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

U.S. History

Monday-6/05/17:

• Bell Work-) 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
• Activity-Civil Rights-Kennedy and Johnson-DBQ
• 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 BDQ 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
    • 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: Activity-Civil Rights-Kennedy and Johnson-DBQ and Study Guide-Chapter 21-Civil Rights

Activity-Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

Study Guide-Chapter 21-Civil Rights

Chapter 21-Learning Target-Study Guide

Chapter 21-Civil Rights

Chapter 21-Civil Rights-Test Materials

Chapter 21-Textbook-PDFs

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

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Government

Monday-6/05/17:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter  9, 10 and 11.

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

• Attendance-While Class is Doing Bell Work
• Quiz-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering the responsibilities of the offices of President and Vice President 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 the roles and responsibilities of the President and Vice President  by completing a multiple choice and matching quiz.

U.S. History

Friday-6/02/17:

• 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)
• Activity-Civil Rights-Kennedy and Johnson-DBQ
• 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 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

Supplemental Materials: Activity-Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

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

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Government

Friday-6/02/17:

• 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
• Outline Notes-Chapter 14-Section 1-The Growth of Presidential Power and Chapter 14 Section 2-The Executive Powers
• Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers
• Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD comprehension of the president’s ability to expand their power and historical examples of a president doing so by outlining important information in guided notes
  • SWD comprehension of 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 listening to the teacher complete a short presentation then participating in a classroom discussion and completing a set of guided notes
  • SWD evaluation of the materials covered in Chapter 13 and 14 through summarizing key information in a structured study guide
• Language Objective:

• • • Students will listen and orally discuss the president’s ability to expand their power and historical examples of a president doing so by reading through text and completing a set of student led guided notes.

• 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 and then reading through text to completing a set of student led guided notes
• Students will read, and write the key terms and important concepts covered in Chapter 13 and 14 by completing a structured inquiry based study guide

Supplemental Materials: Outline Notes-Chapter 14-Section 1-The Growth of Presidential Power and Chapter 14 Section 2-The Executive Powers, Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers and Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action

Outline Notes-Chapter 14-Section 1-The Growth of Presidential Power, Chapter 14 Section 2-The Executive Powers, Outline Notes-Chapter 14-Section 3-Diplomacy and Military Powers and Chapter 14-Section 4-Legislative and Judicial Powers

Chapter 14-The Presidency in Action-Streamlined Version

Chapter 14-Section 1-4-Guided Notes

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

Chapter 13 and 14-Test Vocabulary

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Streamlined Version

Chapter 13 and 14-Learning Target-Study Guide

Chapter 13 and 14-Test Materials

U.S. History

Thursday-6/01/17:

• 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
• Video-Claudette Colvin: The Original Rosa Parks (2:29 min)
• Presentation-Chapter 21-Section 1-Taking on Segregation
• Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement
• 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 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 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement

Presentation-Chapter 21-Section 1-Taking on Segregation

Chapter 21-Civil Rights

Outline Notes-Chapter 21-Section 2-The Triumphs of a Crusade and Chapter 21-Section 3-Challenges and Changes in the Movement

The Americans-Chapter 21-Section 2

The Americans-Chapter 21-Section 2

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

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Government

Thursday-6/01/17:

• 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 14-The Presidency in Action-Streamlined Version (9 Slides)
• Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action
• 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 listening to the teacher complete a short presentation
  • SWD evaluation of the materials covered in Chapter 13 and 14 through summarizing key information in a structured study guide
• 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
  • Students will read, and write the key terms and important concepts covered in Chapter 13 and 14 by completing a structured inquiry based study guide

Supplemental Materials: Presentation-Chapter 14-The Presidency in Action-Streamlined Version (9 Slides) and Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

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

Chapter 14-The Presidency in Action-Streamlined Version

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

Chapter 13 and 14-Learning Target-Study Guide

Chapter 13-The Presidency

Chapter 13 and 14-Test Materials

Chapter 13 and 14-Test Vocabulary

U.S. History

Wednesday-5/31/17:

• Bell Work-) 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 1-Taking on 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 by outlining important concepts in an inquiry 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 by reading through text and completing a set of student led guided notes.

