Mr. Murray and Ms. Colter's U.S History and Government iBlog

U.S. History

Wednesday-5/29/19:

• Bell Work-1.) What is the main idea of this primary source? 2.) How would you use the information contained in the article to show at least one lasting impact that the Vietnam War had on U.S. foreign policy? 3.) What is your opinion of President George H.W. Bush’s statement in the opening line of the primary source that reads “By God, we’ve kicked the Vietnam syndrome once and for all”? Was he justified in making his statement or simply being overconfident?  
• Attendance-While Class is Doing Bell Work
• Video- Forrest Gump (2 hours 22min) (Day 3)

• Article-The ‘Real’ Forrest Gump: Sammy L. Davis-SSR Article-2019
  • w/ Meta-Log

• 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 analysis of the real-life inspiration for the fictional character Forrest Gump by outlining an article and answering 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
  • Students will listen and orally discuss the real-life inspiration for the fictional character Forrest Gump by participating in classroom discussions following a short lecture by the teacher

 

Supplemental Materials: Video Notes- Forrest Gump and Article-The ‘Real’ Forrest Gump: Sammy L. Davis-SSR Article-2019 w/ Meta-Log

Video Notes- Forrest Gump

Forrest Gump-Video Questions-2019

 

Article-The ‘Real’ Forrest Gump: Sammy L. Davis-SSR Article-2019 w/ Meta-Log

The Real Forrest Gump-Sammy L Davis-SSR-Article-2019

SSR-Meta-Cognitive Log-Template-Half-Sheet-US History

 

_____________________________________________________________________

Government

Wednesday-5/29/19:

• Bell Work-1.) According to the note located below the informational box and the primary source, who is on trial for the murder of Caylee Anthony? 2.) Document C shares the opinion of five Florida residents following the conclusion of the Caylee Anthony murder case. Imagine that you’re a reporter working for the Florida Sun-Sentinel and that your boss places you in charge of getting additional quotes for the paper. Select one of the five residents and share a few questions that you might ask of that person in the hopes of gaining further insight. 3.) Based on what you’ve read in the primary source what can you determine is the general feel of Floridians (residents of Florida) regarding the outcome of the trial?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 20-Civil Liberties-Protecting Individual Rights
• Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused
• Final Exam Study Guide-Chapters 1-7 and Chapters 9-21
• Daily Objective-

• Content Objective:

• • • SWD comprehension of how the government must observe and uphold the concept of due process of law, and how they must act fairly and in accordance with established rules to protect the individual freedoms and liberties of American citizens by participating in a short presentation and completing a set of student led notes
    • SWD evaluation of the materials covered in Chapters 1-7, 9-21 through summarizing key information in a structured study guide in preparation for their final exam

• Language Objective:

• • • Students will read and record how the government must observe and uphold the concept of due process of law, and how they must act fairly and in accordance with established rules to protect the individual freedoms and liberties of American citizens through listening to a short lecture notes and completing a set of student guided notes
    • Students will read, and write the key terms and important concepts covered in Chapters 1-7, 9-21 by completing a structured inquiry-based study guide in preparation for their final exam

 

Supplemental Materials: Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused and Final Exam Study Guide-Chapters 1-7 and Chapters 9-21

Guided Notes-Chapter 20-Sections 1-Due Process of Law, Chapter 20-Section 2-Freedom and Security of the Person, and Chapter 20-Section 3-Rights of the Accused

Chapter 20-Guided Notes-Sections 1-3-2019

 

Final Exam Study Guide-Chapters 1-7 and Chapters 9-21

Supplemental Materials: Study Guide Review Time-Chapters 1-7, 9-21

 

Study Guide Review Time-Chapters 1-7, 9-21

Final Exam-Study Guide-Half Sheet-2019-Chapters 1-21

 

