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

U.S. History

Friday-9/09/16:

• Bell Work-) Identify the major themes of the political cartoon? (ex. Who is involved and what is going on, ect…) 2.) Describe the solution depicted in this cartoon that solved a key obstacle many women faced while trying to vote? 3.) Imagine you were living in the late 1900’s would you have pushed for women’s suffrage or do you believe allowing only men to vote would ultimately made us a better nation?

• Attendance- While Class is Doing Bell Work
• Thinking Map-Goals of the Progressive Movements-Tree Map
• Vocabulary Frayer Model Activity- Chapter 9-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD analysis of key terms associated with the unit covering Chapter 9 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 9 through the use of a frayer model vocabulary activity

Supplemental Materials: Thinking Map-Goals of the Progressive Movements-Tree Map and Vocabulary Frayer Model Activity- Chapter 9-The Progressive Era

Thinking Map-Goals of the Progressive Movements-Tree Map

progressive-era-goals-thinking-map-us

Vocabulary Frayer Model Activity- Chapter 9-The Progressive Era

frayer-vocabulary-model

vocab-match-up-terms-chapter-9

vocab-match-up-terms-chapter-9

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Government

Friday-9/09/16:

• Bell Work-1.) Based on the text what can we infer the term “sovereign” means? 2.) What argument does Thomas Hobbs use to justify man’s “right to everything, even to another’s body”? 3.) Do you feel that in order for men to coexist and thrive there must be a mutually respected social contract between a people and their government where expectations and compromises are clearly defined? * Thoroughly justify your answer
• Attendance- While Class is Doing Bell Work
• Video-Last Week Tonight with John Oliver: Democratic National Convention (HBO)          (18:09 min)
• Activity-Current Events 9/09
• 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

Supplemental Materials: Current Events 9/09-Set Up

current-events-template-2016

article-of-the-week-rubric-2016

Video Link-Last Week Tonight with John Oliver: Democratic National Convention (HBO)          (18:09 min)

U.S. History

Thursday-9/08/16:

• Bell Work-) Identify the four main areas of reform the progressive era focused on? 2.) Do you believe the work of “muckraking journalists who were calling attention to the exploitation of child labor, corruption in city governments, the horror of lynching, and the ruthless business practices employed by businessmen” reflected the general attitude of the American public in the early 1900”s? *Explain your position 3.) Evaluate the changes made during the Progressive era at the national level. Select one law or constructional amendment instituted during this period and explain why it would positively impact a changing nation.

• Attendance- While Class is Doing Bell Work
• Video-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

• w/ 25 video facts

• Daily Objective-

• Content Objective:
  • SWD knowledge of the struggle for power between Congress and the President as well as the challenges presented 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 struggle for power between Congress and the President as well as the challenges presented by a looming economic depression through watching a video and discussing the impact with a classmate

Supplemental Materials: The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921-Notes Template

the-ultimate-guide-to-the-presidents-episode-5-call-of-duty-notes-us

Video Link-The Ultimate Guide of the Presidents-Episode 5-Call of Duty 1899-1921 (44 min)

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Government

Thursday-9/08/16:

• Bell Work-1.) By using the political cartoon please identify the three basic powers of government in the United States? 2.) Explain why the concept of checks and balances is a vital part of preserving democratic freedoms? 3.) What would happen to the balance of power if the vice president served a major role in shaping legislative policy?
•  Attendance- While Class is Doing Bell Work
• Video-Constitution Hall Pass: The Bill of Rights (Constitution Day 2014) (35:11 min)

• While watching students will record the first ten amendments and additional notes

• Daily Objective-

• Content Objective:
  • SWD synthesis of the factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties by using guided video notes and class discussions
• Language Objective:
  • Students will listen and record factors that led to the drafting and ratification of America’s Constitution specifically the Bill of Rights and identifying key court cases that support personal liberties through responding to a video designed to cause further inquiry and classroom discussion

Supplemental Materials: Constitutional Hall Pass Video Notes and Article of the Week Rubric

