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

U.S. History

Friday-5/18/18:

• Bell Work-1.) What can you tell about the location of this restaurant based on the menu being held by the man speaking in the political cartoon? 2.) What do you think the main figure in the political cartoon is implying by telling the is host “It’s all right to seat them. They’re not Americans” 3.) Based on the elements that exist in the political cartoon what might happen if there was an African-American couple standing in line waiting for a table in this restaurant?
• 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
• Notes-Chapter 21-Section 3-Challenges and Changes in the Movement
• Activity- Kennedy and Johnson–Civil Rights Activity-2018
  • Or Activity-Malcolm X and MLK on Violence and Integration
• Daily Objective-

• Content Objective:
  • SWD comprehension of the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s through listening to a short lecture and outlining important concepts in an inquiry based guided notes worksheet
  • 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 listen and orally discuss the differing approaches MLK and Malcolm X took during the Civil Rights movement of the1960’s through interacting in a short presentation and completing a set of student led guided notes
  • 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, Notes-Chapter 21-Section 3-Challenges and Changes in the Movement, Activity-Malcolm X and MLK on Violence and Integration

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

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

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

The Americans-Chapter 21-Section 3

The Americans-Chapter 21-Section 3

Activity-Malcolm X and MLK on Violence and Integration

Martin Luther King and Malcolm X-Comparing the Fight for Freedom-Primary Sources

MLK and Malcolm X-Comparing the Fight for Freedom

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Government

Friday-5/18/18:

• Bell Work- 1.) Describe what a typical representative of the 110th Congress would look like using six of the characteristics listed in the chart above?  2.) Based on the information contained in the chart which three groups might feel that Congress is not an adequate representation of the general public and their interests? Why might these groups feel this way? 3.) Are you a person that feels that it is important to elect someone of the same statistical profile (or ethnic background) as the majority of the people in their district in order to truly represent a population or is a representative with a strong service record the ideal choice regardless of their ethnic or statistical background? *Please explain your position
• Attendance-While Class is Doing Bell Work

• Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

• Daily Objective-
  • Content Objective:
    • SWD evaluation of the materials covering the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, and write the key terms and important concepts covered in Chapter 6 and 7 which include the roles of interest groups in politics, the roles and the functions of Congress along with the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by completing a structured inquiry-based study guide

Supplemental Materials: Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress  

Study Guide Review Day-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress  

Chapter 9 10 and 11-Learning Target-Study Guide

The Americans-Chapter 21-Section 1 Chapter 9-10 and 11-Definitions

Chapter 9-Interest Groups

Chapter 9-Vocabulary Terms

Interest Groups and Lobbying-2018

Chapter 10-Congress

Chapter 10-Vocabulary Terms

Chapter 10-Congress-Full Power Point-2018

Chapter 11-The Power of Congress  

Chapter 11-Vocabulary Terms

Chapter 11-The Powers of Congress-2018

U.S. History

Thursday-5/17/18:

• Bell Work-1.) Based on the primary source why might it be difficult for someone who is African-American to attend an all-white university? 2.) What conclusions can you draw from the primary source as to the way White students can be affected by the racist attitudes directed towards their African-American classmates?  3.) What is your opinion of James Meredith belief that “…anytime you move backwards (referring to the privileges denied to people of color), the person already down suffers more”? Why do you believe he feels that way?
• Attendance-While Class is Doing Bell Work
• Activity-Web Quest-Civil Rights-2018
• 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 web quest
• 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 webquest and responding to structured reflection questions

Supplemental Materials: Web Quest-Civil Rights-2018

Civil Rights Web Quest-2018

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Government

Thursday-5/17/18:

• Bell Work-1.) Based on the information from the primary source above do federal systems like the one in the United States always have to contain bicameral state legislatures? 2.)  What are some of the problems associated with bicameralism, according to this passage? 3.) Do you think it is a good thing or a bad thing that the United States has almost exclusively adopted a bicameral system in regards to our legislatures? *Please thoroughly explain your position
• Attendance-While Class is Doing Bell Work
• Video-How does impeachment work?-Alex Gendler (5:12 min)
  • Or How Do You Impeach a President? (3:49 min)
• Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers
• Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

