rights and the 1950’s: Crash Course US History #39 (11:57 min)

  • Reflection Question: How did the establishment of consensus culture* act as a catalyst for the push towards racial equality beginning in the 1950’s?
    • *Cultural consensus theory supports a framework for the measurement and evaluation of beliefs as cultural; shared to some extent by a group of individuals.