Archive for the ‘Class News’ Category

U.S. History

Thursday-6/07/18:

  • Bell Work-1.) What are some of the objects being hidden below President Nixon’s cape in this political cartoon? 2.) What would the results be if President Nixon would have been allowed to use Executive Privilege (the privilege, claimed by the president for the executive branch of the US government, of withholding information in the public interest) to hide the details of the Watergate scandal? 3.) Based on what you know why do you think Congress denied President Nixon the ability to use Executive Privilege regarding the Watergate Scandal?  
  • Attendance-While Class is Doing Bell Work
  • Video- Forrest Gump (2 hours 22min) (Day 2)
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the social and political changes that took place from the 1950’s to the 1980’s through the use of film and structured reflection questions
  • Language Objective:
    • Students will watch, listen and record information focused on the social and political changes that took place from the 1950’s to the 1980’s through viewing the film Forrest Gump and answering guided questions that will facilitate classroom discussions

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Semester II-Study Guide-Winter 2016

 

Vocabulary-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

Chapter 17-Vocab Match up Review Games

Chapter 17-Vocabulary Terms and Definitions

Chapter 18-Vocab Match up Review Game

Chapter 18-Vocabulary Terms and Definitions

Chapter 19-Vocab Match up Review Game

Chapter 19-Vocabulary Terms and Definitions

Chapter 20-Vocab Match up Review Game

Chapter 20-Vocabulary Terms and Definitions

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

Chapter 22-Vocabulary

 

Power Points-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-World War Looms-2018

Chapter 17-Section 1-Mobilizing for Defense-2018

Chapter 17-Section 2-The War for Europe and North Africa

Chapter 17-Section 3-The War in the Pacific

Chapter 17-Section 4-The Home Front-2018

Chapter 18-Section 1-Origins of the Cold War

Chapter 18-Section 2- The Cold War Heats Up

Chapter 18-Section 3- The Cold War at Home

Chapter 18-Section 4-Two Nations Live on the Edge

Chapter 19-Section 1-The Post War America

Chapter 19-Section 2-The American Dream in the 1950’s

Chapter 19-Section 3-Popular Culture

Chapter 19-Section 4-The Other America

Chapter 20-Section 1-Kennedy and the Cold War-2018

Chapter 20-Section 2-The New Frontier-2018

Chapter 20-Section 3-The Great Society-2018

Chapter 21-Section 1-Taking on Segregation-2018

Chapter 21-Section 2-The Triumphs of a Crusade-2018

Chapter 21-Section 3-Challenges and Changes in the Movement

Origins of the Vietnam War

A Nation Divided-The Legacy of the Vietnam War-Chapter 22 Section 3-5-Supplemental PPT

Watergate-The Downfall of a President-2018

 

Textbook PDF’s-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

Test Materials-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-World War Looms-Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials

Chapter 21-Civil Rights-Test Materials

 

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Government

Thursday-6/07/18:

  • Bell Work-1.) What is the main idea of the primary source? 2.) Why do you think President Kennedy chose to include the line (referring to America) “It was founded on the principle that all men are created equal and that the rights of every man are diminished when the rights of one man is threatened…” when making his point about the need for continued integration in our nation? *Please articulate what you believe he is trying to say 3.) What facts can you compile from the primary source that would help illustrate the major disadvantages many African Americans faced in their attempt to achieve guaranteed civil rights throughout the South?
  • Attendance-While Class is Doing Bell Work
  • Activity- American Civil Rights-DBQ-2017
  • Study Guide Review Time-Chapters 1-7, 9-11, 13 and 14
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the influential people and events that kicked off the Civil Rights movement during the1960’s by evaluating primary source documents then responding to structured questions in a DBQ packet
    • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will read, discuss and record information pertaining to the influential people and events that kicked off the Civil Rights movement during the1960’s by breaking down a primary source DBQ packet and responding to structured reflection questions
    • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials-Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Vocabulary-Chapters 1-7, 9-11, 13 and 14

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Power Points-Chapters 1-7, 9-11, 13 and 14

 Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Test Materials-Chapters 1-7, 9-11, 13 and 14

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Wednesday-6/06/18:

  • Bell Work-1.) Can you name the scandal that led to impeachment charges being brought up against President Nixon? 2.) What is the underlying theme of the primary source excerpt?  3.) How do you feel about the fact that Congress has the power to remove the President from office if he commits a crime only if they have a 2/3rd majority in the House (who brings the charges) and a 2/3rd the Senate (who acts as the jury)?
  • Attendance-While Class is Doing Bell Work
  • Video-Forrest Gump (2 hours 22min) (Day 1)
  • Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the social and political changes that took place from the 1950’s to the 1980’s through the use of film and structured reflection questions
    • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
    • Students will watch, listen and record information focused on the social and political changes that took place from the 1950’s to the 1980’s through viewing the film Forrest Gump and answering guided questions that will facilitate classroom discussions
    • Students will read, and write the key terms and important concepts covered in Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry-based study guide in preparation for their final exam

 

Supplemental Materials: Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Semester II-Study Guide-Winter 2016

 

Vocabulary-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Vocab Match up Review Game

Chapter 16-Vocabulary Terms and Definitions

Chapter 17-Vocab Match up Review Games

Chapter 17-Vocabulary Terms and Definitions

Chapter 18-Vocab Match up Review Game

Chapter 18-Vocabulary Terms and Definitions

Chapter 19-Vocab Match up Review Game

Chapter 19-Vocabulary Terms and Definitions

Chapter 20-Vocab Match up Review Game

Chapter 20-Vocabulary Terms and Definitions

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

Chapter 22-Vocabulary

 

Power Points-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-World War Looms-2018

Chapter 17-Section 1-Mobilizing for Defense-2018

Chapter 17-Section 2-The War for Europe and North Africa

Chapter 17-Section 3-The War in the Pacific

Chapter 17-Section 4-The Home Front-2018

Chapter 18-Section 1-Origins of the Cold War

Chapter 18-Section 2- The Cold War Heats Up

Chapter 18-Section 3- The Cold War at Home

Chapter 18-Section 4-Two Nations Live on the Edge

Chapter 19-Section 1-The Post War America

Chapter 19-Section 2-The American Dream in the 1950’s

Chapter 19-Section 3-Popular Culture

Chapter 19-Section 4-The Other America

Chapter 20-Section 1-Kennedy and the Cold War-2018

Chapter 20-Section 2-The New Frontier-2018

Chapter 20-Section 3-The Great Society-2018

Chapter 21-Section 1-Taking on Segregation-2018

Chapter 21-Section 2-The Triumphs of a Crusade-2018

Chapter 21-Section 3-Challenges and Changes in the Movement

Origins of the Vietnam War

A Nation Divided-The Legacy of the Vietnam War-Chapter 22 Section 3-5-Supplemental PPT

Watergate-The Downfall of a President-2018

 

Textbook PDF’s-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

 

Test Materials-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-World War Looms-Test Materials

Chapter 17-Test Materials

Chapter 18-Test Materials

Chapter 19-The Post War Boom-Test Materials

Chapter 20-The New Frontier and the Great Society-Test Materials

Chapter 21-Civil Rights-Test Materials

 

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Government

Wednesday-6/06/18:

  • 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
  • Procedure-Collect Notes-Chapter 13 and 14
  • Video-The 1960s in America: Crash Course US History #40 (15:14 min)
    • Reflection Question: How did the push for Civil Rights lead to new social and political opportunities for African-American’s in the United States?
  • Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14
  • Daily Objective-
  • Content Objective:
    • SWD analysis of the social and political changes that dramatically impacted the lives of minorities in the United States by watching a film and responding to an inquiry question
    • SWD evaluation of the materials covered in Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
  • Language Objective:
      • Students will watch and respond to the social and political changes that dramatically impacted the lives of minorities in the United States by watching a video covering the fight for civil rights in the 1960’s and completing  a video response question
      • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

 

Supplemental Materials-Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

 

Vocabulary-Chapters 1-7, 9-11, 13 and 14

Chapter 1-Vocab Match up Review Game

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocab Match up Review Game

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Power Points-Chapters 1-7, 9-11, 13 and 14

