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

U.S. History

Friday-5/04/18:

• Bell Work-1.) Based on the political cartoon what was one of JFK’s main focuses during his time as President? 2.) Show your understanding of popular culture. Why might the artist have chosen to use Superman in his salute to the memory of JFK while also focusing on Kennedy’s dedication to a national physical fitness program? 3.) Suppose you could change two things about this political cartoon to appeal to young girls living in the 1960’s. What two things could you do to make this cartoon more relatable?  
• Attendance-While Class is Doing Bell Work
• Video-What Does The Peace Corps Really Do? (3:08 min)
• Activity-JFK vs. Nixon DBQ (Day 2)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the 1960 presidential debate and the national debate in terms of whether to support Nixon or Kennedy by evaluating primary source documents then stating an opinion as to which candidate is the stronger candidate
• Language Objective:
  • Students will read, discuss and record information pertaining to the 1960 presidential debate and the national debate in terms of whether to support Nixon or Kennedy by breaking down a primary source DBQ packet and writing an essay outlining their support for Nixon or Kennedy if they were to vote in the 1960 election

Supplemental Materials: Activity-JFK vs. Nixon DBQ (Day 2)

JFK vs Nixon DBQ-2017

JFK vs Nixon DBQ-2018-Sentence Stems

Website Link-1960 Kennedy vs. Nixon Campaign Commercials-Use for Document #1

https://www.livingroomcandidate.org/commercials/1960

Video Clip-JFK FOR PRESIDENT! (1960 CAMPAIGN AD) (2:00 min)

Video Clip-Commercial JFK 1960 Election Ad The Great Issue (0:59 min)

Video Clip-Nixon 1960 Campaign Ad (0:58 min)

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Government

Friday-5/04/18:

• Bell Work-1.) Based on this primary source can you explain why Sherman Alexie is so frustrated with the actions of interest groups? 2.) What is the author trying to convey with his choice to use the analogy of antiwar protestor being concerned about their dietary identities? 3.) What changes would you recommend to the author that might make this passage more accessible to a wider audience? 
• Attendance-While Class is Doing Bell Work
• Video Clip-Thank You for Smoking (3/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)
• Activity-Special Interest Groups-Brochure Activity (Day 2)
• 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 1)

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

Interest Groups and Lobbying-2018

Activity-Special Interest Groups-Brochure Activity (Day 2)

Special Interest Groups-Brochure Activity

Special Interest Groups-Supplemental

Special Interest Groups-Closing Activity

Brochure Template-Blank-2016

U.S. History

Thursday-5/03/18:

• Bell Work-1.) According to the graph when did the United States government reach its highest amount of spending in regards to the space program? 2.) How could you use a chart like this to predict the number of government employees and where they could be stationed for the years 1976 to 1980? 3.) Based on the chart and your answer to question number two, in the year 1980 where do you believe the majority of government employees working for the space program will be stationed and how much would you predict the government will spend in space related research? 
• Attendance-While Class is Doing Bell Work
• Video Clip-JFK and Nixon debate on the Cold War (9:46 min)
• Activity-JFK vs. Nixon DBQ (Day 1)
• Daily Objective-

• Content Objective:
  • SWD evaluation of the 1960 presidential debate and the national debate in terms of whether to support Nixon or Kennedy by evaluating primary source documents then stating an opinion as to which candidate is the stronger candidate
• Language Objective:
  • Students will read, discuss and record information pertaining to the 1960 presidential debate and the national debate in terms of whether to support Nixon or Kennedy by breaking down a primary source DBQ packet and writing an essay outlining their support for Nixon or Kennedy if they were to vote in the 1960 election

Supplemental Materials: Activity-JFK vs. Nixon DBQ (Day 1)

JFK vs Nixon DBQ-2017

JFK vs Nixon DBQ-2017-Sentence Stems

Website Link-1960 Kennedy vs. Nixon Campaign Commercials-Use for Document #1

https://www.livingroomcandidate.org/commercials/1960

Video Clip-JFK FOR PRESIDENT! (1960 CAMPAIGN AD) (2:00 min)