Constitutional Hall Pass Video Notes

constitution-hall-pass-video-notes-gov

Article of the Week Rubric

Article of the Week-Rubric-2016

Video Link-Constitutional Hall Pass: The Bill of Rights (35:11 min)

**Remember Article of the week is due tomorrow (9/09)**

U.S. History

Wednesday-9/07/16:

• Bell Work-1. Based on your prior knowledge and the cartoon what can you infer the term “suffrage” means? 2. Based on the political cartoon what can we identify as the main ideological barrier many suffragists were fighting against? 3. In one to two well-constructed sentences how could one justify the artists’ choice to use the imagery of a steam roller as an analogy for progress?

• Attendance-While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Timeline Activity-The Progressive Era
• Daily Objective-

• Content Objective:
  • SWD comprehension of the defining events of the Progressive Era by collaboratively organizing a list of dates on a timeline
• Language Objective:
  • Students will read, discuss and record the defining events of the Progressive Era by working with a partner to choose the ten most important events then creating a historical timeline

Supplemental Materials: Syllabus-Classroom Rules and Procedures and Timeline Activity-The Progressive Era

Syllabus-Classroom Rules and Procedures

US History-Semester One-Syllabus-2017

Timeline Activity-The Progressive Era

Progressive Era Timeline-US

Government

Wednesday-9/07/16:

• Bell Work-1.) Based on your prior knowledge in what year did the United States officially become a nation and who did they earn their independence from? 2.) Based on your prior knowledge how many Amendments are part of the United States Constitution? 3.) If the President of the United States and the Vice President are unable to fulfill their duties who is the next person to in line to be appointed President?
• Attendance- While Class is Doing Bell Work
• Syllabus-Classroom Rules and Procedures
• Procedures-Pass Out Current Events Sheet and Explain
• Thinking Map-Basic Powers of Government-Tree Map (pg. 5)
• Daily Objective-

• Content Objective:
  • SWD comprehension of the basic powers that are held within the three branches of the U.S. government by outlining each power and its purpose in a thinking map
• Language Objective:
  • Students will read and record the basic powers that are held within the three branches of the U.S. government by creating a tree map

Supplemental Materials: Syllabus-Classroom Rules and Procedures, Article of the Week Rubric and Thinking Map-Basic Powers of Government-Tree Map (pg. 5)

Syllabus-Classroom Rules and Procedures

US Government-Syllabus-2017

Article of the Week Rubric

Article of the Week-Rubric-2016

Thinking Map-Basic Powers of Government-Tree Map (pg. 5)

U.S. History

Tuesday-6/07/16:

• Bell Work-1.) Which two men did John Lewis the chairman of the SNCC morn on June 5^th, 1968? 2.) What event kicked off the Tet Offensive? 3.) Following the Tet Offensive what percentage of Americans identified themselves as doves and hawks?
• Attendance- While Class is Doing Bell Work
• Presentation-Nixon and Watergate
• Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22
• Daily Objective-

• Content Objective:
  • SWD comprehension of Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government by listening to the teacher complete a short presentation then participating in a classroom discussion
  • SWD evaluation of the materials covered in Chapters 16, 17, 18, 19, 20, 21 and 22 through summarizing key information in a structured study guide in preparation for their final exam
• Language Objective:
  • Students will listen and orally discuss Nixon’s involvement in the Watergate scandal and public’s growing distrust of the U.S. government 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 Chapters 16, 17, 18, 19, 20, 21 and 22 by completing a structured inquiry based study guide in preparation for their final exam

Supplemental Materials: Presentation-Nixon and Watergate and Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Presentation-Nixon and Watergate

Nixon and the Watergate Scandal

Final Exam Study Guide-Chapters 16, 17, 18, 19, 20, 21 and 22

Final Exam Semester II-Study Guide-Winter 2016

Final Exam Power Points-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-World War Looms