 Chapter 1-Principles of Government-Comprehensive PPT-2017

Forms of Government-2016

The Purpose of Government-2015

Chapter 1-Section 3-Basic Concepts of Democracy

Origins of American Government-PPT-2017

Chapter 2-Section1-Our Political Beginnings-2016

The Constitution-Chapter 2-Section 4-2016

Chaper 2-Sections 5-PPT

Chapter 3-The Constitution-2016

Informal Amendments-2015

6 PRINCIPLES OF GOVERNMENT

Chapter 4-Federalism-2016

American Political Parties-2016

Chapter 6-Voter and Voter Behavior-2017

Chapter 7-The Electoral Process-2016

Electoral College-2016

Interest Groups and Lobbying-2017

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter-14-Power of the Presidency-Power Point

 

Test Materials-Chapters 1-7, 9-11, 13 and 14

Chapter 1 and 2-Test Materials

Test Materials-Chapter 3 and 4

Chapter 6 and 7-Test Materials

Chapter 13 and 14-Test Materials

 

U.S. History

Tuesday-6/05/18:

  • Bell Work-) During which years does the timeline focus on? 2.) What are two facts (you can summarize them in your own words) contained in the timeline prior to 1974 that could help convince a jury and build a convincing case against President that he knew more about the Watergate scandal than he let on? 3.) In your opinion do you believe that if President had admitted to his knowledge regarding the Watergate scandal prior to the 1974 Supreme Court case U.S. v Nixon that he would have remained President or had so much damage been done that impeachment and removal was the only real option? *Please thoroughly explain your thoughts
  • Attendance-While Class is Doing Bell Work
  • Video-How does impeachment work? – Alex Gendler (5:12 min)
  • Presentation-Watergate-The Downfall of a President-2018
  • Activity-Guided Tour-Chapter 22-The Vietnam War Years
  • Daily Objective-
    • Content Objective:
      • SWD comprehension of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by listening to the teacher complete a short presentation then participating in a classroom discussion
    • Language Objective:
      • Students will listen and orally discuss Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials: Presentation-Watergate-The Downfall of a President-2018 and Activity-Guided Tour-Chapter 22-The Vietnam War Years

Presentation-Watergate-The Downfall of a President-2018

Watergate-The Downfall of a President-2018

 

Activity-Guided Tour-Chapter 22-The Vietnam War Years

Chapter 22-Guided Tour

Chapter 22-Textbook-PDFs

 

Video-How does impeachment work?-Alex Gendler (5:12 min)

 

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Government

Tuesday-6/05/18:

  • 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 registered to vote in 1965 have been different than what is 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
  • Procedure-Notes Collection Chapter 13 and 14
  • Presentation-American Citizenship-Roles, Responsibilities and Duties
  • Web Quest-Federal Bureaucracy (2017)
  • Daily Objective-
  • Content Objective:
      • SWD comprehension of the functions, roles and purposes of the federal bureaucratic system by interacting in a short presentation
  • SWD synthesis of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by compiling information from several online sources to complete a structured web quest
  • Language Objective:
    • Students will listen, orally discuss and respond to the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes
    • Students will read, orally discuss and record information on the functions, roles and purposes of the federal bureaucratic system by working collaboratively on an online web quest

 

Supplemental Materials: Presentation-American Citizenship-Roles, Responsibilities and Duties and Web Quest-Federal Bureaucracy (2017)

Presentation-American Citizenship-Roles, Responsibilities and Duties

American Citizenship-Supplemental PPT-2018

 

Web Quest-Federal Bureaucracy (2017)

Federal Bureaucracy-Web Quest-2017

 

U.S. History

Monday-6/04/18:

  • Bell Work-) Who is the main character featured in the political cartoon? 2.) Why do you think the artist chose to use the three countries listed on the back pack as the things weighing the main character down as he wades through the water? 3.) Imagine you were the artist and your editor suggested that you make a few changes to make it more appealing to a wider audience prior to its publication. What changes would you make?
  • Attendance-While Class is Doing Bell Work
  • Activity-Vietnam War-DBQ (10 to 15min)
  • Presentation-A Nation Divided-The Legacy of the Vietnam War-Supplemental PPT-Chapter 22-Sections 3 through 5
  • Activity-Vietnam Protest Buttons
  • Daily Objective-
    • Content Objective:
      • SWD evaluation of the United States’ military campaign in Vietnam by evaluating a series of primary sources and responding to guided questions based off the text
      • SWD comprehension of the effects of the United States failed military campaign in Vietnam and how it divided the loyalties of Americans by listening to the teacher complete a short presentation then participating in a classroom discussion
    • Language Objective:
      • Students will read, and respond to a document-based packet containing the United States’ military campaign in Vietnam by breaking down a series of primary sources and images designed to contextualize the contentions of the Vietnam War both at home and abroad
      • SWD comprehension of the effects of the United States failed military campaign in Vietnam and how it divided the loyalties of Americans by listening to the teacher complete a short presentation then participating in a classroom discussion