Supplemental Materials: Outline Notes-Chapter 21-Section 1-Taking on Segregation

Chapter 21-Textbook-PDFs

The Americans-Chapter 21-Section 1

The Americans-Chapter 21-Section 2

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

Wednesday-5/31/17:

• 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
• Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Notes-Chapter 13-Section 2-Presidential Succession and the Vice Presidency
• Vocabulary Frayer Activity-Chapter 14-The Presidency in Action
• 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 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 key duties of the President by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective: .
  • Students will listen and orally discuss the formal qualifications required for becoming the President along with examining the key duties associated with the job 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 key duties of the President through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 13-Section 2-Presidential Succession and the Vice Presidency, Notes-Chapter 13-Section 2-Presidential Succession and the Vice Presidency and Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

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

Chapter 13-The Presidency

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

Chapter 13-Section 1-3-Guided Notes

Vocabulary Frayer Activity-Chapter 14-The Presidency in Action

Frayer Vocabulary Model

Chapter 14-Vocabulary

U.S. History

Tuesday-5/30/17:

• 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
• 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

Frayer Vocabulary Model

Chapter 21-Vocab Match up Terms

Chapter 21-Vocabulary Match-up

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Government

Tuesday-5/30/17:

• Bell Work-1.) Based on the context of the political cartoon what can we infer is the artists position of Donald J. Trumps 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 Powers Does President Obama Legally Have? (3:57 min)
• Presentation-Chapter 13-Section 1-The President’s Job Description
• Student Led Notes- Chapter 13-Section 1-The President’s Job Description
• 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 listening to the teacher complete a short presentation then participating in a classroom discussion
• 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 by participating in classroom discussions following a short lecture by the teacher

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

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

Chapter 13-The Presidency

Student Led Notes- Chapter 13-Section 1-The President’s Job Description

Chapter 13-Section 1-3-Guided Notes

Video-What Powers Does President Obama Legally Have? (3:57 min)

https://www.youtube.com/watch?v=milg9b0rPLQ

U.S. History

Thursday-5/25/17:

• 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.

________________________________________________________________________________________________

Government

Thursday-5/25/17:

• 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
• Test-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapters 9, 10 and 11 by demonstrating their knowledge thought the use of a unit quiz
  • SWD analysis of key terms associated with the unit covering Chapter 13 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will read and write their answers in order to match up important vocabulary terms and information pertaining to our unit covering Chapters 9, 10 and 11 by completing a multiple choice and matching quiz.
  • Students will read and record important vocabulary terms pertaining to our unit covering Chapter 13 through the use of a frayer model vocabulary activity

Supplemental Materials: Vocabulary Frayer Activity-Chapter 13-The Presidency

Frayer Vocabulary Model

Chapter 13-Vocabulary

U.S. History

Wednesday-5/24/17:

• 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
• Activity-The Warren Commission-Primary Source Activity
• 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 investigation into JFK’s assignation through the examination of the key findings outlined in the Warren Commission by evaluating primary source documents then answering structured reflection questions
  • 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, discuss and record information pertaining to the investigation into JFK’s assignation through the examination of the key findings outlined in the Warren Commission by breaking down a primary source DBQ packet and writing a response to their feelings about the Warren Commission’s assertion that JFK was killed by a lone gunman named Lee Harvey Oswald
  • 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 Material: Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society, Activity-The Warren Commission-Primary Source Activity and Study Guide Review Time-Chapter 20-The New Frontier and The Great Society

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

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

Activity-The Warren Commission-Primary Source Activity

The Warren Commission-Primary Source Activity

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

Chapter 20-Learning Target-Study Guide

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-The New Frontier and the Great Society-Test Materials (2)

________________________________________________________________________________________________

Government

Wednesday-5/24/17:

• 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
• 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