Vocabulary-Chapters 1-7, 9-21

Chapter 1-Vocabulary Terms and Definitions

Chapter 2-Vocabulary Terms and Definitions

Chapter 3-Vocabulary Terms and Definitions

Chapter 4-Vocabulary

Chapter 5-Vocabulary

Chapter 6-Vocabulary

Chapter 7-Vocabulary

Chapter 9-10 and 11-Definitions

Chapter-13-Vocabulary

Chapter 14-Vocabulary

 

Outlines-Chapters 1-7, 9-21

Chapter 1 Outline

Chapter 2-Outline

Chapter 3-Outline

Chapter 4-Outline

Chapter 5-Outline

Chapter 6-Outline

Chapter 9-Outline

Chapter 10-Outline

Chapter 11-Outline

Chapter 13-Outline

Chapter 14-Outline

Chapter 15-Outline

Chapter 16-Outline

Chapter 17-Outline

Chapter 18-Outline

Chapter 19-Outline-Part 1

Chapter 19-Outline-Part 2

Chapter 20-Outline

Defining Citizenship and Civic Responsibility-SSR Article

 

Power Points-Chapters 1-7, 9-21

Chapter 1-Section 1-Government and the State-2018

Chapter 1-Section 2-Forms Government-2018

Chapter 1-Section 3-Basic Concepts of Democracy-2018

Forms of Government-2016

Chapter 2-Origins of Government-Condensed-2017

Chapter 3-Section 1-Basic Principles-2018

Chapter 3-Section 2-Formal Amendments-2018

Informal Amendments-2015

Chapter 3 Section 3- Constitutional Change by Other Means-2018

Chapter 4-Federalism-2018

American Political Parties

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-2018

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2018

Electoral College-2018

Interest Groups and Lobbying-2018

Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 2 and 3-The House of Representatives

Chapter 11-The Powers of Congress-2018

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Federal Bureaucracy-Supplemental PPT-2019

Chapter 16-Financing Government-2018

Foriegn Policy and National Defense

Chapter 18-Federal Court Systems-Streamlined Version-2019

American Citizenship-Supplemental PPT-2018

U.S. History

Tuesday-5/28/19:

• Bell Work-1.) Using the elements contained in the political cartoon who can we identify was the President during this period of the Vietnam War? 2.) What conclusions can you draw regarding the artists feelings towards the Vietnam War based on the soldier’s comment “You see, the reason we’re in Indochina is to protect US boys in Indochina”? 3.) Imagine that you were the editor for the Washington Post, and you were asked to make a few last-minute changes by your publisher before the paper goes to print. How might you improve this cartoon, so it connects with a wider range of Americans?
• 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: Video Notes–Forrest Gump

Forrest Gump-Video Questions-2019

 

________________________________________________________________________________

Government

Tuesday-5/28/19:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) Why do you think the men in the political cartoon are reading this particular person’s emails? 3.) Suppose that you could hack the emails of one person living in the United States. What type of information would you want to look for and once you have gathered intel what would you do with the information?
• Attendance-While Class is Doing Bell Work
• Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT
• 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?
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the process of gaining U.S. citizenship including the roles, responsibilities and duties that every American is expected to fulfill by interacting in a short presentation
    • 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

• 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
  • 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

 

Supplemental Materials: Presentation- American Citizenship-Roles, Responsibilities and Duties Supplemental PPT

American Citizenship-Supplemental PPT-2018

 

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?

 

U.S. History

Thursday-5/23/19:

• 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
• Notes Collection-Chapter 22-The Vietnam War Years
• Video-Forrest Gump (2 hours 22min) (Day 1)
• 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: Video-Forrest Gump (2 hours 22min)

Forrest Gump-Video Questions-2019

 

_______________________________________________________________________

Government

Thursday-5/23/19:

• Bell Work-1.) What is the main theme/purpose of the primary source? 2.) Based on the information contained in the primary source what position can we infer the Constitution takes regarding the institution of slavery? 3.) Based on the primary source, how would you explain to someone the reason why in the Constitution (prior to the 13th Amendment that outlawed slavery) viewed slaves are property and not as people?  
• Attendance-While Class is Doing Bell Work
• Video-Law and Order-Episode 1-Prescription for Death (47 min)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching a television episode and responding to structured reflection questions
• Language Objective:
  • Students will listen, and record information pertaining to the way in which the police and District Attorney’s office gather and present evidence in a criminal case by watching an episode of Law and Order and responding to structured video reflection questions