Chapter 17-The United States in WWII

Chapter 18-Cold War Conflicts

Chapter 19-The Post War Boom

Chapter 20-The New Frontier and The Great Society

Chapter 21-Civil Rights

Chapter 22-The Vietnam War Years

Nixon and the Watergate Scandal

Final Exam Textbook PDF’s-Chapters 16, 17, 18, 19, 20, 21 and 22

Chapter 16-Textbook-PDFs

Chapter 17-Textbook-PDFs

Chapter 18-Textbook-PDFs

Chapter 19-Textbook-PDFs

Chapter 20-Textbook-PDFs

Chapter 21-Textbook-PDFs

Chapter 22-Textbook-PDFs

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Government

Tuesday-6/07/16:

• Bell Work-1.) If someone were to be considered a refugee what would that mean? 2.) What does the term assimilation mean? 3.) According to the “Disparity in Pay” chart what is the difference between the weekly earnings of men and women with only a high school diploma?
• Attendance- While Class is Doing Bell Work
• Activity-Civil Rights-Kennedy and Johnson-DBQ
• Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14
• 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 Chapters 1-7, 9-11, 13 and 14 through summarizing key information in a structured study guide in preparation for their final exam
• 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 Chapters 1-7, 9-11, 13 and 14 by completing a structured inquiry based study guide in preparation for their final exam

Supplemental Materials: Activity-Civil Rights-Kennedy and Johnson-DBQ and Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Activity-Civil Rights-Kennedy and Johnson-DBQ

Civil Rights-Kennedy and Johnson-DBQ

Final Exam Study Guide-Chapters 1-7, 9-11, 13 and 14

Final Exam-Study Guide-Half Sheet-2016-Chapters 1-14

U.S. History

Monday-6/06/16:

• Bell Work-1.) How did most of the men become enlisted in the Vietnam War? 2.) What did those joining the “New Left” call for? 3.) During the Vietnam War who were the doves and the hawks?  
• Attendance- While Class is Doing Bell Work
• Presentation-Chapter 22-Section 5-The End of the War and Its Legacy  
• Vocabulary Frayer Activity-Chapter 22-The Vietnam Years
• Daily Objective-

• Content Objective:
  • SWD comprehension of the public’s reaction to the Vietnam War under President Nixon and the painful legacy left behind as a result of the war 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 Chapter 22 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will listen and orally discuss the public’s reaction to the Vietnam War under President Nixon and the painful legacy left behind as a result of the war 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 Chapter 22 through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 22-Section 5-The End of the War and Its Legacy -Textbook PDF and Chapter 22-The Vietnam Years Power Point

Chapter 22-Section 5-The End of the War and Its Legacy -Textbook PDF

The Americans-Chapter 22-Section 5

Chapter 22-The Vietnam Years Power Point

Chapter 22-The Vietnam War Years

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Government

Monday-6/06/16:

• Bell Work-1.) Who would be considered an immigrant? 2.) Who are the four states that according to the book have seen the minority population surpass the white population? 3.) Where are nearly a third of the Native Americans living in our country residing today?
• Attendance- While Class is Doing Bell Work
• Video-Civil Rights and the 1950s: Crash Course US History #39 (11:57 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-Civil Rights and the 1950s: Crash Course US History #39 (11:57 min)

U.S. History

Friday-6/03/16:

• Bell Work-1.) What types of military tactics did the Vietcong use that made them especially dangerous? 2.) What was the purpose of search and destroy missions? 3.) Why did people feel there was a credibility gap in America during the Vietnam War?
• Attendance- While Class is Doing Bell Work
• Video Clip-Platoon (9 min)
• Video-Viet Cong Tunnels and Traps-Platoon: The True Story (3:14 min)
• Presentation-Chapter 22-Section 3-A Nation Divided
• Vocabulary Frayer Activity-Chapter 13-The Presidency
• Daily Objective-

• Content Objective:
  • SWD comprehension of the draft policies that disenfranchised many Americans when the Vietnam War seemed to become a “working class war” 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 Chapter 22 by defining and personalizing vocabulary terms in a vocabulary based activity
• Language Objective:
  • Students will listen and orally discuss the draft policies that disenfranchised many Americans when the Vietnam War seemed to become a “working class war” 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 Chapter 22 through the use of a frayer model vocabulary activity