Video Clip-Commercial JFK 1960 Election Ad The Great Issue (0:59 min)

Video Clip-Nixon 1960 Campaign Ad (0:58 min)

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Government

Thursday-5/03/18:

• Bell Work-) Describe what is happening in the political cartoon? 2.) Based on the content of the political cartoon what is the artist to say is the role of lobbyists within our political system? (Try to stay away from just saying they’re bribing congress, think deeper) 3.) Suppose you could create new legislation that would force lobbyists to disclose every dollar they “donated” to the public. At what dollar amount, would you make them start disclosing their donations and do you think that this will help or hinder Congress’ ability to pass new laws?
• Attendance-While Class is Doing Bell Work
• Video-When Does Lobbying Become Bribery? (2:57 min)
  • EQ: When does the process of legal political lobbying cross over into bribery?
• Presentation-Interest Groups (2018)
  • Lobbying and Lobbyists-Part 2
• Activity-Special Interest Groups-Brochure Activity (Day 1)
• 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
    • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
  • 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 listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and participating in classroom discussions following a short lecture by the teacher

Supplemental Materials: Presentation-Interest Groups (2018)-Lobbying and Lobbyists-Part 2 and Activity-Special Interest Groups-Brochure Activity (Day 1)

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

Interest Groups and Lobbying-2018

Activity-Special Interest Groups-Brochure Activity (Day 1)

Special Interest Groups-Brochure Activity

Special Interest Groups-Supplemental

Special Interest Groups-Closing Activity

Brochure Template-Blank-2016

U.S. History

Wednesday-5/02/18:

• Bell Work-1.) Who are the main two figures depicted in the political cartoon? 2.) How would you describe in your own words the motive of Operation Northwoods? 3.) Imagine you were President Kennedy and you were presented with Operation Northwoods as a viable option justifying an attack on Cuba. Would you choose to carry through with Operation Northwoods or would you make the same decision as President Kennedy? *Please explain what led you to your decision  
• Attendance-While Class is Doing Bell Work
• Video- JFK: The legacy of America’s 35th president (10:14 min)
• Presentation-Chapter 20-Section 1-Kennedy and the Cold War
• Outline Notes-Chapter 20-Section 1-Kennedy and the Cold War
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the social and political impact of JFK winning the 1960 election along with the growing Cuban conflict by outlining important information in guided note

• Language Objective:
  • Students will read and record information pertaining social and political impact of JFK winning the 1960 election along with the growing Cuban conflict by reading through text and completing a set of student led guided notes.

Supplemental Material: Presentation-Chapter 20-Section 1-Kennedy and the Cold War and Outline Notes-Chapter 20-Section 1-Kennedy and the Cold War

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

Chapter 20-Section 1-Kennedy and the Cold War

Outline Notes-Chapter 20-Section 1-Kennedy and the Cold War

Notes-Outline-Chapter 20-Section 1

The Americans-Chapter 20-Section 2 The Americans-Chapter 20-Section 1

Video Link- JFK: The legacy of America’s 35th president (10:14 min)

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Government

Wednesday-5/02/18:

• Bell Work-1.) How would you explain in your own words is the biggest advantage to the political involvement of interest groups? 2.) What is the major problem with the fact that interest groups seem to have a “one track mind” when it comes to prominent issues? 3.) Based on the chart above do you feel that interest groups are a positive addition to the political process or one of the major problems that contribute to political corruption? *Thoroughly explain your reasoning  
• Attendance-While Class is Doing Bell Work
• Video-What Is Lobbying and Can It Be Good? (3:00 min)
• Presentation-Interest Groups (2018)
  • Interest Groups Slides
• Vocabulary-Chapter 9-Interest Groups