• Paragraph Response Outline

• Daily Objective-

• Content Objective:

• • • SWD comprehension of the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by listening to the teacher complete a short presentation then participating in a classroom discussion

• SWD comprehension of the implied powers held by the United States government as a they relate to expressed powers and the non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by outlining important concepts in an inquiry notes worksheet

• Language Objective:
  • Students will read and respond to information pertaining to non-legislative powers laid out in the Constitution which includes Congresses power to impeach a government official by participating in classroom discussions following a short lecture by the teacher.
  • Students will read and respond to information pertaining to the implied powers held by the United States government as they relate to expressed powers and how non-legislative powers are laid out in the Constitution which includes Congresses power to impeach a government official by reading through text and completing a set of student led guided notes.

Supplemental Materials: Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers and Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Presentation-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 3 and 4 Streamlined

Outline Notes-Chapter 11-Section 3-The Implied Powers and Chapter 11-Section 4-The Non-legislative Powers

Chapter 11-Section 3-Response Outline

Chapter 11-Section 4-Response Outline

U.S. History

Wednesday-5/16/18:

• 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-Claudette Colvin: The Original Rosa Parks (2:29 min)
• Presentation-Chapter 21-Section 2-The Triumphs of a Crusade
• Outline Notes-Chapter 21-Section 1-Talking Segregation and 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 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 2-The Triumphs of a Crusade and Outline Notes-Chapter 21-Section 1-Talking Segregation and Chapter 21-Section 2-The Triumphs of a Crusade

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

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

Outline Notes-Chapter 21-Section 1-Talking Segregation and Chapter 21-Section 2-The Triumphs of a Crusade

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

Textbook PDF’s

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

Video Link-Claudette Colvin: The Original Rosa Parks (2:29 min)

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Government

Wednesday-5/16/18:

• Bell Work-1.) Who are the key characters depicted in the political cartoon? 2.) What might be some of the motives behind the artists focus on calling out the issues of nepotism (The practice among those with power or influence of favoring relatives or friends, especially by providing them with jobs) in U.S. politics? 3.) What do you think about the fact that often times in politics the way people are appointed to government positions has more to deal with “who they know” rather than “what qualifications they have”? How might this lead to problems in the strength of political leadership?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 11-Section 2-The Other Expressed Powers
• Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress?  
  • With Reflection Questions

• Also available: What Are the Limits on the Implied Powers of Congress? (McCulloch v. Maryland, 1819) (pg. 310)
  • w/Thinking Critically Questions #1-2 on pg. 311

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 11 by defining and personalizing vocabulary terms in a vocabulary based activity
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their by listening to the teacher complete a short presentation then participating in a classroom discussion
• Language Objective:
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 11 through the use of a frayer model vocabulary activity
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers and the specific roles Congress plays in determining their functions by participating in classroom discussions following a short lecture by the teacher

Supplemental Materials: Primary Source- McCulloch v. Maryland-What Are the Limits on the Implied Powers of Congress? With Reflection Questions

McCulloch v Maryland-Limiting the Implied Powers of Congress-SSR Article With Questions-Leveled-2018

U.S. History

Tuesday-5/15/18:

• 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
• Presentation-Chapter 21-Section 1-Taking on Segregation
• 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 racial constructs that divided the United States and the key individuals and protests that challenged the status quo through listening to a short lecture
• 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

Supplemental Materials: Presentation-Chapter 21-Section 1-Taking on Segregation

Chapter 21-Section 1-Taking on Segregation-2018

Video Link-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?