Supplemental Materials: Presentation-Chapter 22-Section 3-A Nation Divided and Vocabulary Frayer Activity-Chapter 13-The Presidency

Presentation-Chapter 22-Section 3-A Nation Divided

Chapter 22-The Vietnam War Years

Vocabulary Frayer Activity-Chapter 13-The Presidency

Chapter 22-Vocabulary

Textbook-PDF-Chapter 22-The Vietnam Years

Chapter 22-Textbook-PDFs

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Government

Friday-6/03/16:

• Bell Work-1.) How does each commentator cite the Constitution to his or her benefit? Choose and record the letter (A, B, C or D) that you feel best answers the question. 2.) Why do you think a President would choose to approve a law with signing statements attached rather than simply vetoing it? 3.) Which of the two statements do you agree most with? Explain why?
• Attendance- While Class is Doing Bell Work
• Procedures-Collect Chapter 13 and 14 Notes
• Video-Last Week Tonight with John Oliver: Primaries and Caucuses (HBO) (14:27  min)
• Activity-Current Events 6/03
• 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: Primaries and Caucuses (HBO) (14:27  min)

U.S. History

Thursday-6/02/16:

• Bell Work-1.) Prior to Ho Chi Minh coming to power in Vietnam who was the major colonial influence in Vietnam? 2.) What is the “Domino Theory”? 3.) What was the purpose of the Tonkin Gulf Resolution?
• Attendance- While Class is Doing Bell Work
• Video-Murder in Mississippi (last 5 to 8 min) (Day 3)

• w/ Guided Video Questions

• Presentation-Chapter 22-Section 2-U.S. Involvement and Escalation  
• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by recording information presented in a video and completing a class discussion
  • SWD comprehension of the reasons the conflict in Vietnam escalated and the types of fighting that took place in the jungle of Vietnam by listening to the teacher complete a short presentation then participating in a classroom discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by watching a video and discussing the impact with a classmate
  • Students will listen and orally discuss the reasons the conflict in Vietnam escalated and the types of fighting that took place in the jungle of Vietnam by participating in classroom discussions following a short lecture by the teacher

Supplemental Materials: Chapter 22-The Vietnam Years Power Point and Chapter 22-The Vietnam Years-Textbook PDF

Chapter 22-The Vietnam Years Power Point

Chapter 22-The Vietnam War Years

Chapter 22-The Vietnam Years-Textbook PDF

Chapter 22-Textbook-PDFs

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Government

Thursday-6/02/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 13 and 14.
• 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 Chapter 13 and Chapter 14 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 Chapter 13 and 14 by completing a multiple choice and matching quiz.

**Current  Events are tomorrow so be sure to bring your article**

U.S. History

Tuesday-6/01/16:

• Bell Work-1.) What was the goal of the Civil Rights Act of 1968? 2.) What was the number of African-Americans who held political office in 1992? 3.) What does the concept of affirmative action aim to do?
• Attendance- While Class is Doing Bell Work
• Video-Murder in Mississippi (1:36:00 min) (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by watching a video and discussing the impact with a classmate

Supplemental Materials: Murder in Mississippi-Video Questions

Murder in Mississippi-Video Questions

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Government

Wednesday-6/01/16:

• Bell Work-1.) What is the difference between a pocket veto and a line item veto? 2.) What does the power of clemency grant? 3.) What does the power of commutation grant? 
• Attendance- While Class is Doing Bell Work
• Activity-Many Hats of the President-DBQ
• Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of the powers granted to the President of the United States based on reading Article II of the Constitution and correlating various situations with the Powers of the President by evaluating primary source documents then responding to structured questions in a BDQ packet
  • SWD evaluation of the materials covered in Chapter 13 and 14 through summarizing key information in a structured study guide
• Language Objective:
  • Students will read, discuss and record information pertaining to the powers granted to the President of the United States based on reading Article II of the Constitution and correlating various situations with the Powers of the President 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 Chapter 13 and 14 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 13-The Presidency-Guided Notes, Chapter 14-The Presidency in Action-Guided Notes, Chapter 13-The Presidency-Power Point, Chapter 14-The Presidency in Action-Power Point and Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13-The Presidency-Guided Notes