 

Supplemental Materials: Video-Law and Order-Episode 1-Prescription for Death (47 min) Guided Video Questions

Law and Order-Prescription for Death-Episode 1-Video Questions

 

U.S. History

Wednesday-5/22/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapter 22.

• In 5 minutes we will begin the vocabulary match up activity.

• Attendance-While Class is Doing Bell Work
• Test-Chapter 22-The Vietnam Years
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces in the Vietnam War 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 focusing on the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces in the Vietnam War by completing a multiple choice and matching exam.

 

 _______________________________________________________________________

Government

Wednesday-5/22/19:

• Bell Work-1.) Who are the two figures located to the right of President Trump intended to represent? 2.) What message (main idea) is the artist trying to communicate with the captions written on the map located behind President Trump? 3.) What is your opinion of the authors position in the political cartoon that President Trump is misinformed and ignorant regarding Foreign Policy?
• Attendance-While Class is Doing Bell Work
• DBQ-American Jury System-2019

• 15 to 25 minutes to finish

• Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts
• Daily Objective-

• Content Objective:
  • SWD evaluation of the inner workings of the United States judicial system by interpreting the meaning of several primary source documents in a collaborative activity
  • SWD comprehension of the role that the Federal Court plays in upholding law and order in the United States by completing a set of student led notes
• Language Objective:

• • • Students will read, discuss and record information pertaining to the inner workings of the United States judicial system by identifying key pieces of information contained in a DBQ packet with the help of a partner
    • Students will read and record the role that the Federal Court plays in upholding law and order in the United States through listening to a short lecture notes and completing a set of student guided notes

 

Supplemental Material: DBQ-American Jury System-2019 and Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts

DBQ-American Jury System-2019 

American Jury System-DBQ-2019

 

Student Led Notes-Chapter 18 Section 1-The National Judiciary, Chapter 18-Section 2-Inferior Courts, Chapter 18-Section 3-The Supreme Court and Chapter 18-Section 4-The Special Courts

Chapter 18-Guided Notes-High-2019

 

Textbook PDF-Chapter 18-The Federal Cort System

Chapter 18-The Federal Court System-Textbook-PDF

 

U.S. History

Tuesday-5/21/19:

• Bell Work-1.) 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
• Procedure-Test Key Set Up-Chapter 22-The Vietnam Years
• Test Materials-Chapter 22-The Vietnam Years
• Study Guide Review Time-Chapter 22-The Vietnam Years
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit focusing on the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces during the Vietnam War through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, and write the key terms and important concepts covered in our unit focusing on the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces in the Vietnam War by completing a structured inquiry-based study guide

 

Study Guide-Chapter 22-The Vietnam Years 

Chapter 22-Learning Target Study Guide-2019-Full Sheet

 

Vocabulary-Chapter 22-The Vietnam Years 

Chapter 22-Vocab Match up Review Game

Chapter 22-Vocabulary

 

Power Points-Chapter 22-The Vietnam Years 

Origins of the Vietnam War-Sections-1 and 2-2019

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

Chapter 22-The Vietnam War Years-Test Materials

 

Textbook PDF’s-Chapter 22-The Vietnam Years 

The Americans-Chapter 22-Section 1

The Americans-Chapter 22-Section 2

The Americans-Chapter 22-Section 3

The Americans-Chapter 22-Section 4

The Americans-Chapter 22-Section 5

 

_______________________________________________________________________

Government

Tuesday-5/21/19:

• Bell Work-1.) According to the graphic shown above who served as the 32nd President of the United States? 2.) Based on the graphic above what conclusions can you make regarding the impact of FDR’s New Deal programs beginning in 1933? 3.) Imagine that you were FDR preparing to speak in front of Congress regarding the financial crisis facing the United States. How might you justify the use of deficit spending as a solution to combat the Great Depression?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 18-Federal Courts
• DBQ-American Jury System-2019
• Daily Objective-

• Content Objective:
  • SWD synthesis of the role that the Federal Court plays in upholding law and order in the United States through interacting in a short presentation
  • SWD evaluation of the inner workings of the United States judicial system by interpreting the meaning of several primary source documents in a collaborative activity
• Language Objective:
  • Students will listen, orally discuss and respond to the role that the Federal Court plays in upholding law and order in the United States by participating in classroom discussions while interacting during a short lecture

• • • Students will read, discuss and record information pertaining to the inner workings of the United States judicial system by identifying key pieces of information contained in a DBQ packet with the help of a partner

 

Supplemental Materials: Presentation-Chapter 18-Federal Courts and DBQ-American Jury System-2019

Presentation-Chapter 18-Federal Courts

Chapter 18-Federal Court Systems-Streamlined Version-2019

 

DBQ-American Jury System-2019

American Jury System-DBQ-2019

 

U.S. History

Monday-5/20/19:

• Bell Work-1.) 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
• Article-How Agent Orange Unleashed a Slow-Moving Disaster in Vietnam-SSR Article
  • w/Meta Log
• Study Guide-Chapter 22-The Vietnam Years
• Daily Objective-

• Content Objective:
  • SWD analysis of the lasting legacy of economic and health related issues resulting from America’s choice to engage in chemical warfare through the use of Agent Orange by outlining an article and answering reflection questions
  • SWD evaluation of the materials covered in our unit focusing on the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces in the Vietnam War through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, record and discuss the the lasting legacy of economic and health related issues resulting from America’s choice to engage in chemical warfare through the use of Agent Orange by creating a double entry journal and answering guided reflection questions
  • Students will read, and write the key terms and important concepts covered in our unit focusing on the colonial oppression that led to the fight for Vietnamese independence and the subsequent involvement of U.S. military forces in the Vietnam War by completing a structured inquiry-based study guide

 

Supplemental Materials: Activity-Agent Orange Article w/meta log and Study Guide-Chapter 22-The Vietnam Years 

Activity-Agent Orange Article 

Agent Orange-Newsela Article with Writing Prompt

SSR-Meta-Cognitive Log-Template-Half-Sheet-US History

 

Study Guide-Chapter 22-The Vietnam Years 

Chapter 22-Learning Target Study Guide-2019-Full Sheet

 

Vocabulary-Chapter 22-The Vietnam Years 

Chapter 22-Vocab Match up Review Game

Chapter 22-Vocabulary

 

Power Points-Chapter 22-The Vietnam Years 

Origins of the Vietnam War-Sections-1 and 2-2019

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

Chapter 22-The Vietnam War Years-Test Materials

 

Textbook PDF’s-Chapter 22-The Vietnam Years 

The Americans-Chapter 22-Section 1

The Americans-Chapter 22-Section 2

The Americans-Chapter 22-Section 3

The Americans-Chapter 22-Section 4

The Americans-Chapter 22-Section 5

 

_______________________________________________________________________

Government

Monday-5/20/19:

• Bell Work-1.) What is the purpose of the primary source shown above? 2.) Why do you think that the primary source includes the lines “I hereby declare, by oath, that I absolutely and entirely renounce and abjure all allegiances and fidelity to any foreign prince, potentate, state or sovereignty, of whom or which I have heretofore been a subject or citizen;”? 3.) Can you elaborate on the main reason that the author of the primary source decided to include the line “…I take this obligation freely, without any mental reservation or purpose of evasion;”?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 17-Foreign Policy and National Defense
• Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019