 

Supplemental Materials:Presentation-A Nation Divided-The Legacy of the Vietnam War-Supplemental PPT-Chapter 22-Sections 3 through 5 and Activity-Vietnam Protest Buttons

Presentation-A Nation Divided-The Legacy of the Vietnam War-Supplemental PPT-Chapter 22-Sections 3 through 5

A Nation Divided-The Legacy of the Vietnam War-Chapter 22 Section 3-5-Supplemental PPT

 

Activity-Vietnam Protest Buttons

Chapter 22-Section 3-Button Template

 

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Government

Monday-6/04/18:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 6 and 7.
  • You will be given a few minutes to study prior to the test.
  • Attendance-While Class is Doing Bell Work
  • Test-Chapter 13-The President and Chapter 14-The Presidency in Action
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering the roles and responsibilities of the office of the President and the Vice President by demonstrating their knowledge thought the use of a unit test
  • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering the roles and responsibilities of the office of the President and the Vice President by completing a multiple choice and matching quiz.

 

 

U.S. History

Friday-6/02/18:

  • Bell Work-1.) Can you identify who the man listening to the radio is? 2.) What is the underlying theme of the political cartoon? 3.) What do you think about the fact that the intercepted Russian radio transmission and the Vietnam War protestor’s sign echo the same sentiment? What does that say about the United States level of stubbornness in their attempt to eliminate Communists threats around the world?
  • Attendance-While Class is Doing Bell Work
  • Video Clip-The Truth about the Vietnam War (5:49 min)
  • Activity-Vietnam War-DBQ
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the United States’ military campaign in Vietnam by evaluating a series of primary sources and responding to guided questions based off the text
  • Language Objective:
    • Students will read, and respond to a document based packet containing the United States’ military campaign in Vietnam by breaking down a series of primary sources and images designed to contextualize the contentions of the Vietnam War both at home and abroad

 

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Government

Friday-6/01/18:

  • Bell Work-1.) Based on the elements contained in the political cartoon when can you infer it was created? 2.) What is your analysis of the main theme the artist intended to highlight in the political cartoon? 3.) What is your opinion of the political cartoon’s message that President Bush values the protection of human embryos (which is why he is vetoing stem cell research) more than the lives of U.S. soldiers and Iraqi civilians? Do you think it is a fair message or one designed to elicit a negative response towards President Bush?
  • Attendance-While Class is Doing Bell Work
  • Test Form Set up-Chapter 13-The President and Chapter 14-The Presidency in Action
  • Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of the materials covering the roles and responsibilities of the office of the President of the United States through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covering the roles and responsibilities of the office of the President of the United States by completing a structured inquiry based study guide

 

Supplemental Materials: Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

 Study Guide: Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Learning Target-Study Guide

 

Vocabulary: Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Power Points: Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

 

Test Materials: Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13 and 14-Test Materials

 

U.S. History

Thursday-5/31/18:

  • Bell Work-1.) Can you describe in your own words why the speaker is so upset with President Johnson’s decision to make Vietnam the priority of his Presidency in 1967? 2.)  Explain how the struggles President Johnson experienced trying to balance the Vietnam War and the fight for civil rights are similar to President Wilson’s experience during the Progressive Era/WWI? 3.) What do you think about the author’s message in the primary source? Does he have the right to criticize President Johnson or does the need to fight Communism during the Cold War make it a higher priority than domestic issues at home?
  • Attendance-While Class is Doing Bell Work
  • Presentation-Origins of the Vietnam War-Supplemental PPT
  • Guided Tour-Chapter 22-The Vietnam War Years
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces by interacting in a short informational presentation
    • SWD knowledge of the United States’ military campaign in Vietnam by locating and recording information in a research based textbook activity
  • Language Objective:
    • Students will listen, orally discuss and respond to how the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces by participating in classroom discussions following a short lecture by the teacher
    • Students will read and record information pertaining to the United States’ military campaign in Vietnam through completing a guided our activity

