U.S. History
Tuesday-5/15/18:
- 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
- Presentation-Chapter 21-Section 1-Taking on Segregation
- Video-The 1960s in America: Crash Course US History #40 (15:14 min)
- Reflection Question: How did the push for Civil Rights lead to new social and political opportunities for African-American’s in the United States?
- 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 through listening to a short lecture
- 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 through interacting in a short presentation and participating in a classroom discussion
Supplemental Materials: Presentation-Chapter 21-Section 1-Taking on Segregation
Chapter 21-Section 1-Taking on Segregation-2018
Video Link-The 1960s in America: Crash Course US History #40 (15:14 min)
- Reflection Question: How did the push for Civil Rights lead to new social and political opportunities for African-American’s in the United States?
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Government
Tuesday-5/15/18:
- Bell Work-1.) According to this passage, what can you identify is Benjamin Franklin’s view on Bicameralism? 2.) What are some of the motives behind the reasons many states adopted unicameralism? 3.) Judge the value of Benjamin Franklin’s comment that a bicameral legislature is akin to “putting one horse before a cart and another behind it, both pulling opposite directions.” What was he trying to imply about the effectiveness of a bicameral legislature?
- Attendance-While Class is Doing Bell Work
- Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce
- Vocabulary Frayer Activity-Chapter 11-Power of Congress
- Daily Objective-
- Content Objective:
- SWD comprehension of 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 listening to the teacher complete a short presentation then participating in a classroom discussion
- SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary based activity
- Language Objective:
- Students will listen and orally discuss 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 participating in classroom discussions following a short lecture by the teacher
- Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity
Supplemental Materials: Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce and Vocabulary Frayer Activity-Chapter 11-Power of Congress
Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce
Chapter 11-Section 1-Expressed Powers Money Commerce
Vocabulary Frayer Activity-Chapter 11-Power of Congress