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)
______________________________________________________________________________________
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)
Leave a Reply