Archive for May 17th 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