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