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

U.S. History

Wednesday-5/17/17:

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

JFK vs Nixon DBQ-2017

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

Wednesday-5/17/17:

• 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
• 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-The Powers of Congress

Vocabulary Frayer Activity-Chapter 11-Power of Congress

Frayer Vocabulary Model

Chapter 11-Vocabulary Terms

U.S. History

Tuesday-5/16/17:

• 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
• Video-JFK-The Path to the Presidency (3:16 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 Materials: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

The New Frontier and the Great Society

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

Notes-Outline-Chapter 20-Section 1

The Americans-Chapter 20-Section 1

Video Link-JFK-The Path to the Presidency (3:16 min)

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Government

Tuesday-5/16/17:

• 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
• Video-What Does the Speaker of The House Do? (3:10 min)
• Presentation-The House of Representatives and the Senate
• Article-The Gov-Gerrymandering

• w/ Cornell Notes

• 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 Material:Presentation-The House of Representatives and the Senate

Chapter 10-Congress-2016

U.S. History

Monday-5/15/17:

• Bell Work-1.) In what way does the cartoon on the left (Cartoon 1) imply that Nixon is more prepared to be President than John Kennedy? 2.) What inference can we make about Kennedy’s feelings heading into the 1960 election based on the facial expression Kennedy has in cartoon 2? Would it change the meaning of the cartoon if he had a different expression on his face? 3.) How could the artist adapt the cartoon on the left (Cartoon 1) to present the impression that JFK is actually a more desirable candidate for President than Richard Nixon?   
• Attendance-While Class is Doing Bell Work
• 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

Frayer Vocabulary Model

Chapter 20-Vocab Match up Terms

Chapter 20-Vocabulary Match-up

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Government

Monday-5/15/17:

• 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
• Activity-Special Interest Groups-Brochure Activity (20 min)
  • Students will gather information from four other students about their interest group
• Video-Capitol Hill Cold Open-Saturday Night Live (3:30 min)
• Presentation-Chapter 10-Section 1-The National Legislature
• Notes-Chapter 10-Section 1-The National Legislature
• 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 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:
  • 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
  • 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-2016

Notes-Chapter 10-Section 1-The National Legislature

Chapter 10-Section 1-Guided Notes-High

Video Notes-Capitol Hill Cold Open-Saturday Night Live (3:30 min)

U.S. History

Friday-5/12/17:

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

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Government

Friday-5/12/17:

• Bell Work-1.) Describe in your words what the artist is trying to imply about the issue of corporate lobbying in this political cartoon? 2.) Based on the artist’s drawing what can you distinguish about his feelings towards the Democratic and Republican members of Congress? 3.) What can we infer might happen if the Congress men (represented as the dogs in this cartoon) were to actually bite the hand that feeds them instead of going soft on them and giving the lobbyist a “gentle gumming”?
• Attendance-While Class is Doing Bell Work
• Activity-Special Interest Groups-Brochure Activity (Day 4)
  • Due Monday 5-15
• 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
• 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: Activity-Special Interest Groups-Brochure Activity

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2016

U.S. History

Wednesday-5/10/17:

• Bell Work-1.) 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
• 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: Study Guide-Chapter 19-The Post War Boom

Study Guide-Chapter 19-The Post War Boom

Chapter 19-Learning Target-Study Guide

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Chapter 19-The Post War Boom

The Americans-Chapter 19-Section 1

The Americans-Chapter 19-Section 2

The Americans-Chapter 19-Section 3

The Americans-Chapter 19-Section 4

Chapter 19-The Post War Boom-Test Materials

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Government

Wednesday-5/10/17:

• Bell Work-1.) In your own words write what you think the artist is trying to say about corporate lobbying and Congressional service? 2.) Based on the information contained in the political cartoon, what might be some of the problems that could emerge from this system of political appointment created by the “magic revolving door”? 3.) Do you feel it is a good thing or bad thing that many former Congressman and Congresswomen enter into lobbying positions following their time serving the public? Also with this thought in mind should there be a minimum time frame between when someone leaves Congress and when they take a cooperate lobbying job?    
• 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 requite 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: Activity-Special Interest Groups-Brochure Activity

