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
- Content Objective:
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
Interest Groups and Lobbying-2018
Chapter 10-Congress
Chapter 10-Congress-Full Power Point-2018
Chapter 11-The Power of Congress
Chapter 11-The Powers of Congress-2018