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Government

Tuesday-5/15/18:

• Bell Work-1.) According to this passage, what can you identify is Benjamin Franklin’s view on Bicameralism? 2.) What are some of the motives behind the reasons many states adopted unicameralism? 3.) Judge the value of Benjamin Franklin’s comment that a bicameral legislature is akin to “putting one horse before a cart and another behind it, both pulling opposite directions.” What was he trying to imply about the effectiveness of a bicameral legislature? 
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce
• Vocabulary Frayer Activity-Chapter 11-Power of Congress
• Daily Objective-

• Content Objective:
  • SWD comprehension of the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will listen and orally discuss the specific powers outlined within the Constitutional concepts of Expressed Powers, Implied Powers and Inherent Powers along with Congresses’ ability to taxing various ways by participating in classroom discussions following a short lecture by the teacher
  • Students will read and record important vocabulary terms pertaining to our unit covering the roles and the functions of Congress through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce and Vocabulary Frayer Activity-Chapter 11-Power of Congress

Presentation-Chapter 11-Section 1-The Expressed Powers of Money and Commerce

Chapter 11-Section 1-Expressed Powers Money Commerce

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Chapter 11-Vocabulary Terms

U.S. History

Monday-5/14/18:

• Bell Work-1.) Who is speaking in this primary source? 2.) What is the main theme of the author’s letter? 3.) Why do you believe the author chose to cite Socrates in his attempt to use tension to push for racial equality in America?
• 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-Frayer Model Set Up

Chapter 21-Vocab Match up Review Game

Chapter 21-Vocabulary Terms and Definitions

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Government

Monday-5/14/18:

• Bell Work-1.) What is the main idea of the political cartoon? 2.) What is the biggest problem with the position that Congress takes towards the President in this cartoon? 3.)  Imagine you were President Obama and you overheard the Congressmen making these comments how might you have handled the situation?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 10-Section 4-Members of Congress
• Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate  and Chapter 10-Section 4-Members of Congress
• Daily Objective-

• Content Objective:
  • SWD synthesis of the qualifications and major roles of the men and women serving in Congress by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to the qualifications and major roles of the men and women serving in Congress through listening to a short lecture and completing a set of guided student notes

Supplemental Materials: Presentation-Chapter 10-Section 4-Members of Congress and Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate  and Chapter 10-Section 4-Members of Congress

Presentation-Chapter 10-Section 4-Members of Congress

Chapter 10-Section 4-The Members of Congress-2018

Notes- Chapter 10 Section 2-The House of Representatives, Chapter 10-Section 3-The Senate  and Chapter 10-Section 4-Members of Congress

Chapter 10-Sections 1-4-Guided Notes-High-2018

U.S. History

Friday-5/11/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 20 Sections 1 through 3. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 20-The New Frontier and The Great Society
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering JFK’s Great Frontier and LBJ’s Great Society programs 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 covering JFK’s Great Frontier and LBJ’s Great Society programs by completing a multiple choice and matching quiz.

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Government

Friday-5/11/18:

• Bell Work-1.) What is the main idea of this chart? 2.) What is the relationship between the reason a state like New York lost two representatives in 2010 while a state like Texas gained four representatives? 3.) Can you propose a better alternative for determining the number of representatives each state has then the current system of measuring population every ten years?  
• Attendance-While Class is Doing Bell Work
• Video-What Does the Speaker of The House Do? (3:10 min)
• Presentation-Chapter 10 Section 2 and 3–The House of Representatives and the Senate  
• Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018

• w/Meta Log

• Daily Objective-

• Content Objective:
  • SWD analysis on the political issues caused by Gerrymandering and district reapportionment by outlining an article and answering reflection questions
• Language Objective:
  • Students will read, record and discuss the political issues caused by Gerrymandering and district reapportionment by creating a double entry journal and answering guided reflection questions

Supplemental Materials: Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate and Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

Presentation-Chapter 10 Section 2 and 3-The House of Representatives and the Senate

Chapter 10-Congress-2018

Article- How Racial Gerrymandering Deprives Black People of Political Power-SSR Article High-2018 w/Meta Log

How Racial Gerrymandering Deprives Black People of Political Power-SSR Article-High-2018

SSR-Meta-Cognitive Log-Template

Video Link-What Does the Speaker of The House Do? (3:10 min)

https://www.youtube.com/watch?v=kXEpdjcrgTs&t=4s

U.S. History

Thursday-5/10/18:

• Bell Work-) Who are the four characters in the political cartoon intended to represent? 2.) Why do you think the central figure in the political cartoon is asking the two men to “Kindly move over a little gentlemen”? 3.) What is your opinion of the decision to prioritize health, education and welfare over issues like military establishments and arms cost? Do you agree with President Johnson’s decision or do you feel military funding should take top priority over all other budgetary issues?
• Attendance-While Class is Doing Bell Work
• Test Answer Key Set Up-Chapter 20-The New Frontier and The Great Society
• Test Materials-Chapter 20-The New Frontier and The Great Society
• Study Guide Review Time-Chapter 20-The New Frontier and The Great Society
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering JFK’s Great Frontier and LBJ’s Great Society programs by manipulating of vocabulary terms in a collaborative activity
    • SWD evaluation of the materials covered in JFK’s Great Frontier and LBJ’s Great Society programs through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering JFK’s Great Frontier and LBJ’s Great Society programs through the use of a vocabulary match-up activity
    • Students will read, and write the key terms and important concepts covered in JFK’s Great Frontier and LBJ’s Great Society programs by completing a structured inquiry based study guide

Supplemental Materials: Activity-Key Legislation to Create the Great Society-T2T Activity (The Great Society-Primary Source T2T Activity-2018) and Study Guide-Chapter 20-The New Frontier and The Great Society

Activity-Key Legislation to Create the Great Society-T2T Activity (The Great Society-Primary Source T2T Activity-2018)

The Great Society Excerpt T2T Activity with Reflection Questions-2018

Study Guide-Chapter 20-The New Frontier and The Great Society

Chapter 20-Learning Target-Study Guide

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

Power Points-Chapter 20-The New Frontier and The Great Society

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

Textbook PDF’s-Chapter 20-The New Frontier and The Great Society

The Americans-Chapter 20-Section 1

The Americans-Chapter 20-Section 2

The Americans-Chapter 20-Section 3

Chapter 20-Textbook-PDFs

Definitions-Chapter 20-The New Frontier and The Great Society

Chapter 20-Vocab Match up Review Game

Chapter 20-Vocabulary Terms and Definitions

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Government

Thursday-5/10/18:

• Bell Work-1.) Can you provide in your own words a reason for why the artist used the term “Do-nothing Congress” to identify the man jumping in to the pool? 2.) What is the underlying theme of the political cartoon? 3.) Do you think it would be a good thing if a new law were put into effect that stated that Congress could not break for recess until all the issues currently on the floor had been resolved or would this simply cause Congress to rush through bills without truly considering them in an attempt to just clear the floor?
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 10-Section 1-The National Legislature
• Video- Constitution Hall Pass: The Legislative Branch (21:50 min)
• Notes-Chapter 10-Section 1-The National Legislature
• Daily Objective-

• Content Objective:
  • SWD synthesis of the bicameral structure of Congress and some of the issues with how power is distributed by interacting in a short presentation and completing a set of student led notes
• Language Objective:
  • Student will read and record information pertaining to the bicameral structure of Congress and some of the issues with how power is distributed through listening to a short lecture and completing a set of guided student notes

Supplemental Materials-Presentation-Chapter 10-Section 1-The National Legislature and Notes-Chapter 10-Section 1-The National Legislature

Presentation-Chapter 10-Section 1-The National Legislature

Chapter 10-Congress-2018

Notes-Chapter 10-Section 1-The National Legislature

Chapter 10-Sections 1-4-Guided Notes-High-2018

Video Link-Constitution Hall Pass: The Legislative Branch (21:50 min)

U.S. History

Wednesday-5/09/18:

• Bell Work-) What is the key finding of the Warren Commission? How did the “magic bullet” theory lead to conspiracy theorists doubting the Warren Commission’s accuracy? 2.) Why do you think President Ford made the decision to clarify the wording of the Warren Commission’s finding? 3.) What is your opinion of the Warren Commission’s findings and the evidence contained in the Zapruder film? Do you feel that the assignation could have been carried out by a single shooter or does the eyewitness accounts suggest another alternative?
• Attendance-While Class is Doing Bell Work
• Activity-Key Legislation to Create the Great Society-T2T Activity (The Great Society-Primary Source T2T Activity-2018)
• Study Guide-Chapter 20-The New Frontier and The Great Society
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the key pieces of legislation involved in creating LBJ’s Great Society programs by evaluating a primary source and breaking down the n text to create a timeline
    • SWD evaluation of the materials covered in JFK’s Great Frontier and LBJ’s Great Society through summarizing key information in a structured study guide
  • Language Objective:
    • Students will read, annotate and discuss the key pieces of legislation involved in creating LBJ’s Great Society programs by annotating a primary source using talk to the text strategy and creating a time line in student led groups
    • Students will read, and write the key terms and important concepts covered in JFK’s Great Frontier and LBJ’s Great Society by completing a structured inquiry based study guide