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2016

Video Link-What are Super PACs? (2:59 min)

https://www.youtube.com/watch?v=Bis-LB-wEVA&t=6s

U.S. History

Tuesday-5/09/17:

• Bell Work-) What is the key concept that the ruling in the Brown V. Board of Education case was trying to eliminate? 2.) Reflect on the following statement: “To separate [black children] from others of similar age and qualifications solely because of their race generated a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone….” Why do you believe that the Supreme Court felt that is was so important to make this statement about segregation in their ruling? 3.) From a social and historical perspective, what might have happened if the Supreme Court had upheld the ruling of the Topeka District Court, by using the precedent of “separate but equal” established in Plessy v. Ferguson?
• 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.
  • Outline Notes-Chapter 19-Section 4-The Other America
  • Study Guide-Chapter 19-The Post War Boom
  • 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
      • 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 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
      • 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: Outline Notes-Chapter 19-Section 4-The Other America and Study Guide-Chapter 19-The Post War Boom

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

Notes-Outline-Chapter 19-Section 4

The Americans-Chapter 19-Section 4

Study Guide-Chapter 19-The Post War Boom

Chapter 19-Learning Target-Study Guide

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Chapter 19-The Post War Boom

The Americans-Chapter 19-Section 1

The Americans-Chapter 19-Section 2

The Americans-Chapter 19-Section 3

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?

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Government

Tuesday-5/09/17:

• Bell Work-1.) Who are the figures in the political cartoon intended to represent? 2.) What is the underlying theme of this political cartoon? 3.) Imagine you were part of a congressional committee tasked with addressing the issue of campaign finance reform. Based on what we have learned in class what changes would you recommend to help clarify the distinction between bribery and lobbying?
• 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 requite 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: Activity-Special Interest Groups-Brochure Activity

Special Interest Groups-Brochure Activity

Brochure Template-Blank-2016

Video Clip-Thank You for Smoking (3/5) Movie CLIP-Ice Cream Politics (2005) HD (2:29 min)

U.S. History

Monday-5/08/17:

• 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
• 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 and Outline Notes-Chapter 19-Section 3-Popular Culture

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

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Presentation-Chapter 19-Section 3-Popular Culture

Chapter 19-The Post War Boom

Outline Notes-Chapter 19-Section 3-Popular Culture

Notes-Outline-Chapter 19-Section 3

The Americans-Chapter 19-Section 3

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

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Government

Monday-5/08/17:

• Bell Work-1.) What can we infer the artist is alluding to based on the woman’s comment “…when he removes that silencer he got from the NRA”?  2.) What is the underlying theme of this political cartoon? 3.) What do you feel about the current push for gun reform in America? *Basically do you feel the second Amendment gives American’s unlimited choice in which firearms they can own or do you believe we should restrict the sale of certain types of firearms? Please explain why you feel that way
• 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?
• Activity-Special Interest Groups-Brochure Activity (Day 1)
• 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
• 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 Material: Activity-Special Interest Groups-Brochure Activity (Day 1)

Special Interest Groups-Brochure Activity

Video-When Does Lobbying Become Bribery? (2:57 min)

https://www.youtube.com/watch?v=33gHhunzOlE&t=4s

U.S History

Friday-5/05/17:

• 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
• Article-History of the 1950’s

• w/ Cornell Notes

• Writing Prompt-The 1950’s marked a seismic shift in American culture due to the rise of consumerism and the growth of mass media. Using your Cornell notes and your prior knowledge about American culture during the 1940’s select one of the sub headings from the article (ex. Decade of Consumerism) and explain why it was instrumental in creating a new norm for 1950’s America.
• Daily Objective-

• Content Objective:
  • SWD analysis of the cultural shift in the 1950’s, the emerging sense of consumerism and the role of television in electing the president by outlining the article in an organized format
• Language Objective:

• • • Students will read and record information pertaining to the cultural shift in the 1950’s, the emerging sense of consumerism and the role of television in electing the president by outlining important concepts in Cornell Notes

Supplemental Materials: Article-History of the 1950’s w/ Cornell Notes

History of the 1950’s-Article

• Writing Prompt-The 1950’s marked a seismic shift in American culture due to the rise of consumerism and the growth of mass media. Using your Cornell notes and your prior knowledge about American culture during the 1940’s select one of the sub headings from the article (ex. Decade of Consumerism) and explain why it was instrumental in creating a new norm for 1950’s America.