Chapter 13-Section 1-3-Guided Notes

Chapter 14-The Presidency in Action-Guided Notes

Chapter 14-Section 1-4-Guided Notes

Chapter 13-The Presidency-Power Point

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Power Point

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 and 14-Test Materials

Chapter 13 and 14-Test Materials

Chapter 13 and 14-Test Vocabulary

U.S. History

Tuesday-5/31/16:

• Bell Work-1.) What was the goal of the Civil Rights Act of 1968? 2.) What was the number of African-Americans who held political office in 1992? 3.) What does the concept of affirmative action aim to do?
• Attendance- While Class is Doing Bell Work
• Video-Murder in Mississippi (1:36:00 min) (Day 1)

• w/ Guided Video Questions

• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in the murder of three Civil Rights workers were killed in 1964 by the KKK and how that impacted the nation by watching a video and discussing the impact with a classmate

Supplemental Materials: Murder in Mississippi-Video Questions

Murder in Mississippi-Video Questions

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Government

Tuesday-5/31/16:

• Bell Work-1.) Through which office does the President usually negotiate a treaty through? 2.) What is the difference between a treaty and an executive agreement? 3.) What is the Presidential power of recognition?   
• Attendance- While Class is Doing Bell Work
• Study Guide Review Time-Chapter 13-The President and Chapter 14-The Presidency in Action
• Daily Objective-

• Content Objective:
  • SWD evaluation of the materials covered in Chapter 13 and 14 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 13 and 14 by completing a structured inquiry based study guide

Supplemental Materials: Chapter 13-The Presidency-Guided Notes, Chapter 14-The Presidency in Action-Guided Notes, Chapter 13-The Presidency-Power Point, Chapter 14-The Presidency in Action-Power Point and Study Guide-Chapter 13-The President and Chapter 14-The Presidency in Action

Chapter 13-The Presidency-Guided Notes

Chapter 13-Section 1-3-Guided Notes

Chapter 14-The Presidency in Action-Guided Notes

Chapter 14-Section 1-4-Guided Notes

Chapter 13-The Presidency-Power Point

Chapter 13-The Presidency

Chapter 14-The Presidency in Action-Power Point

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 and 14-Test Materials

Chapter 13 and 14-Test Materials

U.S. History

Thursday-5/26/16:

• Bell Work-Please take out your notes/study guide and with your elbow partner review all of the information for our quiz covering Chapter 21 Sections 1 through 3. In 5 minutes we will begin the vocabulary match up activity.
• Attendance- While Class is Doing Bell Work
• Quiz-Chapter 21-Civil Rights
• Daily Objective-

• Content Objective:
  • SWD evaluation of key terms and concepts associated with our unit covering Chapter 21 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 Chapter 21 by completing a multiple choice and matching quiz.

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Government

Thursday-5/26/16:

• Bell Work-1.) What law did Congress pass in 1876 regarding removing government employees from power? 2.) What is the “general rule” regarding those a president can remove from power? 3.) How is the term executive privilege best defined?
• Attendance- While Class is Doing Bell Work
• Video-The West Wing-“Five Votes Down” (Season 1 Episode 4) (44:00 min)
• Daily Objective-

• Content Objective:
  • SWD knowledge of the ways in which the White House and members of the legislative branch work together to create new laws along with how the concept of financial disclosure works by recording information presented in a video and completing a class discussion
• Language Objective:
  • Students will watch and record information pertaining to the ways in which the White House and members of the legislative branch work together to create new laws along with how the concept of financial disclosure works by watching a video and discussing the impact with a classmate

Supplemental Materials: Video Notes-The West Wing-“Five Votes Down”

The West Wing-Five Votes Down-Episode Guide