• Frayer Model Activity

• Daily Objective-

• Content Objective:
  • SWD comprehension of the roles of lobbyists and the goals of political interest groups by interpreting information presented by the teacher and participating in a classroom discussion
  • SWD analysis of key terms associated with the unit covering the roles of interest groups in politics by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will listen and orally discuss the roles of lobbyists and the goals of political interest groups by watching two short videos and 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 of interest groups in politics through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Interest Groups (2016) and Frayer Model Vocabulary-Chapter 9-Interest Groups

Presentation-Interest Groups (2018)

Interest Groups and Lobbying-2018

Frayer Model Vocabulary-Chapter 9-Interest Groups

Chapter 9-10 and 11-Frayer Model-Gov

Chapter 9-Vocabulary Terms

Video Link-What Is Lobbying and Can It Be Good? (3:00 min)

https://www.youtube.com/watch?v=aTbtKRdYbYo&t=1s

U.S. History

Tuesday-5/01/18:

• Bell Work-1.) What is the main idea behind part one of the primary source? 2.) Imagine you were the moderator for the next Presidential debate between JFK and Richard Nixon. What two questions might you ask in order to have a clear idea as to the goals they will set if they were to become President?3.) Based on the information contained in the primary source (keep in mind that this is only a portion of the debate), who in your opinion would you say won the debate? *Explain what led you to this opinion
• Attendance-While Class is Doing Bell Work
• Procedure-Collect Chapter 19 Notes
• Vocabulary Frayer Model Activity-Chapter 20-The New Frontier and The Great Society
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 20 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 Chapter 20 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 20-The New Frontier and The Great Society

Chapter 20-Frayer Model Set Up

Chapter 20-Vocab Match up Review Game

Chapter 20-Vocabulary Terms and Definitions

Chapter 20-Textbook-PDFs

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Government

Tuesday-5/01/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 6 and 7.

• You will be given about ten minutes to study prior to the test.

• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the role of voters and how the election process in America is organized 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 role of voters and how the election process in America is organized by completing a multiple choice and matching quiz

U.S. History

Monday-4/30/18:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 19 Sections 1 through 4. In 5 minutes we will begin the vocabulary match up activity.
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 19-The Post War Boom
• Test-Chapter 19-The Post War Boom
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the post war changes in American society by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of key terms and concepts associated with our unit covering the post war changes in American society by demonstrating their knowledge thought the use of a unit exam
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering the post war changes in American society 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 unit covering the post war changes in American society by completing a multiple choice and matching exam.

______________________________________________________________________________________

Government

Monday-4/30/18:

• Bell Work-1.) Based on the information contained in the primary source when was the 26th Amendment to the Constitution ratified?  2.) Imagine you were a reporter working for the Detroit Free Press and you were granted an interview with President Nixon. What are two or three questions that you would you ask the President regarding the ratification of the 26th Amendment? 3.) What is your opinion regarding the passage of the 26th Amendment? *Discuss whether you feel the voting age should have remained at twenty-one like in the late 1960’s or if you think the decision to lower the voting age to eighteen was the right decision.
• Attendance- While Class is Doing Bell Work
• Procedure-Creating Chapter 6 and 7 Answer Key
• Test Materials-Chapter 6 and 7-Test Review
• Study Guide Review Time-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD analysis of the requirements and responsibilities associated with voter qualification by examining a voter registration form and completing student led notes on voter qualifications.
  • SWD evaluation of the materials covering the role of voters and how the election process in America is organized by demonstrating their knowledge through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record the requirements and responsibilities associated with voter qualification through the use of a voter registration activity and student driven guided notes.
  • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by demonstrating their knowledge by completing a structured inquiry based study guide

Supplemental Materials: Test Materials-Chapter 6 and 7-Test Review and Study Guide Review Time-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

Test Materials-Chapter 6 and 7-Test Review

Chapter 6 and 7-Test Materials

Study Guide -Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

Notes-Chapter 7-Section 3-Money and Elections

Chapter 7-Section 3-Guided Notes

Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

Chapter 6 and 7-Learning Target-Study Guide

Test Materials: Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

Chapter 6 and 7-Test Materials

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-Power Point

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2017

Electoral College-2018

Chapter 6-Vocabulary

Chapter 7-Vocabulary

U.S. History

Friday-4/27/18:

• Bell Work-1.) Which one of the three questions contained in the advertisement do you believe is the most important for new mothers to reflect on? *Be sure to include why you feel that way 2.) If the advertisement were to add a fourth question what do you think would be a wise choice to include? 3.) What changes would you make to help solve the issue of reader fatigue in response to the long paragraphs included in this advertisement?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 19-The Post War Boom
• Study Guide Review Time-Chapter 19-The Post War Boom
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the post war changes in American society by manipulating of vocabulary terms in a collaborative activity
  • SWD evaluation of the materials covering the post war changes in American society 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 the post war changes in American society through the use of a vocabulary match-up activity
  • Students will read, and write the key terms and important information covered in our unit pertaining to the post war changes in American society by completing a structured inquiry-based study guide

Supplemental Materials: Vocabulary Match-up Activity-Chapter 19-The Post War Boom and Study Guide Review Time-Chapter 19-The Post War Boom

Vocabulary Match-up Activity-Chapter 19-The Post War Boom

Chapter 19-Vocab Match up Review Game

Chapter 19-Vocabulary Terms and Definitions

Study Guide Review Time-Chapter 19-The Post War Boom

Chapter 19-Learning Target-Study Guide

Test Materials: Chapter 19 The Post War Boom

Chapter 19-The Post War Boom-Test Materials

Chapter 19-Textbook-PDFs

Chapter 19-Section 1-The Post War America

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

Chapter 19-Section 3-The Post War Boom

Chapter 19-Section 4-The Other America

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Government

Friday-4/27/18:

• Bell Work-1.) What is the main difference between those who have less than a High School diploma and those with at least a High School diploma according to the data included in the document above? 2.) How might this information be useful if you were a political candidate running for office who is about to begin campaigning for President? 3.) What would happen to the chances of the Democratic candidate winning an election if he/she were to gain the votes of those with less than a High School education or at least a High School education along with voters age thirty to forty-four? Would that give him/her enough votes to win the election?  
• Attendance-While Class is Doing Bell Work
• Notes-Chapter 7-Section 3-Money and Elections
• Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation and creating a set of student centered guided notes
  • SWD analysis of the various sources of campaign funding and the issues raised by campaign spending by outlining important information in guided notes
  • SWD evaluation of the materials covering the role of voters and how the election process in America is organized through summarizing key information in a structured study guide
• Language Objective:
  • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture and creating student centered guided notes
  • Students will read and record information pertaining to the various sources of campaign funding and the issues raised by campaign spending through reading through text and completing a set of student led guided notes.
  • Students will read, and write the key terms and important concepts covering the role of voters and how the election process in America is organized by completing a structured inquiry based study guide

Supplemental Materials: Notes-Chapter 7-Section 3-Money and Elections and Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process

Notes-Chapter 7-Section 3-Money and Elections

Chapter 7-Section 3-Guided Notes

Study Guide-Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

Chapter 6 and 7-Learning Target-Study Guide

Test Materials: Chapter 6-Voters and Voter Behavior and Chapter 7-The Election Process  

Chapter 6 and 7-Test Materials

Chapter 6-Section 1-The Right to Vote

Chapter 6-Section 2-Voter Qualifications-Power Point

Chapter 6-Section 3-Suffrage and Civil Rights

Chapter 6-Section 4-Voter Behavior

Chapter 7-The Electoral Process-2017

Electoral College-2018

Chapter 6-Vocabulary

Chapter 7-Vocabulary

U.S. History

Thursday-4/26/18:

• Bell Work-) Who are the four main characters featured in the original Peanuts advertisement? 2.) Show your understanding of strategic advertising principles. Why would a cartoonist create an advertisement like this that can be ran in any newspaper across the country as opposed to one specifically designed for a newspaper like the Detroit News or the Chicago Tribune? 3.) How would you adapt this advertisement to have a stronger appeal to a newspaper’s adult demographic of readers as opposed to young children?
• Attendance-While Class is Doing Bell Work
• Video-Civil Rights and the 1950’s: Crash Course US History #39 (11:57 min)
  • Reflection Question: How did the establishment of consensus culture* act as a catalyst for the push towards racial equality beginning in the 1950’s?
    • *Cultural consensus theory supports a framework for the measurement and evaluation of beliefs as cultural; shared to some extent by a group of individuals.
  • Presentation-Chapter 19-Section 4-The Other America
  • Outline Notes-Chapter 19-Section 4-The Other America
  • Daily Objective-
    • Content Objective:
      • SWD comprehension of how the white migration to the suburbs created an urban crisis and the efforts of minorities to gain equal rights by outlining important information in guided note
    • Language Objective:
      • Students will read and record information pertaining to how the white migration to the suburbs created an urban crisis and the efforts of minorities to gain equal rights by reading through text and completing a set of student led guided notes

Supplemental Materials: Presentation-Chapter 19-Section 4-The Other America and Outline Notes-Chapter 19-Section 4-The Other America

Presentation-Chapter 19-Section 4-The Other America

Chapter 19-Section 4-The Other America

Outline Notes-Chapter 19-Section 4-The Other America

Notes-Outline-Chapter 19-Section 4

The Americans-Chapter 19-Section 4

Video Link-Civil Rights and the 1950’s: Crash Course US History #39 (11:57 min)

• Reflection Question: How did the establishment of consensus culture* act as a catalyst for the push towards racial equality beginning in the 1950’s?
  • *Cultural consensus theory supports a framework for the measurement and evaluation of beliefs as cultural; shared to some extent by a group of individuals.

______________________________________________________________________________________

Government

Thursday-4/26/18:

• Bell Work-1.) Based on the information contained in the primary source what can you distinguish is a major difference between the United States voting system and that of other nations? 2.) What do you believe are some of the motives behind these countries choosing a compulsory method of voting? 3.) What do you think about the penalties that many of these countries listed in the primary source have in place for when a citizen fails to meet their civic duty of voting? a. Select one penalty and discuss your disagreement with its severity
• Attendance-While Class is Doing Bell Work
• Video-Honest Political Ads-Gil Fulbright for President (2:17 min)
• SSR Article-Money and Politics in The Age Of Trump (November 2016)

• With Meta-Log

• Presentation-Chapter 7-Section 2-The Elections and Chapter 7-Section 3-Money and Elections
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by evaluating a primary source and responding to inquiry based log
    • SWD analysis of the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process by interacting in a short presentation
  • Language Objective:
    • Students will read and respond to an article pertaining to the potential shift in how campaign financing is handled during the election process in the wake of Donald Trump’s winning the presidential election by examining a primary source and responding to and meta-cognitive log
    • Students will read and record information pertaining to the various ways in which voters can cast their ballots and the role local precincts/polling places play in the election process through listening to a short lecture

Supplemental Materials: SSR Article-Money and Politics in The Age Of Trump (November 2016) With Meta-Log and Presentation-Chapter 7-Section 2-The Elections and Chapter 7-Section 3-Money and Elections

SSR Article-Money and Politics in The Age Of Trump (November 2016) With Meta-Log

Money and Politics in The Age Of Trump-SSR Article

SSR-Meta-Cognitive Log-Template

Presentation-Chapter 7-Section 2-The Elections and Chapter 7-Section 3-Money and Elections

Chapter 7-The Electoral Process-2017

U.S. History

Wednesday-4/25/18:

• Bell Work-) What is the main idea of this political cartoon? 2.) Why do you think the artist chose to represent the idea of “white flight” with a picture of a portly man who’s cup runneth over? 3.) What would recommend that members of the “urban core” do in an attempt to reduce the impact of “white flight” on their community?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 19-The Post War Boom
• Presentation-Chapter 19-Section 3-Popular Culture
• Video-Top 10 Decade Defining Songs: 1950s (12:49 min)
• Outline Notes-Chapter 19-Section 3-Popular Culture
• Daily Objective-
  • Content Objective:
    • SWD analysis of key terms associated with the unit covering the post war changes in American society by manipulating of vocabulary terms in a collaborative activity
    • SWD comprehension of how the beat movement and rock ‘n’ roll music clashed suburban middle-class values by outlining important information in guided note
  • Language Objective:
    • Students will read and orally match up important vocabulary terms pertaining to the unit covering the post war changes in American society through the use of a vocabulary match-up activity
    • Students will read and record information pertaining to how the beat movement and rock ‘n’ roll music clashed suburban middle-class values by reading through text and completing a set of student led guided notes.

Supplemental Materials: Vocabulary Match-up Activity-Chapter 19-The Post War Boom, Presentation-Chapter 19-Section 3-Popular Culture, Outline Notes-Chapter 19-Section 3-Popular Culture

Vocabulary Match-up Activity-Chapter 19-The Post War Boom

Chapter 19-Vocab Match up Review Game

Presentation-Chapter 19-Section 3-Popular Culture

Chapter 19-Section 3-Popular Culture

Outline Notes-Chapter 19-Section 3-Popular Culture

Notes-Outline-Chapter 19-Section 3

The Americans-Chapter 19-Section 3

Video Link-Top 10 Decade Defining Songs: 1950s (12:49 min)

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Government

Wednesday-4/25/18:

• Bell Work- ) What is the main idea contained in the excerpt from John W. Dean in his council towards President Nixon? 2.) Imagine you are President Nixon and you just finished listening to John W. Dean’s comments about compulsory voting. What are two to three questions that you might ask him in regards to his comments? 3.) What do you think about Dean’s comments that requiring citizens to vote is “…less restrictive than requiring us, for example, to attend school; … to pay taxes; or to serve in the military when drafted”? Is he making a logical argument or is he just grasping at straws in his attempt to win Nixon towards his point of view?
• Attendance-While Class is Doing Bell Work
• Video-What’s the difference between a caucus and a primary? (4:48 min)
• Presentation –Chapter 7-Section 1-The Nominating Process
• Student Led Notes-Chapter 7-Section 1-The Nominating Process
• Daily Objective-
  • Content Objective:
    • SWD evaluation of the arguments for eliminating the Electoral College by evaluating a series of primary sources and responding to guided questions based off the text
    • SWD analysis of the political process in which candidates running for office seek and receive their party’s nomination by interacting in a short presentation and creating a set of student centered guided notes
  • Language Objective:
    • Students will read, and respond to a document based packet packed with arguments for eliminating the Electoral College by breaking down a series of primary sources and graphs to build an argument for eliminating the Electoral College
    • Students will read and record information pertaining to the political process in which candidates running for office seek and receive their party’s nomination through listening to a short lecture and creating student centered guided notes

Supplemental Materials: Presentation -Chapter 7-Section 1-The Nominating Process and Student Led Notes-Chapter 7-Section 1-The Nominating Process

Presentation -Chapter 7-Section 1-The Nominating Process

Chapter 7-The Electoral Process-2017

Student Led Notes-Chapter 7-Section 1-The Nominating Process

Chapter 7-Section 1 and 2-Guided Notes

Video Link: Video-What’s the difference between a caucus and a primary? (4:48 min)

https://www.youtube.com/watch?v=_XeELfd-xgo

U.S. History

Monday-4/23/18:

• Bell Work-1.) During which decade did the number of American households that owned a television see the largest increase? 2.) What inference can you make as to the possible reasons the number of American households who owned a television saw such a substantial increase from 1950 to 2000? 3.) Based on what you know, explain the key factors that first led to an increase in TV viewing beginning in the 1950’s that also allowed American’s to enjoy an unprecedented amount of leisure time unlike anything they had experienced before.
• Attendance-While Class is Doing Bell Work
• Video-The Ultimate Guide to the Presidents-Episode 7-Hail to the Chief 1945-1965 (44 min)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the social and political changes that occurred under the guidance of nine Presidents from 1945 to 1965 by a looming economic depression through recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the social and political changes that occurred under the guidance of nine Presidents from 1945 to 1965 through watching a video and discussing the impact with a classmate