Supplemental Materials: Activity-Key Legislation to Create the Great Society-T2T Activity (The Great Society-Primary Source T2T Activity-2018) and Study Guide-Chapter 20-The New Frontier and The Great Society

Activity-Key Legislation to Create the Great Society-T2T Activity (The Great Society-Primary Source T2T Activity-2018)

The Great Society Excerpt T2T Activity with Reflection Questions-2018

Study Guide-Chapter 20-The New Frontier and The Great Society

Chapter 20-Learning Target-Study Guide

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

Power Points-Chapter 20-The New Frontier and The Great Society

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

Textbook PDF’s-Chapter 20-The New Frontier and The Great Society

The Americans-Chapter 20-Section 1

The Americans-Chapter 20-Section 2

The Americans-Chapter 20-Section 3

Chapter 20-Textbook-PDFs

Definitions-Chapter 20-The New Frontier and The Great Society

Chapter 20-Vocab Match up Review Game

Chapter 20-Vocabulary Terms and Definitions

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Government

Wednesday-5/09/18:

• Bell Work-1.) What evidence can you use to describe the author’s true feelings about the effectiveness of the 113th Congress? What do you believe those feeling are? 2.) What inference can you make about the 112th Congress based on the image of the shoes and the comment Uncle Sam is making? 3.) What in your opinion can be done to maximize the effective of Congress while in session? (ex. What kind of goals or timeframes might be given for accomplishing tasks)
• Attendance-While Class is Doing Bell Work
• Activity-Special Interest Groups-Brochure Closing Activity (20 min)

• Students will gather information from four other students about their interest group

• Video-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

• Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?

• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to requite new members through grass roots tactics by creating a take away element an interest group can use to recruit new members

• • • SWD evaluation of influential events occurring locally, nationally and internationally by watching a short video then stating an opinion through a writing prompt regarding the impact of the topic

• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

• • • Students will watch and record information pertaining to the influential topic occurring locally, nationally and internationally by watching a short video then stating an opinion through a writing prompt regarding the impact of the topic

Video Link-Last Week Tonight with John Oliver: Congressional Fundraising (HBO) (21:24 min)

• Reflection Question: How does the pressure to consistently fundraise effect the amount of time a Congressperson actually spends working on creating new legislation?

U.S. History

Tuesday-5/08/18:

• Bell Work- 1.) What is the key finding of the Warren Commission? How did the “magic bullet” theory lead to conspiracy theorists doubting the Warren Commission’s accuracy? 2.) Why do you think President Ford made the decision to clarify the wording of the Warren Commission’s finding? 3.) What is your opinion of the Warren Commission’s findings and the evidence contained in the Zapruder film? Do you feel that the assignation could have been carried out by a single shooter or does the eyewitness accounts suggest another alternative?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society
• Video Clip- What Were LBJ’s “Great Society” Programs? | History (3:57 min)
• Presentation- Chapter 20-Section 3-The Great Society
• Outline Notes-Chapter 20-Section 3-The Great Society
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 20 by manipulating of vocabulary terms in a collaborative activity

• • • SWD comprehension of the domestic policies that fueled LBJ’s political agenda and helped bring an new era of civil rights to the American people by outlining important information in guided note

• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 20 through the use of a vocabulary match-up activity
  • Students will read and record information pertaining the domestic policies that fueled LBJ’s political agenda and helped bring an new era of civil rights to the American people by reading through text and completing a set of student led guided notes.