 

Supplemental Materials: Presentation-Origins of the Vietnam War-Supplemental PPT and Guided Tour-Chapter 22-The Vietnam War Years

Presentation-Origins of the Vietnam War-Supplemental PPT

Origins of the Vietnam War

 

Guided Tour-Chapter 22-The Vietnam War Years

Chapter 22 Guided Tour

Chapter 22-Textbook-PDFs

 

4th Hour-Class Work

Chapter 22-Section 1-Notes Moving Towards Conflict 

Notes-Outline-Chapter 22-Section 1

 

Text Book PDF

The Americans-Chapter 22-Section 1

 

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Government

Thursday-6/01/18:

  • Bell Work-1.) List the demands contained in the primary source made on Taliban leaders by President Bush? 2.) What are the two reasons/justifications President Bush gave for invading Afghanistan in his speech? 3.) Based on the information contained in the primary source what is your opinion of the way in which the United States and its allies attempted to win support from the Afghan people?  
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)
  • Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers
  • Daily Objective-
  • Content Objective:
    • SWD comprehension of how the line of presidential succession works and the growing responsibilities that accompany the office of the Vice President by interacting in a short presentation and completing guided notes
  • Language Objective:
    • Students will listen, orally discuss and respond to how the role of the president has changed over the last two hundred and fifty years and the growing responsibilities that accompany the office of the president by participating in classroom discussions following a short lecture by the teacher along with a set of student guided notes

 

Supplemental Materials: Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides) and Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides)

Chapter 14-The Presidency in Action-Streamlined Version

 

Notes-Chapter 14-Section 1-Growth of Presidential Powers, Chapter 14-Section 2-Presidential Powers, Chapter 14-Section 3-Domestic and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Chapter 14-Section 1-4-Guided Notes

 

U.S. History

Wednesday-5/30/18:

  • Bell Work-1.) In your own words can you describe what happened in Vietnam that led to the growing conflict President Johnson is discussing? 2.) Imagine that you are a member of President Johnson’s National Security Council. What are two or three questions that you might ask prior to voting on whether or not to escalate America’s involvement in the Vietnam War? 3.) Think about President Johnson’s statement justifying America’s continued involvement in the Vietnam War. In his speech at Johns Hopkins University he said “Since 1954 every American President has offered support to the people of South Viet-Nam…And I intend to keep that promise”. Do you feel that is a strong enough justification or one that needs to be rethought and strengthened?   
  • Attendance-While Class is Doing Bell Work
  • Procedure-Notes Collection-Chapter 21-Civil Rights
  • Vocabulary Frayer Activity-Chapter 22-The Vietnam Years
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the United States’ military campaign in Vietnam 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 United States’ military campaign in Vietnam through the use of a frayer model vocabulary activity

 

Supplemental Materials: Vocabulary Frayer Activity-Chapter 22-The Vietnam Years 

Chapter 22-Frayer Model Set Up

Chapter 22-Vocabulary

 

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Government

Wednesday-5/30/18:

  • Bell Work-1.) Who are the key figures depicted in the political cartoon? 2.) What is the underlying theme of the political cartoon? 3.) What changes would you recommend if this cartoons subject were reversed and it focused on “Left-wing Thinking on Presidents Assessing School Students”?
  • Attendance-While Class is Doing Bell Work
  • Presentation-Chapter 13-Section 5-The Presidential Election
  • Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
  • Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the key duties of the President 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 key duties of the President through the use of a frayer model vocabulary activity

 

Supplemental Materials: Presentation-Chapter 13-Section 5-The Presidential Election and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Presentation-Chapter 13-Section 5-The Presidential Election

Chapter 13-Section 3 through 5 Presentation-2018

 

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Chapter 14-Frayer Model-Gov

Chapter 14-Vocabulary

 

U.S. History

Tuesday-5/25/18:

  • Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapter 21.
  • In 5 minutes we will begin the vocabulary match up activity.
  • Attendance-While Class is Doing Bell Work
  • Quiz-Chapter 21-Civil Rights
  • Daily Objective-
  • Content Objective:
    • SWD evaluation of key terms and concepts associated with our unit covering the push for fully guaranteed civil rights in the United States during the 1960’s by demonstrating their knowledge thought the use of a unit quiz
  • Language Objective:
    • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a multiple choice and matching quiz.

