Wednesday May 23rd, 2018

Wednesday, May 23, 2018

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)

 

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