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

Chapter 9 10 and 11-Learning Target-Study Guide

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 9-10 and 11-Definitions

U.S. History

Tuesday-5/23/17:

• Bell Work-) What are the statements contained in the primary source trying to show? 2.) What conclusions can you draw about the general feelings related to the accuracy of the Warren Commission’s findings? 3.) What is your opinion of the fact that there were multiple errors and omissions found by the National Academy of Sciences? How could this issue lead to speculation that there is more to the story than the government is telling the American people?
• Attendance-While Class is Doing Bell Work
• Activity-Key Legislation to Create the Great Society-T2T Activity
  • with a timeline of 10 Key Great Society Programs
• 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 with a timeline of 10 Key Great Society Programs and Study Guide-Chapter 20-The New Frontier and The Great Society

Activity-Key Legislation to Create the Great Society-T2T Activity with a timeline of 10 Key Great Society Programs 

Key Legislation to Create the Great Society-Article with Time Line Set Up

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

Chapter 20-Learning Target-Study Guide

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

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Government

Tuesday-5/23/17:

• Bell Work-) 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
• Article-Implied Powers of Congress: A Constitutional Controversy (April 14^th, 2014)
  • SSR One Pager
• Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress
• Daily Objective-
  • Content Objective:
    • SWD analysis of the implied powers held by the United States government by examining a primary source and responding to an inquiry review sheet
    • 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 respond to an article pertaining to the implied powers held by the United States government by examining a primary source then filling our an SSR “One Pager”
    • Students will read, and write the key terms and important concepts covered in Chapter 6 and 7 by completing a structured inquiry based study guide

Supplemental Materials: Article-Implied Powers of Congress: A Constitutional Controversy (April 14^th, 2014) w/SSR One Pager and Study Guide-Chapter 9-Interest Groups, Chapter 10-Congress and Chapter 11-The Power of Congress

Article-Implied Powers of Congress: A Constitutional Controversy (April 14^th, 2014) w/SSR One Pager

Implied Powers of Congress-A Constitutional Controversy-SSR Article

Implied Powers of Congress-One Pager-Chapter 11-Section 3

SSR-Meta-Cognitive Log-Template

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

Chapter 9 10 and 11-Learning Target-Study Guide

Interest Groups-2016

Chapter 10-Congress-2016

Chapter 11-The Powers of Congress-2017

Chapter 9-10 and 11-Definitions

U.S. History

Monday-5/22/17:

• Bell Work-) 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
• Vocabulary Match-up Activity-Chapter 20-The New Frontier and The Great Society
• Video Clip-The Great Society (5:03 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 Material-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 Terms

Chapter 20-Vocabulary Match-up

Presentation- Chapter 20-Section 3-The Great Society

The New Frontier and the Great Society

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

The Americans-Chapter 20-Section 3

Notes-Outline-Chapter 20-Section 3

Video Link-The Great Society (5:03 min)

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Government

Monday-5/22/17:

• 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 these Congressmen making these comments how might you have handled the situation?  
• Attendance-While Class is Doing Bell Work
• Video-How Do You Impeach a President? (3:49 min)
• Presentation-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 4-The Non-legislative Powers

Chapter 11-Section 4-Non-Legislative Power

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

Video-How Do You Impeach a President? (3:49 min)

https://www.youtube.com/watch?v=NRwPqfPFHSw

U.S. History

Thursday-5/18/17:

• 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
• Activity-JFK vs. Nixon DBQ
• 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 w/sentence stems

JFK vs Nixon DBQ-2017

JFK vs Nixon DBQ-2017-Sentence Stems

Video Link-JFK and Nixon debate on the Cold War (9:46 min) and Kennedy Campaign Commercial 

JFK and Nixon debate on the Cold War (9:46 min)

Kennedy Campaign Commercial (Goes with Document A in the DBQ)

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

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Government

Thursday-5/18/17:

• 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 11-Section 2-The Other Expressed Powers
• Primary Source-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: Presentation-Chapter 11-Section 2-The Other Expressed Powers

Chapter 11-The Powers of Congress