Supplemental Materials: Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society, Presentation- Chapter 20-Section 3-The Great Society and Outline Notes-Chapter 20-Section 3-The Great Society

Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society

Chapter 20-Vocab Match up Review Game

Presentation- Chapter 20-Section 3-The Great Society

Chapter 20-Section 3-The Great Society-2018

Outline Notes-Chapter 20-Section 3-The Great Society

Notes-Outline-Chapter 20-Section 3

The Americans-Chapter 20-Section 3

*4th Hour Only-Word bank is attached within the word search and you can use the textbook PDF to finish the guided tour

Chapter 20-Word Search

Chapter 20-Guided Tour

Chapter 20-Textbook-PDFs

Video Link-What Were LBJ’s “Great Society” Programs? | History (3:57 min)

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Government

Tuesday-5/08/18:

• Bell Work-1.) In your own words describe what Jefferson is implying are the benefits for the removal of Native Americans from “white settlements”? 2.) What questions might you ask a member of Congress following this address by Tomas Jefferson? 3.) Imagine you were a Congressperson who disagreed with Jefferson’s approach to Indian removal. What would you recommend to your fellow Congressmen as a better alternative to Jefferson’s plan?
• Attendance-While Class is Doing Bell Work
• Vocabulary-Chapter 10-Congress

• Frayer Model Activity

• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the roles and the functions of Congress 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 roles and the functions of Congress through the use of a frayer model vocabulary activity

Supplemental Materials: Frayer Model Vocabulary-Chapter 10-Congress

Chapter 10-Vocabulary Terms

U.S. History

Monday-5/11/18:

• Bell Work-1.) What is the main idea of the primary source? 2.) Imagine you we’re a reporter who had the opportunity to sit down and interview President Kennedy. What are two to three questions that you would ask him regarding his feelings towards the space program? 3.) Do you agree or disagree with JFK’s position that “No single space project in this period will be more impressive to mankind, or more important for the long-range exploration of space…” than placing a man on the moon and securing his return? *Please explain why you have taken that position
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 20-Section 2-The New Frontier
• Video-JFK assassination: Father, son probe single-bullet theory (6:12 min)
• Outline Notes- Chapter 20-Section 2-The New Frontier
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the domestic policies and foreign agendas of the New Frontier and the tragic chain of events that led to JFK’s death by outlining important information in guided note

• Language Objective:
  • Students will read and record information pertaining the domestic policies and foreign agendas of the New Frontier and the tragic chain of events that led to JFK’s death by reading through text and completing a set of student led guided notes

Supplemental Materials: Presentation-Chapter 20-Section 2-The New Frontier and Outline Notes- Chapter 20-Section 2-The New Frontier

Presentation-Chapter 20-Section 2-The New Frontier

Chapter 20-Section 2-The New Frontier-2018

Outline Notes- Chapter 20-Section 2-The New Frontier

Notes-Outline-Chapter 20-Section 2

The Americans-Chapter 20-Section 2

Video Link-JFK assassination: Father, son probe single-bullet theory (6:12 min)

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Government

Monday-5/07/18:

• Bell Work-1.) What is the main idea behind the political cartoon?2.) What is the relationship the author is trying to make between corporate election spending and NASCAR sponsorship? 3.) In your opinion, would it be better for transparency sake if every U.S. Congress person were forced to disclose the corporations or private groups who donate to their campaign or should we simply trust the system and believe that our representatives are truly voting in the best interests of the people?
• Attendance-While Class is Doing Bell Work
• Video-What are Super PACs? (2:59 min)
• Activity-Special Interest Groups-Brochure Activity (Day 3)
• Daily Objective-

• Content Objective:
  • SWD synthesis of the ways in which interest groups work to recruit new members through grass roots tactics by creating a take away element an interest group can use to recruit new members
• Language Objective:
  • Students will read, research and record the ways in which interest groups work to requite new members through grass roots tactics by creating brochure designed to encourage citizens to join their interest group

Supplemental Materials: Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity (Day 3)

Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2

Interest Groups and Lobbying-2018

Activity-Special Interest Groups-Brochure Activity (Day 3)

Special Interest Groups-Brochure Activity

Special Interest Groups-Supplemental

Special Interest Groups-Closing Activity

Brochure Template-Blank-2016