U.S. History

Tuesday-4/30/19:

• 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
• Procedure-Chapter 20-Notes Collection
• Vocabulary Frayer Model Activity-Chapter 21-Civil Rights
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the push for fully guaranteed civil rights in the United States during the 1960’s by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering the push for fully guaranteed civil rights in the United States during the 1960’s through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 21-Civil Rights

Chapter 21-Vocabulary Terms and Definitions

Chapter 21-Vocab Match up Review Game

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Government

Tuesday-4/30/19:

• Bell Work-1.)  In your own words create a definition for the term veto. 2.) What can you distinguish is the key difference between a regular veto and a pocket veto? 3.) In your opinion is there a better solution for the President to deal with potential laws he feels shouldn’t be passed than the power to veto? *If you feel that there is give an alternative example if not please explain why
• Attendance-While Class is Doing Bell Work
• Presentation-How a Bill Becomes a Law-Streamlined Version-2017
• Video-What’s A Filibuster? | Ron’s Office Hours | NPR (2:35 min)
• Activity-How a Bill Becomes a Law-Crafting a Bill

• 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-Crafting a Bill

Presentation-How a Bill Becomes a Law-Streamlined Version-2017

How a Bill Becomes A Law-Streamlined Version-2018

Activity-How a Bill Becomes a Law-Crafting a Bill

Creating a Classroom Law-Activity-2019

How a Bill Becomes a Law-Info Graphic

Video Link-Regular Order’: Lawmaking the Old-Fashioned Way-Ron’s Office Hours-NPR

U.S. History

Monday-4/29/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 20 Sections 1 through 3. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Test-Chapter 20-The New Frontier and The Great Society
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering JFK’s Great Frontier and LBJ’s Great Society programs by demonstrating their knowledge thought the use of a unit exam.
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering JFK’s Great Frontier and LBJ’s Great Society programs by completing a multiple choice and matching exam.

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Government

Monday-4/29/19:

• Bell Work-1.) In your own words can you name the five steps required to turn a bill into a law. 2.) What are some of the possible issues that may arise if the bill being introduced heavily favors one political party over another during an election cycle where the Democrats control the House and the Republicans control the Senate? 3.) Do you think that is a good thing or a bad thing that Congress has the ability to override a Presidential
• veto by obtaining 2/3rds  vote in each house? *Please explain why this either helps or hinders the democratic process in your opinion 
• Attendance-While Class is Doing Bell Work
• Video-Schoolhouse Rock: America – I’m Just a Bill Music Video (3:20 min)
• Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering of the process in which a bill becomes a law by defining and personalizing vocabulary terms in a vocabulary-based activity
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering of the process in which a bill becomes a law through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Activity-Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

Chapter 12-Frayer Model-Gov

Chapter 12-Congress in Action-How a Bill Becomes a Law-Supplemental Vocabulary

U.S. History

Wednesday-4/24/19:

• Bell Work-) What are the statements contained in the primary source trying to show? 2.) What conclusions can you draw about the general feelings related to the accuracy of the Warren Commission’s findings? 3.) What is your opinion of the fact that there were multiple errors and omissions found by the National Academy of Sciences? How could this issue lead to speculation that there is more to the story than the government is telling the American people?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society
• Video Clip- What Were LBJ’s “Great Society” Programs? | History (3:57 min)
• Presentation- Chapter 20-Section 3-The Great Society
• Outline Notes-Chapter 20-Section 3-The Great Society
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering Chapter 20 by manipulating of vocabulary terms in a collaborative activity
    • SWD comprehension of the domestic policies that fueled LBJ’s political agenda and helped bring a new era of civil rights to the American people by outlining important information in guided note
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 20 through the use of a vocabulary match-up activity
    • Students will read and record information pertaining the domestic policies that fueled LBJ’s political agenda and helped bring a new era of civil rights to the American people by reading through text and completing a set of student led guided notes.

Supplemental Materials: Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society, Presentation- Chapter 20-Section 3-The Great Society and Outline Notes-Chapter 20-Section 3-The Great Society

Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society

Chapter 20-Vocab Match up Review Game

Chapter 20-Vocabulary Terms and Definitions

Presentation- Chapter 20-Section 3-The Great Society

Chapter 20-Section 3-The Great Society-2018

Outline Notes-Chapter 20-Section 3-The Great Society

Chapter 20-Section 3-The Great Society-2018 Notes-Outline-Chapter 20-Section 3

Video Clip- What Were LBJ’s “Great Society” Programs? | History (3:57 min)

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Government

Wednesday-4/24/19:

• Bell Work-) Who are the key characters depicted in the political cartoon? 2.) What might be some of the motives behind the artists focus on calling out the issues of nepotism (The practice among those with power or influence of favoring relatives or friends, especially by providing them with jobs) in U.S. politics? 3.) What do you think about the fact that often times in politics the way people are appointed to government positions has more to deal with “who they know” rather than “what qualifications they have”? How might this lead to problems in the strength of political leadership?
• Attendance-While Class is Doing Bell Work
• Video Clip-Ron Swanson Educates A Young Individual on Government (On Vimeo) (3:35 min)
  • From Season 3, Episode 14
• 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-The Powers of Congress-2018

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Chapter 11-Frayer Model Set Up

Chapter 11-Vocabulary Terms