 

______________________________________________________________________________________

Government

Tuesday-5/29/18:

  • Bell Work- 1.) Based on the information contained in the primary source list five powers expressly granted to the president in the Constitution? 2.) After identifying the powers expressly granted to the president in the Constitution make a T-Chart or a Tree Map that distinguishes whether those powers deal with foreign or domestic policies. 3.) In Section III, the president is empowered to “take care that the laws be faithfully executed”. How is this similar to the concepts contained in the Necessary and Proper Clause contained in Article I Section VIII of the Constitution?
  • Attendance-While Class is Doing Bell Work
  • Video-What’s The Difference Between A Caucus And A Primary? (4:18 min)
  • Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nominations
  • Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations
  • Daily Objective-
  • Content Objective:
    • SWD synthesis of the process of nominating and selecting a President by interacting in a short presentation and completing a set of student led notes
  • Language Objective:
    • Student will read and record information pertaining to of the process of nominating and selecting a President through listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials: Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nomination and Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Presentation-Chapter 13-Section 3-Presidential Selection: The Framers Plan and Chapter 13-Section 4-Presidential Nomination

Chapter 13-Section 3-Presidential Selection-The Framers Plan

Chapter 13-Section 4 and 5 Presentation

Chapter 13-Section 1-5-Supplemental PPT

 

Notes- Chapter 13-Section 3-Presidential Selection: The Framers Plan and Notes-Chapter 13-Section 4-Presidential Nominations

Chapter 13-Section 1-4-Guided Notes

 

Video Link-What’s The Difference Between A Caucus And A Primary? (4:18 min)

 

U.S. History

Thursday-5/27/18:

  • Bell Work-1.) What is the main idea of the primary source? 2.) Why do you think President Kennedy chose to include the line (referring to America) “It was founded on the principle that all men are created equal and that the rights of every man are diminished when the rights of one man is threatened…” when making his point about the need for continued integration in our nation? *Please articulate what you believe he is trying to say 3.) What facts can you compile from the primary source that would help illustrate the major disadvantages many African Americans faced in their attempt to achieve guaranteed civil rights throughout the South?
  • Attendance-While Class is Doing Bell Work
  • Video-Murder in Mississippi (1:36:00 min) (Day 2)
  • 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

 

Supplemental Materials: Study Guide-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Civil Rights-Test Materials

 

Chapter 21-Civil Rights-Vocabulary

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

 

Chapter 21-Power Points

Chapter 21-Section 1-Taking on Segregation-2018

Chapter 21-Section 2-The Triumphs of a Crusade-2018

Chapter 21-Section 3-Challenges and Changes in the Movement

 

Chapter 21-Textbook PDF’s

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

The Americans-Chapter 21-Section 3

 

______________________________________________________________________________________

Government

Thursday-5/24/18:

  • Bell Work-1.) Who are the two men in the political cartoon intended to represent? 2.) Imagine you were the moderator in charge of running the 2016 Vice Presidential Debate, what are two or three questions that you would ask the participants of the debate? 3.) Why did the artist choose to have the men in the political cartoon propped up on the specific things they are standing on?
  • Attendance-While Class is Doing Bell Work
  • Video-What Does The Vice President Actually Do?(3:21 min)
  • Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
  • Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice 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 and completing a set of student led notes
  • 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 and completing a set of guided student notes

 

Supplemental Materials: Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency and Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency 

Chapter 13-Section 2-Presidential Succession and the Vice Presidency.ppt

 

Student Led Notes- Chapter 13-Section 1-The President’s Job Description and Chapter 13-Section 2-Presidential Succession and the Vice Presidency

Chapter 13-Section 1-3-Guided Notes

 

 

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)

 

______________________________________________________________________________________

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)