U.S. History
Wednesday-5/01/19:
- Bell Work- 1.) What is the name of the young woman who serves as the focus of this article? 2.) Imagine you are the author of this article. What are two to three questions that you would ask the young woman concerning her arrest? 3.) What is your opinion of the absurd charges (assault and battery, disorderly conduct and violating a city ordinance) levied against the young woman in the article? How were these charges a reflection of the deeply seeded racist feelings that existed in the South during the 1950’sand 60’s?
- Attendance-While Class is Doing Bell Work
- Presentation-Chapter 21-Section 1-Taking on Segregation
- Outline Notes-Chapter 21-Section 1-Talking Segregation
- Daily Objective-
- Content Objective:
- SWD comprehension of the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by outlining important concepts in an inquiry based guided notes worksheet
- Language Objective:
- Students will listen and orally discuss the racial constructs that divided the United States and the key individuals and protests that challenged the status quo leading to the birth of the Civil Rights movement by reading through text and completing a set of student led guided notes.
Supplemental Materials: Presentation-Chapter 21-Section 1-Taking on Segregation and Outline Notes-Chapter 21-Section 1-Talking Segregation
Presentation-Chapter 21-Section 1-Taking on Segregation
Chapter 21-Section 1-Taking on Segregation-2018
Outline Notes-Chapter 21-Section 1-Talking Segregation
The Americans-Chapter 21-Section 1
Textbook PDF’s-Chapter 21-Section 1-Taking on Segregation
The Americans-Chapter 21-Section 1
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Government
Wednesday-5/01/19:
- Bell Work-1.) Based on the information contained in the graph can you name the U.S. President who has issued the largest number of total vetoes in our countries history? 2.) According to the American Presidency Project’s database the number of Presidential Vetoes issued has dropped with every Presidential appointment since Ronald Regan left office in 1989. Why do you think we have seen such a significant decrease in the amount of vetoes during this time? 3.) Reflecting on the previous question and considering that seven of our forty five Presidents have failed to issue a single veto are you a person who feels that the power to veto is even necessary or in spite of its inconsistent use that it remains a vital part of our Democratic system?
- Attendance-While Class is Doing Bell Work
- Activity-How a Bill Becomes a Law
- Presentations to each house with floor vote
- Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
- Daily Objective-
- Content Objective:
- SWD synthesis of the process in which a bill is drafted and becomes a law by interacting in a collaboratively based classroom activity
- SWD evaluation of the materials covering the fundamental ways in which Congress operates and the process required for a bill to become a law through summarizing key information in a structured study guide
- Language Objective:
- Student will read and record information pertaining to the process of turning a bill into a law through working as a group to craft a piece of legislation that would positively impact the students of Fordson High School
- Students will read, and write the key terms and important concepts covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a structured inquiry-based study guide
Supplemental Materials: Activity-How a Bill Becomes a Law (Presentations to each house with floor vote) and Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
Activity-Creating a Classroom Law (Presentations to each house with floor vote)
Creating a Classroom Law-Activity-2019
How a Bill Becomes a Law-Info Graphic
Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
Chapter 10 11 and 12-Learning Target-Study Guide-2018
Vocabulary-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
Chapter 10 11 and 12-Vocabulary Terms and Definitions
Power Point-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
Chapter 10-Section 1-The National Legislature
Chapter 10-Sections 2 and 3-The House of Representatives
Chapter 10-Section 4-The Members of Congress-2018
Chapter 11-The Powers of Congress-2018
How a Bill Becomes A Law-Streamlined Version-2018
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