• w/Meta-Log

• Daily Objective-

• Content Objective:
  • SWD synthesis of the United States position regarding foreign policy and national defense through interacting in a short presentation
  • SWD comprehension of the way in which Donald Trump has shaped U.S. foreign policy during the early years of his presidency by reading an article and describing their thoughts in a structured response activity
• Language Objective:
  • Students will listen, orally discuss and respond to the United States position regarding foreign policy and national defense by participating in classroom discussions while interacting during a short lecture
  • Students will read and record their thoughts pertaining to the way in which Donald Trump has shaped U.S. foreign policy during the early years of his presidency through the use of an online article and a meta-cognitive log

 

Supplemental Materials: Presentation-Chapter 17-Foreign Policy and National Defense and Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019 w/Meta-Log

Presentation-Chapter 17-Foreign Policy and National Defense

Foriegn-Policy-and-National-Defense

 

Activity-One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019 w/Meta-Log

One year in office-How Donald Trump has shaped US foreign policy-SSR Article-High-2019

SSR-Meta-Cognitive Log-Template-Half-Sheet-Government

 

U.S. History

Friday-5/17/19:

• 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
• 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
• Guided Notes-Chapter 22–Section 3-A Nation Divided, Chapter 22-Section 4-1968: A Tumultuous Year and Chapter 22-Section 5- The End of the War and Its Legacy
• 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 primary source documents.
  • SWD comprehension of the effects of the United States failed military campaign in Vietnam and how it divided the loyalties of Americans by interacting in a short informational presentation and outlining important information in structured student led notes
• 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 participating in classroom discussions following a short lecture by the teacher and completing a set of student led guided notes

 

Supplemental Materials: Presentation-A Nation Divided-The Legacy of the Vietnam War-Supplemental PPT-Chapter 22-Sections 3 through 5 and Guided Notes-Chapter 22-Section 3-A Nation Divided, Chapter 22-Section 4-1968: A Tumultuous Year and Chapter 22-Section 5- The End of the War and Its Legacy

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

 

Guided Notes-Chapter 22-Section 3-A Nation Divided, Chapter 22-Section 4-1968: A Tumultuous Year and Chapter 22-Section 5- The End of the War and Its Legacy

Notes-Outline-Chapter 22-Section 3

Notes-Outline-Chapter 22-Section 4

Notes-Outline-Chapter 22-Section 5

 

Textbook PDFs-Chapter 22-Section 3-A Nation Divided, Chapter 22-Section 4-1968: A Tumultuous Year and Chapter 22-Section 5- The End of the War and Its Legacy

The Americans-Chapter 22-Section 3

The Americans-Chapter 22-Section 4

The Americans-Chapter 22-Section 5

 

_______________________________________________________________________

Government

Friday-5/17/19:

• 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
• Web Quest-Federal Bureaucracy (2017) (10-15 min to finish)

• Presentation-Chapter 16-Financing Government

• Daily Objective-

• Content Objective:
  • 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
  • SWD synthesis of the process of federal funding through taxation by interacting in a short presentation
• 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
  • Student will read and record information pertaining to of the process of federal funding through taxation by listening to a short lecture and completing a set of guided student notes

 

Supplemental Materials: Web Quest-Federal Bureaucracy (2017) (10-15 min to finish), Presentation-Chapter 16-Financing Government and Notes-Chapter 16-Financing Government

Web Quest-Federal Bureaucracy (2017) (10-15 min to finish)

Federal Bureaucracy-Web Quest-2018

 

Presentation-Chapter 16-Financing Government

Chapter 16-Financing Government-2018

 

Notes-Chapter 16-Financing Government

Chapter 16-Sections 1-4- Big Ideas-Guided Notes-High-2019.doc

 

U.S. History

Thursday-5/16/19:

• 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
• 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

 

Supplemental Materials: Activity-Vietnam War-DBQ

DBQ Vietnam War

 

Video Clip-The Truth about the Vietnam War (5:49 min)

 

_______________________________________________________________________________________________________

Government

Thursday-5/16/19:

• 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
• Procedure-Notes Collection-Chapter 13-The President and Chapter 14-The Presidency in Action
• Presentation-Federal Bureaucracy-Supplemental PPT-2019
• 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-Chapter 15 Supplemental PPT and Web Quest-Federal Bureaucracy (2017)

Presentation-Federal Bureaucracy-Supplemental PPT-2019

Federal Bureaucracy-Supplemental PPT-2019

 

Web Quest-Federal Bureaucracy (2017)

Federal Bureaucracy-Web Quest-2018

 

U.S. History

Wednesday-5/15/19:

• 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
• Video-How The Tet Offensive Changed The Vietnam War | History (5:18 min)
• Presentation-Origins of the Vietnam War-Supplemental PPT
• Guided Notes-Chapter 22-Section 1-Moving Towards Conflict and Section 2-U.S. Involvement and Escalation
• 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 and outlining important information in structured student led notes
• 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 and completing a set of student led guided notes

 

Supplemental Materials: Presentation-Origins of the Vietnam War-Supplemental PPT and Guided Notes-Chapter 22-Section 1-Moving Towards Conflict and Section 2-U.S. Involvement and Escalation

Presentation-Origins of the Vietnam War-Supplemental PPT 

Origins of the Vietnam War

 

Guided Notes-Chapter 22-Section 1-Moving Towards Conflict and Section 2-U.S. Involvement and Escalation

Notes-Outline-Chapter 22-Section 1

Notes-Outline-Chapter 22-Section 2

 

Textbook PDF’s-Chapter 22-Section 1-Moving Towards Conflict and Section 2-U.S. Involvement and Escalation

The Americans-Chapter 22-Section 1

The Americans-Chapter 22-Section 2

 

Video Link-How The Tet Offensive Changed The Vietnam War | History (5:18 min)

 

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Government

Wednesday-5/15/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapters 13 and 14.

• In 5 minutes we will begin the vocabulary match up activity.

• 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 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 the roles and responsibilities of the office of the President and the Vice President by completing a multiple choice and matching exam.

 

U.S. History

Tuesday-5/14/19:

• Bell Work-1.) In your own words please explain the significance of Dr. King’s statement “Injustice anywhere is a threat to justice everywhere… Whatever affects one directly, affects all indirectly”? 2.) What might Dr. King’s motives have been in writing this letter while incarcerated? 3.) Imagine you were in Dr. King’s position being jailed for peacefully protesting racial injustices. How would you have handled the situation? *Think about whether you would have fought back or continued on peacefully protesting
• Attendance-While Class is Doing Bell Work
• Video-Murder in Mississippi (1:36:00 min) (Day 3-Last 10 to 12 min)

• w/ Guided Video Questions

• Vocabulary Frayer Activity-Chapter 22-The Vietnam Years
• 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
  • 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 write the key terms and important concepts covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s by completing a structured inquiry-based study guide
    • 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: Video-Murder in Mississippi-Guided Video Questions and Vocabulary Frayer Activity-Chapter 22-The Vietnam Years

Video-Murder in Mississippi-Guided Video Questions

Murder in Mississippi-Video Questions-2018

 

Vocabulary Frayer Activity-Chapter 22-The Vietnam Years 

Chapter 22-Frayer Model Set Up

Chapter 22-Vocabulary

Chapter 22-Vocab Match up Review Game

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Government

Tuesday-5/14/19:

• 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
• Test Form Set up-Chapter 13-The President and Chapter 14-The Presidency in Action
• Test Materials-Chapter 13-The President and Chapter 14-The Presidency in Action
• Study Guide Review Time-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: Test Materials-Chapter 13-The President and Chapter 14-The Presidency in Action and Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action

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

Chapter 13 and 14-Test Materials

 

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

Chapter 13 and 14-Learning Target-Study Guide-2019

 

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

Chapter 13 and 14-Test Vocabulary

 

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

Chapter 13 and 14-Test Materials

 

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

Chapter 13-The Presidency

Chapter-14-Power of the Presidency-Power Point