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Government

Friday-5/05/17:

• 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-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?
• Activity-Current Events 12/09
• 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

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

Thursday-5/04/17:

• Bell Work-1.) Who were most sitcoms aimed at during the 1950’s and 1960’s? 2.) What is the main idea contained within the primary source? 3.) What do you think about the changes in the attitude towards marriage in the 1950’s and 1960’s compared to those that started prior to the late 1940’s? What can we attribute to the major change experienced by American couples during this time period?
• Attendance-While Class is Doing Bell Work
• Vocabulary Match-up Activity-Chapter 19-The Post War Boom
• Video-I love Lucy: Be a pal (22:03 min)
• Primary Source and Activity-The Good Housewife-1950’s Economics Text Book
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 19 by manipulating of vocabulary terms in a collaborative activity
  • SWD synthesis of modern marital expectations in comparison to how women were taught to care for their husbands during the 1950’s by creating a list of modern expectations for a husband or wife based on the students values
• Language Objective:
  • Students will read and orally match up important vocabulary terms pertaining to the unit covering Chapter 18 through the use of a vocabulary match-up activity
  • Students will read and respond to a primary source depicting how women were taught to care for their husbands during the 1950’s and responding by creating a modern marital expectations guide for inclusion into a 2016 Home Economics textbook

Supplemental Materials: Vocabulary Match-up Activity-Chapter 19-The Post War Boom and Primary Source and Activity-The Good Housewife-1950’s Economics Text Book

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

Chapter 19-Vocab Match up Terms

Chapter 19-Vocabulary Match-up

Primary Source and Activity-The Good Housewife-1950’s Economics Text Book

The Good Housewife-1950’s Economics Text Book

The Good Housewife-Student Assignment

Video-I love Lucy: Be a pal (22:03 min)

https://www.youtube.com/watch?v=Q5e1J4QysQ0

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Government

Thursday-5/04/17:

• 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 (2016)
• 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 Vocabulary-Chapter 9-Interest Groups

Presentation-Interest Groups (2016)

Interest Groups-2016

Vocabulary-Chapter 9-Interest Groups

Frayer Vocabulary Model

Chapter 9-Vocabulary Terms

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

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

U.S. History

Wednesday-5/03/17:

• Bell Work-1.) What does the advertisement mean when it says “Few are born beautiful…All can achieve beauty with the Elizabeth Arden Basic Ritual”? 2.) Explain in your own words how an ad like this might have effected young women living in the 1950’s? Why were ads like these so prevalent in post war America? 3.) Do you believe an advertisement like this is a good or bad thing for promoting positive images of women in our society? *Please explain the justification for your opinion  
• Attendance-While Class is Doing Bell Work
• Presentation-Chapter 19-Section 2-The American Dream in the Fifties
• Video-Flintstones Cigarette Commercial-Flintstones Smoking 1950s Retro Ad (1:20 min)
• Video-Vintage TV Commercials from the 1940’s & 50’s (7+ ads) (8:56 min)
• Guided Outline Notes-Chapter 19-Section 2-The American Dream in the Fifties
• Daily Objective-

• Content Objective:

• • • SWD comprehension of the rise of suburban culture and the increase of consumerism during the 1950’s by outlining important information in guided note

• Language Objective:
  • Students will read and record information pertaining to the rise of suburban culture and the increase of consumerism during the 1950’s by reading through text and completing a set of student led guided notes.

Supplemental Materials-Presentation-Chapter 19-Section 2-The American Dream in the Fifties and Guided Outline Notes-Chapter 19-Section 2-The American Dream in the Fifties

Presentation-Chapter 19-Section 2-The American Dream in the Fifties

Chapter 19-The Post War Boom

Guided Outline Notes-Chapter 19-Section 2-The American Dream in the Fifties

Notes-Outline-Chapter 19-Section 2

Video Link-Flintstones Cigarette Commercial-Flintstones Smoking 1950s Retro Ad (1:20 min) and Vintage TV Commercials from the 1940’s & 50’s (7+ ads) (8:56 min)

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Government

Wednesday-5/03/17:

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