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

U.S. History

Friday-6/02/18:

• Bell Work-1.) Can you identify who the man listening to the radio is? 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the fact that the intercepted Russian radio transmission and the Vietnam War protestor’s sign echo the same sentiment? What does that say about the United States level of stubbornness in their attempt to eliminate Communists threats around the world?
• Attendance-While Class is Doing Bell Work
• Video Clip-The Truth about the Vietnam War (5:49 min)
• Activity-Vietnam War-DBQ
• Daily Objective-

• Content Objective:
  • SWD evaluation of the United States’ military campaign in Vietnam by evaluating a series of primary sources and responding to guided questions based off the text
• Language Objective:
  • Students will read, and respond to a document based packet containing the United States’ military campaign in Vietnam by breaking down a series of primary sources and images designed to contextualize the contentions of the Vietnam War both at home and abroad

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Government

Friday-6/01/18:

• Bell Work-1.) Based on the elements contained in the political cartoon when can you infer it was created? 2.) What is your analysis of the main theme the artist intended to highlight in the political cartoon? 3.) What is your opinion of the political cartoon’s message that President Bush values the protection of human embryos (which is why he is vetoing stem cell research) more than the lives of U.S. soldiers and Iraqi civilians? Do you think it is a fair message or one designed to elicit a negative response towards President Bush?
• Attendance-While Class is Doing Bell Work
• Test Form Set up-Chapter 13-The President and Chapter 14-The Presidency in Action
• Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covering the roles and responsibilities of the office of the President of the United States through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covering the roles and responsibilities of the office of the President of the United States by completing a structured inquiry based study guide

Supplemental Materials: Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

 Study Guide: Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Learning Target-Study Guide

Vocabulary: Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter-13-Vocabulary

Chapter 14-Vocabulary

Power Points: Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Test Materials: Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Test Materials

U.S. History

Thursday-5/31/18:

• Bell Work-1.) Can you describe in your own words why the speaker is so upset with President Johnson’s decision to make Vietnam the priority of his Presidency in 1967? 2.)  Explain how the struggles President Johnson experienced trying to balance the Vietnam War and the fight for civil rights are similar to President Wilson’s experience during the Progressive Era/WWI? 3.) What do you think about the author’s message in the primary source? Does he have the right to criticize President Johnson or does the need to fight Communism during the Cold War make it a higher priority than domestic issues at home?
• Attendance-While Class is Doing Bell Work
• Presentation-Origins of the Vietnam War-Supplemental PPT
• Guided Tour-Chapter 22-The Vietnam War Years
• Daily Objective-

• Content Objective:
  • SWD comprehension of the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces by interacting in a short informational presentation
  • SWD knowledge of the United States’ military campaign in Vietnam by locating and recording information in a research based textbook activity
• Language Objective:
  • Students will listen, orally discuss and respond to how the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces by participating in classroom discussions following a short lecture by the teacher
  • Students will read and record information pertaining to the United States’ military campaign in Vietnam through completing a guided our activity

Supplemental Materials: Presentation-Origins of the Vietnam War-Supplemental PPT and Guided Tour-Chapter 22-The Vietnam War Years

Presentation-Origins of the Vietnam War-Supplemental PPT

Origins of the Vietnam War

Guided Tour-Chapter 22-The Vietnam War Years

Chapter 22 Guided Tour

Chapter 22-Textbook-PDFs

4th Hour-Class Work

Chapter 22-Section 1-Notes Moving Towards Conflict 

Notes-Outline-Chapter 22-Section 1

Text Book PDF

The Americans-Chapter 22-Section 1

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Government

Thursday-6/01/18:

• Bell Work-1.) List the demands contained in the primary source made on Taliban leaders by President Bush? 2.) What are the two reasons/justifications President Bush gave for invading Afghanistan in his speech? 3.) Based on the information contained in the primary source what is your opinion of the way in which the United States and its allies attempted to win support from the Afghan people?  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
• Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers
• 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 interacting in a short presentation and completing guided notes
• 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 along with a set of student guided notes

Supplemental Materials: Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides) and Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)

Chapter 14-The Presidency in Action-Streamlined Version

Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Chapter 14-Section 1-4-Guided Notes

U.S. History

Wednesday-5/30/18:

• Bell Work-1.) In your own words can you describe what happened in Vietnam that led to the growing conflict President Johnson is discussing? 2.) Imagine that you are a member of President Johnson’s National Security Council. What are two or three questions that you might ask prior to voting on whether or not to escalate America’s involvement in the Vietnam War? 3.) Think about President Johnson’s statement justifying America’s continued involvement in the Vietnam War. In his speech at Johns Hopkins University he said “Since 1954 every American President has offered support to the people of South Viet-Nam…And I intend to keep that promise”. Do you feel that is a strong enough justification or one that needs to be rethought and strengthened?   
• Attendance-While Class is Doing Bell Work
• Procedure-Notes Collection-Chapter 21-Civil Rights
• Vocabulary Frayer Activity-Chapter 22-The Vietnam Years
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the United States’ military campaign in Vietnam 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 United States’ military campaign in Vietnam through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Activity-Chapter 22-The Vietnam Years 

Chapter 22-Frayer Model Set Up

Chapter 22-Vocabulary

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Government

Wednesday-5/30/18:

• Bell Work-1.) Who are the key figures depicted in the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) What changes would you recommend if this cartoons subject were reversed and it focused on “Left-wing Thinking on Presidents Assessing School Students”?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 13-Section 5-The Presidential Election
• Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the key duties of the President 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 key duties of the President through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 13-Section 5-The Presidential Election and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Presentation-Chapter 13-Section 5-The Presidential Election

Chapter 13-Section 3 through 5 Presentation-2018

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Chapter 14-Frayer Model-Gov

Chapter 14-Vocabulary

U.S. History

Tuesday-5/25/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapter 21.

• In 5 minutes we will begin the vocabulary match up activity.

• Attendance-While Class is Doing Bell Work
• Quiz-Chapter 21-Civil Rights
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the push for fully guaranteed civil rights in the United States during the 1960’s by demonstrating their knowledge thought the use of a unit quiz
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a multiple choice and matching quiz.

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Government

Tuesday-5/29/18:

• Bell Work- 1.) Based on the information contained in the primary source list five powers expressly granted to the president in the Constitution? 2.) After identifying the powers expressly granted to the president in the Constitution make a T-Chart or a Tree Map that distinguishes whether those powers deal with foreign or domestic policies. 3.) In Section III, the president is empowered to “take care that the laws be faithfully executed”. How is this similar to the concepts contained in the Necessary and Proper Clause contained in Article I Section VIII of the Constitution?
• Attendance-While Class is Doing Bell Work
• Video-What’s The Difference Between A Caucus And A Primary? (4:18 min)
• Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations
• Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations
• Daily Objective-

• Content Objective:
  • SWD synthesis of the process of nominating and selecting a President by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to of the process of nominating and selecting a President through listening to a short lecture and completing a set of guided student notes

Supplemental Materials: Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nomination and Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nomination

Chapter 13-Section 3-Presidential Selection-The Framers Plan

Chapter 13-Section 4 and 5 Presentation

Chapter 13-Section 1-5-Supplemental PPT

Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 1-4-Guided Notes

Video Link-What’s The Difference Between A Caucus And A Primary? (4:18 min)

https://www.youtube.com/watch?v=_XeELfd-xgo

U.S. History

Thursday-5/27/18:

• Bell Work-1.) What is the main idea of the primary source? 2.) Why do you think President Kennedy chose to include the line (referring to America) “It was founded on the principle that all men are created equal and that the rights of every man are diminished when the rights of one man is threatened…” when making his point about the need for continued integration in our nation? *Please articulate what you believe he is trying to say 3.) What facts can you compile from the primary source that would help illustrate the major disadvantages many African Americans faced in their attempt to achieve guaranteed civil rights throughout the South?
• Attendance-While Class is Doing Bell Work
• Video-Murder in Mississippi (1:36:00 min) (Day 2)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by watching a video and discussing the impact with a classmate

Supplemental Materials: Study Guide-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Civil Rights-Test Materials

Chapter 21-Civil Rights-Vocabulary

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

Chapter 21-Power Points

Chapter 21-Section 1-Taking on Segregation-2018

Chapter 21-Section 2-The Triumphs of a Crusade-2018

Chapter 21-Section 3-Challenges and Changes in the Movement

Chapter 21-Textbook PDF’s

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

The Americans-Chapter 21-Section 3

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Government

Thursday-5/24/18:

• 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
• Video-What Does The Vice President Actually Do?(3:21 min)
• Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• 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 interacting in a short presentation and completing a set of student led notes
• 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 through listening to a short lecture and completing a set of guided student notes

Supplemental Materials: Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency and Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency 

Chapter 13-Section 2-Presidential Succession and the Vice Presidency.ppt

Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-Section 1-3-Guided Notes

U.S. History

Wednesday-5/26/18:

• Bell Work-1.) How would you classify the type of protest that was photographed in the primary source? 2.) Imagine you were a reporter who worked for the Washington Post charged with writing a profile piece for tomorrows issue. What are a few questions that you would ask the protestors in preparation for writing your article? 3.) Do you agree with the actions taken by these protestors or do you believe that it is wrong of them to disrupt the lives of residents living and working in Washington D.C.? *Please thoroughly explain your answer
• Attendance-While Class is Doing Bell Work
• Video-Murder in Mississippi (1:36:00 min) (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by watching a video and discussing the impact with a classmate

Video Link-Murder in Mississippi (1:36:00 min) (Day 2)

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Government

Wednesday-5/23/18:

• Bell Work-1.) Based on the information contained in the primary source what is one action taken by President Dwight D. Eisenhower in response to the crisis in Little Rock, Arkansas? 2.) Based on the information in the primary source what can we infer might have been one of the main reasons President Dwight D. Eisenhower chose to take action during the Little Rock crisis knowing his stand against segregation could negatively affect his approval rating with many Americans? 3.) Imagine you were the President of the United States during the late 1950’s. How would you have handled this situation if you were President? *Be sure to thoroughly articulate your response  
• Attendance-While Class is Doing Bell Work
• Video-Who Can Run For President? (3:13 min)
• Presentation-Chapter 13-Section 1-The President’s Job Description
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• 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 interacting in a short presentation
  • SWD analysis of key terms associated with the unit covering the roles and responsibilities held by the United States President by defining and personalizing vocabulary terms in a vocabulary based activity
• 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 through listening to a short lecture notes
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles and responsibilities held by the United States President through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 13-Section 1-The President’s Job Description and Vocabulary Frayer Activity-Chapter 13-The Presidency

Presentation-Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 1-The President’s Job Description

Vocabulary Frayer Activity-Chapter 13-The Presidency

Chapter 13-Frayer Model-Gov

Chapter-13-Vocabulary

Video Link-Who Can Run For President? (3:13 min)

https://www.youtube.com/watch?v=TpSDfzF-Rg4

U.S. History

Tuesday-5/25/18:

• 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 who were registered to vote in 1965 been different than what is actually 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-Murder in Mississippi (1:36:00 min) (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by watching a video and discussing the impact with a classmate

Video Link-Murder in Mississippi (1:36:00 min) (Day 1)

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Government

Tuesday-5/22/18:

• Bell Work-1.) Based on the context of the political cartoon what can we infer is the artist’s position on Donald J. Trump’s 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
• Presentation-How a Bill Becomes a Law-Streamlined Version-2017
• Video-What Is A Filibuster? (3:11 min)
• Activity-How a Bill Becomes a Law-Flow Chart

• Pass out the article titled: How a Bill Becomes a Law-Article-2017

• Daily Objective-

• Content Objective:
  • SWD synthesis of the process in which a bill becomes a law by interacting in a short presentation and completing a flow chart designed to clarify the legislative process
• Language Objective:
  • Student will read and record information pertaining to the process of turning a bill into a law through listening to a short lecture and completing a structured flow chart designed to clarify the legislative process

Supplemental Materials: Presentation-How a Bill Becomes a Law-Streamlined Version-2017 and Activity-How a Bill Becomes a Law-Flow Chart

Presentation-How a Bill Becomes a Law-Streamlined Version-2018

How a Bill Becomes A Law-Streamlined Version-2018

Activity-How a Bill Becomes a Law-Flow Chart

How a Bill Becomes a Law Flow Chart-2017

Video Link: What’s A Filibuster? | Ron’s Office Hours | NPR (2:35 min)

U.S. History

Monday-5/24/18:

• Bell Work-1.) Based on the context of the political cartoon and the unit we’ve covered in class, where (meaning which region) would this scene most likely take place? 2.) What is the main theme of the political cartoon? 3.) Think in terms of historical context. How might a white Southerner who is illiterate justify subjecting an African-American man or woman to literacy tests?  
• Attendance-While Class is Doing Bell Work
• Study Guide-Chapter 21-Civil Rights
• Daily Objective-

• Content Objective:
  • 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 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

Supplemental Materials: Study Guide-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Civil Rights-Test Materials

Chapter 21-Civil Rights-Vocabulary

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

Chapter 21-Power Points

Chapter 21-Section 1-Taking on Segregation-2018

Chapter 21-Section 2-The Triumphs of a Crusade-2018

Chapter 21-Section 3-Challenges and Changes in the Movement

Chapter 21-Textbook PDF’s

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

The Americans-Chapter 21-Section 3

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Government

Monday-5/21/18:

• Bell Work-1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
• Attendance- While Class is Doing Bell Work
• Test-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes A Law-Supplemental Vocab
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapters 9, 10 and 11 by demonstrating their knowledge thought the use of a unit quiz
  • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapters 9, 10 and 11 by completing a multiple choice and matching quiz.
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes A Law-Supplemental Vocab