Supplemental Materials: Video Questions-The Ultimate Guide to the Presidents-Episode 7-Hail to the Chief 1945-1965 (44 min)

The Ultimate Guide to the Presidents-Hail to the Chief-Video Questions

Video Link-The Ultimate Guide to the Presidents-Episode 7-Hail to the Chief 1945-1965 (44 min)

______________________________________________________________________________________

Government

Monday-4/23/18:

• Bell Work-1.) Based on the information contained in the primary source when was the 26th Amendment to the Constitution ratified?  2.) Imagine you were a reporter working for the Detroit Free Press and you were granted an interview with President Nixon. What are two or three questions that you would you ask the President regarding the ratification of the 26th Amendment? 3.) What is your opinion regarding the passage of the 26th Amendment? *Discuss whether you feel the voting age should have remained at twenty-one like in the late 1960’s or if you think the decision to lower the voting age to eighteen was the right decision.
• Attendance-While Class is Doing Bell Work
• Activity-Should the Electoral College Be Abolished-DBQ (10 to 15 min)
• Vocabulary Frayer Model Activity-Chapter 7-The Election Process
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering the federal election cycle in the United States 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 federal election cycle in the United States through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Model Activity-Chapter 7-The Election Process  

Chapter 7-Frayer Model-Gov

Chapter 7-Vocabulary

U.S. History

Friday-4/20/18:

• Bell Work-1.) Which company is featured in this advertisements from the 1950’s? What product are they advertising? 2.) What does this company believe are the three main advantages to using their product over other laundry detergents? Why might they have decided to focus on these specific points? 3.) Do you believe an advertisement like this would have been effective from a business standpoint in achieving the goal of attracting housewives and mothers away from their old laundry detergent to a product like Tide? Could anything be added to this advertisement that might help gain unmarried male customers?
• Attendance-While Class is Doing Bell Work
• Video-Flintstones Cigarette Commercial-Flintstones Smoking 1950s Retro Ad (1:20 min)
• SSR Article-The History of the 1950’s

• w/Meta Log

• Daily Objective-

• Content Objective:

• • • SWD comprehension of the rise of suburban culture and the increase of consumerism during the 1950’s by reading through an article and responding to a meta log

• Language Objective:
  • Students will read and record information pertaining to the rise of suburban culture and the increase of consumerism during the 1950’s through examining an editorial article and responding to a meta log

Supplemental Materials:SSR Article-The History of the 1950’s w/Meta Log

History of the 1950’s-Article

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

Video-Flintstones Cigarette Commercial-Flintstones Smoking 1950s Retro Ad (1:20 min)

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Government

Friday-4/20/18:

• Bell Work-1.) What is the underlying theme behind this excerpt from Elizabeth Cady Stanton’s speech? 2.) Can you distinguish the difference between the focus of this document and the others in terms of the date it was written and the message it is trying to convey? 3.) What can you predict based on the pervious documents and your prior knowledge might be the reaction of male voters after hearing this speech?
• Attendance-While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

• Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?
• Activity-Current Events 4/20
• Daily Objective-
  • Content Objective:
    • SWD evaluation of influential events occurring locally, nationally and internationally by finding articles in newspapers or online then interpreting the information and stating an opinion about the impact of the article in a current events activity
  • Language Objective:
    • Students will research, read and record information pertaining to the influential events occurring locally, nationally and internationally by finding articles in newspapers or online by annotating the article and discussing the event with several classmates in a collaborative activity

Supplemental Materials: Activity-Current Events 4/20

Current Events-Template 2017

Video Link-Last Week Tonight with John Oliver: Voting (HBO) (14:08 min)

• Reflection Question: What are some of the problems that exist that makes registering to vote or simply voting a frustrating process for many Americans?