1. Completed EOC REVIEW GUIDE.
2. The episode below is the first one of twenty four. Make sure that you set time to view all twenty four episodes before MONDAY.
Thursday, May 10, 2018
Lesson on Thursday and Friday, May 10 and 11, 2018
Use the following to review information for the EOC Exam that will take place on Monday, May 14, 2018
Wednesday, May 9, 2018
Lesson on Wednesday, May 9, 2018
Aim:
1. How did the Reagan administration respond to the domestic and international social, political, and economic concerns of the 1980s?
2. How did international events affect the United States in the 1990s?
Bell Ringer: Fill in Attachment B of the Foreign Policy Unit
Objectives:
1. Students will analyze the foreign policy of the United States as it relates to Africa, Asia, the Caribbean, Latin America, and the Middle East.
Agenda:
1.
“The absence of war is not peace.” Harry S. Truman, 33rd President of the United States.
Ask students to share ideas about the meaning of the quote. Ask for student volunteers to try to define the term “foreign policy.”
3. Share definition: Foreign Policy: a policy pursued by a nation in its dealings with other nations, designed to achieve national objectives.
4. Foreign policy is not synonymous with defense policy, but on the contrary, if used appropriately can often avoid the use of force. (5 min)
5. You will be creating a graphic organizer of the main points of foreign policy since 1976. Distribute Attachment B. You may work in pairs reading pages 444-446, 464-477, 486-487, 492-495, 500-505 in McGraw-Hill’s United States History & Geography. These pages present key information and ideas of foreign policy issues, decisions and events in the presidential terms of Carter, Reagan, Bush, Clinton, Bush and Obama.
Use the information in these pages and your textbooks and/or classroom computers with internet access to identify and list key events in the graphic organizer. (15/20 min)
6. Once you have completed the graphic organizer, use Attachment A to discuss student responses on the graphic organizer. (Give out Attachment A before students research so they know what to research)
Resources:
Jimmy Carter: https://www.youtube.com/watch?v=oH1QnTmol-Y
Ronald Reagan: https://www.youtube.com/watch?v=QbfEWRxZg8A
George H.W. Bush: https://www.youtube.com/watch?v=MovlhKpuwWU
Bill Clinton: https://www.youtube.com/watch?v=IkevvH2ia6s
George W. Bush: https://www.youtube.com/watch?v=nlsnnhn3VWE
Barrack Obama: https://www.youtube.com/watch?v=lVxqMED0mOY and Obama's Foreign Policy Speech: https://www.youtube.com/watch?v=oRxRZARqYwU
Tuesday, May 8, 2018
Lesson on Tuesday, May 8, 2018
Aim: 1. What is judicial review and how did Marbury v. Madison establish it?
2. What are considered landmark Supreme Court cases and why?
Bell Ringer: Begin Court Cases presentations
Objectives:
- 1. Students will analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused and reproductive rights.
Agenda:
1. Bell Ringer (10 min)
2. After sufficient time is given for research and preparation (more than one class period needed if used in a traditional one hour block or less) students will present findings to the class. Prior to student presentations, distribute “Landmark Supreme Court Cases” handout (Attachment B). Each student is responsible for listening carefully to each presentation and summarizing the key question/issue and decision/outcome.
3. At the conclusion of the presentations, I will assign the home learning assignment and tell students to study for the post quiz, which should be given during the next class period.
Home Learning: Study for the Landmark Supreme Court Cases Quiz (I gave the quiz for you to do as a HW assignment)
Sources:
Roe v. Wade
Monday, May 7, 2018
Lesson on Monday, May 7, 2018
Aim: 1. What is judicial review and how did Marbury v. Madison establish it?
2. What are considered landmark Supreme Court cases and why?
Bell Ringer: Grade and review Civil Rights Quiz
Objectives:
- 1. Students will analyze significant Supreme Court decisions relating to integration, busing, affirmative action, the rights of the accused and reproductive rights.
Agenda:
1. Bell Ringer (10 min)
2. Civil Rights Movement Assignment:
a. Write down the following: Ninth Amendment (1791) Unenumerated Rights – The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.
-Reflect, write about and discuss what the Ninth Amendment means. –
Is there anything in the ninth amendment that specifically refers to abortion.
-Take a few minutes to skim through the Constitution (if provided to them or in the class textbook) looking for wording on abortions. Predict why a woman has a constitutional right to have an abortion, but it doesn’t appear to be written in the constitution. Have a short discussion before the lesson.
-Add this side note in closure to the lesson opening: The Constitution lists many, but not all, of the rights enjoyed by the people. In other words, because a right is not spelled out in the Constitution does not necessarily mean that the people do not have this right. The point of this amendment was to prevent governments from denying people a right simply because it was not specifically listed in the Constitution.
b. Use the Jump in Reading strategy to read “The Court and Constitutional Interpretation” – Attachment A from the Supreme Court website. Stop and discuss key points and vocabulary, as needed, especially the importance of Marbury v. Madison in establishing judicial review.
c. You will be working in small groups to investigate famous Supreme Court decisions that have had a significant impact on life in the United States.
d. Break into small learning groups and assign one of the following cases to each group:
1. Brown v. Board of Education of Topeka (1954)
2. Escobedo v. Illinois (1964)
3. Gideon v. Wainwright (1963)
4. Griswold v. Connecticut (1965)
5. Mapp v. Ohio (1961)
6. Miranda v. Arizona (1966)
7. Regents of the University of California v. Bakke (1978)
8. Roe v. Wade (1973)
9. Swann v. Charlotte-Mecklenburg Board of Education (1971)
10. Webster v. Reproductive Health Services (1989)
e. You will primarily be using one of suggested websites (see Technology Integration) to research your case. You must prepare an oral and written presentation explaining the case and the outcome. Students should also read the majority and minority opinion in their assigned case and explain the reasoning. Provide each student with a copy of Attachment C for the project details and completion of the assignment.
Home Learning: Work on Supreme Court Civil Rights case.
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