Chapter 12-Frayer Model-Gov

Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

U.S. History

Friday-5/18/18:

• Bell Work-1.) What can you tell about the location of this restaurant based on the menu being held by the man speaking in the political cartoon? 2.) What do you think the main figure in the political cartoon is implying by telling the is host “It’s all right to seat them. They’re not Americans” 3.) Based on the elements that exist in the political cartoon what might happen if there was an African-American couple standing in line waiting for a table in this restaurant?
• Attendance-While Class is Doing Bell Work
• Video-Martin Luther King, Jr. I Have A Dream Speech (5:17 min)
• Presentation-Chapter 21-Section 3-Challenges and Changes in the Movement
• Notes-Chapter 21-Section 3-Challenges and Changes in the Movement
• Activity- Kennedy and Johnson–Civil Rights Activity-2018
  • Or Activity-Malcolm X and MLK on Violence and Integration
• Daily Objective-

• Content Objective:
  • SWD comprehension of the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s through listening to a short lecture and outlining important concepts in an inquiry based guided notes worksheet
  • 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 listen and orally discuss the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s through interacting in a short presentation and completing a set of student led guided notes
  • 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: Presentation-Chapter 21-Section 3-Challenges and Changes in the Movement, Notes-Chapter 21-Section 3-Challenges and Changes in the Movement, Activity-Malcolm X and MLK on Violence and Integration

Presentation-Chapter 21-Section 3-Challenges and Changes in the Movement

Chapter 21-Section 3-Challenges and Changes in the Movement

Notes-Chapter 21-Section 3-Challenges and Changes in the Movement

The Americans-Chapter 21-Section 3

The Americans-Chapter 21-Section 3

Activity-Malcolm X and MLK on Violence and Integration

Martin Luther King and Malcolm X-Comparing the Fight for Freedom-Primary Sources

MLK and Malcolm X-Comparing the Fight for Freedom

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Government

Friday-5/18/18:

• Bell Work- 1.) Describe what a typical representative of the 110th Congress would look like using six of the characteristics listed in the chart above?  2.) Based on the information contained in the chart which three groups might feel that Congress is not an adequate representation of the general public and their interests? Why might these groups feel this way? 3.) Are you a person that feels that it is important to elect someone of the same statistical profile (or ethnic background) as the majority of the people in their district in order to truly represent a population or is a representative with a strong service record the ideal choice regardless of their ethnic or statistical background? *Please explain your position
• Attendance-While Class is Doing Bell Work

• Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

• Daily Objective-
  • Content Objective:
    • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in Chapter 6 and 7 which include the roles of interest groups in politics, the roles and the functions of Congress along with 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 completing a structured inquiry-based study guide

Supplemental Materials: Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress  

Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress  

Chapter 9 10 and 11-Learning Target-Study Guide

The Americans-Chapter 21-Section 1 Chapter 9-10 and 11-Definitions

Chapter 9-Interest Groups

Chapter 9-Vocabulary Terms

Interest Groups and Lobbying-2018

Chapter 10-Congress

Chapter 10-Vocabulary Terms

Chapter 10-Congress-Full Power Point-2018

Chapter 11-The Power of Congress  

Chapter 11-Vocabulary Terms

Chapter 11-The Powers of Congress-2018

U.S. History

Thursday-5/17/18:

• 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
• Activity-Web Quest-Civil Rights-2018
• 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 web quest
• 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 webquest and responding to structured reflection questions

Supplemental Materials: Web Quest-Civil Rights-2018

Civil Rights Web Quest-2018

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Government

Thursday-5/17/18:

• Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.)  What are some of the problems associated with bicameralism, according to this passage? 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regards to our legislatures? *Please thoroughly explain your position
• Attendance-While Class is Doing Bell Work
• Video-How does impeachment work?-Alex Gendler (5:12 min)
  • Or How Do You Impeach a President? (3:49 min)
• Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers
• Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

• Paragraph Response Outline

• Daily Objective-

• Content Objective:

• • • SWD comprehension of the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by listening to the teacher complete a short presentation then participating in a classroom discussion

• SWD comprehension of the implied powers held by the United States government as a they relate to expressed powers and the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by outlining important concepts in an inquiry notes worksheet

• Language Objective:
  • Students will read and respond to information pertaining to non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by participating in classroom discussions following a short lecture by the teacher.
  • Students will read and respond to information pertaining to the implied powers held by the United States government as they relate to expressed powers and how non-legislative powers are laid out in the Constitution which includes Congresses power to impeach a government official by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers and Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 3 and 4 Streamlined

Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 3-Response Outline

Chapter 11-Section 4-Response Outline