U.S. History

Monday-5/13/19:

• Bell Work-1.) Who are the two men featured in the primary source on violence in the 1960’s? 2.) What can you distinguish are some of the fundamental differences in their philosophies regarding using militant measures (violent) to achieve equal rights? 3.) After reading through the primary source please explain whether you are a person whose beliefs more closely align with Dr. King’s philosophies or Malcolm X’s. *Please site an example to support your choice  
• 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: Murder in Mississippi-Guided Video Questions

Murder in Mississippi-Video Questions-2018

________________________________________________________________________________

Government

Monday-5/13/19:

• Bell Work-1.) After examining the political cartoon can you name some of the issues that the “next President” (which turned out to be Donald Trump) faced as he began his first term? 2.) Imagine you were the editor of the Washington Post and this political cartoon was going to be published in your newspaper. What questions would you ask the artist about the cartoons theme prior to publication? 3.) What might happen if the incoming President (Donald Trump) chose to ignore the problems created by President Obama? Are they things that can actually be ignored or would ignoring them cause bigger problems?  
• Attendance-While Class is Doing Bell Work
• Video-The West Wing-Episode 4 (Season 1)-“Five Votes Down”

• w/ video reflection questions

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

• Content Objective:
  • SWD knowledge of the Executive Branch’s use of the informal legislative powers by identifying the pro-firearms arguments made in a video thought he use of guided discussion notes
  • 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 watch, listen and record information focused on the
  • Executive Branch’s use of the informal legislative powers through viewing the film an episode of the West Wing and answering guided questions that will facilitate classroom discussions
  • 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: The West Wing-Episode 4 (Season 1)-“Five Votes Down”-video reflection questions and Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

The West Wing-Episode 4 (Season 1)-“Five Votes Down”-video reflection questions

The West Wing-Five Votes Down-Episode Guide

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

U.S. History

 Friday-5/10/19:

• Bell Work-1.) Based on the tone of the primary source what can you infer about the authors race and feelings towards the civil rights movement? 2.) What is the underlying theme of the authors writing? 3.) Do you agree or disagree with the author’s position that “Internal order is the first necessity of every society. Even justice is secondary to order, because without order there can be no society and no justice…”? *Please thoroughly explain your position
• 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

Supplemental Materials: Video-Murder in Mississippi-Guided Video Questions

Murder in Mississippi-Video Questions-2018

___________________________________________________________________________________

Government

Friday-5/10/19:

• Bell Work-1.) What is the name of the air plane depicted in the political cartoon? 2.) What is the main theme of the political cartoon? 3.) What judgement could you make about the artists affiliation based on the tone of the political cartoon? *Cite specific aspects of the cartoon that influenced your feelings about this artist
• 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-2018

U.S. History

Thursday-5/09/19:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapter 21.

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

• Attendance-While Class is Doing Bell Work
• Test-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 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 push for fully guaranteed civil rights in the United States during the 1960’s by completing a multiple choice and matching exam.

___________________________________________________________________________________

Government

Thursday-5/09/19:

• 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
• Presentation-Chapter 13-Section 5-The Presidential Election
• Video Clip-The Very First Inauguration (3:48 min)
• 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

Wednesday-5/08/19:

• 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-Test Key Set Up- Chapter 21-Civil Rights
• Test Materials-Chapter 21-Civil Rights
• Study Guide Review Time-Chapter 21-Civil Rights
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s 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 push for fully guaranteed civil rights in the United States during the 1960’s by completing a structured inquiry-based study guide

Supplemental Materials: Study Guide-Chapter 21-Civil Rights

Activity-American Civil Rights-DBQ (Day 2)

American Civil Rights-DBQ-2017

Study Guide-Chapter 21-Civil Rights

Chapter 21-Learning Targets Test-2019-Full Sheet

Test Materials-Chapter 21-Civil Rights

Chapter 21-Civil Rights-Test Materials

Vocabulary-Chapter 21-Civil Rights

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

Power Points-Chapter 21-Civil Rights

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

Textbook PDF’s-Chapter 21-Civil Rights

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

The Americans-Chapter 21-Section 3

___________________________________________________________________________________

Government

Wednesday-5/08/19:

• 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-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 Nominations, 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 Nominations

Chapter 13-Section 3 through 5 Presentation-2018

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-2018

Video-What’s the Difference Between A Caucus and A Primary? (4:18 min)

U.S. History

Tuesday-5/07/19:

• 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 who were registered to vote in 1965 been different than what is actually 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
• Activity-American Civil Rights-DBQ (Day 2)
• Study Guide-Chapter 21-Civil Rights
• 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 our unit focusing on the push for fully guaranteed civil rights in the United States during the 1960’s through summarizing key information in a structured study guide
• 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

Supplemental Materials: Activity-American Civil Rights-DBQ (Day 2) and Study Guide-Chapter 21-Civil Rights

Activity-American Civil Rights-DBQ (Day 2)

American Civil Rights-DBQ-2017

Study Guide-Chapter 21-Civil Rights

Chapter 21-Learning Targets Test-2019-Full Sheet

Vocabulary-Chapter 21-Civil Rights

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

Power Points-Chapter 21-Civil Rights

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

Textbook PDF’s-Chapter 21-Civil Rights

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

The Americans-Chapter 21-Section 3

___________________________________________________________________________________

Government

Tuesday-5/07/19:

• Bell Work-1.) Based on the context of the political cartoon what can we infer is the artist’s position on Donald J. Trump’s 2016 Presidential campaign? What facts or ideas show the artists bias? 2.) What is the underlying theme of this political cartoon? 3.) What is your opinion of this political cartoon? Do you feel it accurately depicts Donald J. Trump’s political campaign or do you feel it feeds into a view that ignores his positive qualities in an attempt to craft a negative public image of him?  
• 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
• Article-This is What the US Vice President Actually Does-and How the Job Has Changed
• By Jon Levine

• with Meta-log

• 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 the significant role of the Vice President by outlining an article and answering reflection questions
• 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
  • Students will read, record and discuss the significant role of the Vice President by creating a double entry journal and answering guided reflection questions

Supplemental Materials: Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency and Article-This is What the US Vice President Actually Does-and How the Job Has Changed By Jon Levine with Meta-log

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

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

Article-This is What the US Vice President Actually Does-and How the Job Has Changed By Jon Levine with Meta-log

This is What the US Vice President Actually Does-and How the Job Has Changed-SSR Article-High-2018

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

U.S. History

Monday-5/06/19:

• Bell Work-1.) Based on the context of the political cartoon and the unit we’ve covered in class, where (meaning which region) would this scene most likely take place? 2.) What is the main theme of the political cartoon? 3.) Think in terms of historical context. How might a white Southerner who is illiterate justify subjecting an African-American man or woman to literacy tests?  
• Attendance-While Class is Doing Bell Work
• Video-Martin Luther King, Jr. I Have A Dream Speech (5:17 min)
• Presentation-Chapter 21-Section 3-Challenges and Changes in the Movement
• Activity-Civil Rights-Kennedy and Johnson-DBQ (Day 1)
• 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 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 BDQ packet
• 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, 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

Supplemental Materials: Presentation-Chapter 21-Section 3-Challenges and Changes in the Movement and Activity-American Civil Rights-DBQ (Day 1)

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

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

Activity-American Civil Rights-DBQ (Day 1)

American Civil Rights-DBQ-2017

Video Link-Martin Luther King, Jr. I Have A Dream Speech (5:17 min)

___________________________________________________________________________________

Government

Monday-5/06/19:

• Bell Work-1.) Identify three of the main differences between the House of Representatives and the Senate? 2.) What evidence can you find in the chart that will support the notion that on average members of the of the House have a better understanding of the individual needs of their constituents then members of the Senate do? 3.) Suppose you were an aspiring politician. Would you be more likely to make a run for the Senate or the House of Representatives based on the data contained in the chart above? * Please clearly state your answer and support it with data from the chart
• Attendance-While Class is Doing Bell Work
• Video-How Much Does It Cost To Run For President? (5:16 min)
• Presentation-Chapter 13-Section 1-The President’s Job Description
• 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 notes and completing a set of student guided notes

Supplemental Materials: Presentation-Chapter 13-Section 1-The President’s Job Description 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 1-The President’s Job Description

Chapter 13-Section 1-The President’s Job Description

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 1-4-Guided Notes-2018

Video-How Much Does It Cost To Run For President? (5:16 min)

U.S. History

Friday-5/03/19:

• 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
• 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?
• Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade
• 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 through listening to a short lecture
  • 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 through interacting in a short presentation and participating in a classroom discussion
  • 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-Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade

Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade

The Americans-Chapter 21-Section 2

Textbook PDF-Chapter 21-Section 2-The Triumphs of a Crusade

The Americans-Chapter 21-Section 2

 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?

___________________________________________________________________________________

Government

Friday-5/03/19:

• Bell Work- Please take out your notes/study guide and with your elbow partner review all of the information for our exam covering Chapters 10, 11 and 12.

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

• Attendance-While Class is Doing Bell Work
• Vocab Match-Up-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Test- Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by demonstrating their knowledge thought the use of a unit exam
  • 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 read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a multiple choice and matching exam
  • 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: Vocabulary Frayer Activity-Chapter 13-The Presidency

Chapter 13-Frayer Model-Gov

Chapter 13-Vocab Match up Review Game

U.S. History

 Monday-5/02/19: Substance Abuse Coalition SAFE

• 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- Substance Abuse Coalition SAFE
• Daily Objective-

• Content Objective:
  • None
• Language Objective:
  • None

___________________________________________________________________________________

Government

Thursday-5/02/19:

• Bell Work-1.) In your own words attempt to explain why you believe it is so rare for Congress to actually choose to override a Presidential veto? 2.) In your opinion what do you think may be a credible motive for Congress to override a Presidential veto? 3.) If we consider the fact that Andrew Johnson had roughly fifty percent (15 of 29) of his vetoes overridden by Congress we can see that the relationship between the Legislative and Executive branches can often become extremely tense. Imagine that you were Andrew Johnson, how would you have handled such a combative Congress in order to reduce the amount of veto overrides issued during your Presidency?
• Attendance-While Class is Doing Bell Work
• Procedure-Test Answer Key Set Up-Chapter 10, 11 and 12
• Vocab Match-Up– Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)
• Study Guide Review Time- 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 analysis of key terms associated with the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by manipulating of vocabulary terms in a collaborative 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:
  • Students will read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
  • 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
  • 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 read and orally match up important vocabulary terms pertaining to our unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law through the use of a vocabulary match-up activity
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our the unit covering the fundamental ways in which Congress operates and the process required for a bill to become a law by completing a multiple choice and matching exam
  • 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: Study Guide-Chapter 10-Congress, Chapter 11-The Power of Congress and Chapter 12-Congress in Action (How a Bill Becomes a Law)

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

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

__________________________________________________________________________________

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

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