Welcome To

Social Studies 8 (17-18)

Class Notes

Upcoming Assignments

UNIT:
-Reconstruction

FOCUS:
-To what extent did Reconstruction bring African Americans closer to full citizenship?

AGENDA:
-Monday: NO SCHOOL-Memorial Day
-Tuesday: Continue working on Reconstruction Road Map, HW: None
-Wednesday: Promotion practice, HW: None
-Thursday: End of Year Celebration, HW: None
-Friday: 8th Grade Promotion, HW: none

LEARNING TARGETS:
-I will be able to describe the main events of Reconstruction.
-I will be able to identify which Reconstruction Era events helped African Americans achieve citizenship and which events kept them from achieving full citizenship.

ASSESSMENTS:
None

Attachments

ch-23-textbook
UNIT:
Reconstruction

FOCUS:
-To what extent did Reconstruction bring African Americans closer to full citizenship?

AGENDA:
-Monday: Continue working on Civil War websites, HW: Civil War Websites due Tuesday
-Tuesday: Complete websites (due at the end of the period), HW: None
-Wednesday: Glory movie/worksheet, HW: None
-Thursday: Glory movie/worksheet, HW: None
-Friday: Inrto to Reconstruction, Reconstruction packets, HW: Complete Reconstruction packets

LEARNING TARGETS:
-I will be able to list the goals of Reconstruction.
-I will be able to explain how Reconstruction affected different regions of the US.
-I will be able to trace the rise of the Ku Klux Klan.
-I will be able to explain how the 13th, 14th, and 15th Amendments related to Reconstruction.

ASSESSMENTS:
Civil War Website due May 22

Attachments

ch-22-textbook
UNIT:
-The Civil War

FOCUS:
-Can force be used to preserve a nation?

AGENDA:
-Monday: Into to Ch 22, being Ch 22 Reading Notes, introduce Civil War Website S.A., HW: None
-Tuesday: Complete Ch 22 Reading Notes, HW: Finish Ch 22 Reading Notes
-Wednesday: Begin work on Civil War Website, HW: Civil War Website
-Thursday: Continue working on Civil War Website, HW: Civil War Website
-Friday: Continue working on Civil War Website, HW: Civil War Website

LEARNING TARGETS:
-I will be able to describe the main events of the Election of 1860.
-I will be able to describe the messages behind Lincoln's major speeches and writings.
-I will be able to distinguish Lincoln's major speeches and writings from the D.O.I..
-I will be able to evaluate the significance of Lincoln's presidency.

ASSESSMENTS:
Civil War Website due May 22

Attachments

ch-22-textbook
UNIT:
-Causes of the Civil War

FOCUS:
-Could the Civil War have been avoided?

AGENDA:
-Monday: Finish United or Divided graphic organizer, review essay details, braindump, begin webbing, HW: Determine essay position and select star ideas.
-Tuesday: Write claim, finish web, begin outline, HW: finish outline
-Wednesday: Finish outline, start intro and conclusion paragraphs, select transitions, HW: None
-Thursday: Complete body paragraphs in outline, begin final draft of essay, HW: None
-Friday: Complete final draft of essay, HW: None

LEARNING TARGETS:
-I will identify state's rights and federal rights.
-I will be able to recognize compromises and events leading to the Civil War.
-I will be able to evaluate the effects of each event or compromise.
-I will be able determine whether the Union could have avoided war or if it was inevitable.

ASSESSMENTS:
5-Paragraph Essay due May 11

Attachments

ch-21-textbook
UNIT:
-Causes of the Civil War

FOCUS:
-Could the Civil War have been avoided?

AGENDA:
-Monday: Unpack Civil War Essay, annotate Ch 21 packet, highlight evidence, HW: Complete packet annotation
-Tuesday: Review packet sections 21.2-21.6, fill in the blank packet, HW: None
-Wednesday: Complete reading and highlighting Ch 21 packet, complete fill in the blank packet, HW: None
-Thursday: Causes of the Civil War events graphic organizer, determine if the war could have been avoided, HW: None
-Friday: Complete graphic organizer, event sort, HW: None

LEARNING TARGETS:
-I will identify state's rights and federal rights.
-I will be able to recognize compromises and events leading to the Civil War.
-I will be able to evaluate the effects of each event or compromise.
-I will be able determine whether the Union could have avoided war or if it was inevitable.

ASSESSMENTS:
5-Paragraph Essay due May 11

Attachments

ch-21-textbook
UNIT:
-African Americans at Mid-Century

FOCUS:
-How did African Americans face slavery and discrimination?

AGENDA:
-Monday: Notes on African Americans and slavery, Handout #1, HW: Finish Handout #1
-Tuesday: Go over source questions, Handout #2, begin Quilt Squares, HW: None
-Wednesday: Work on Quilt Squares, Many Rivers to Cross Episode #1, HW: None
-Thursday: Work on Quilt Squares, HW: None
-Friday: Complete Quilt Squares, Many Rivers to Cross Episode #2, HW: None

LEARNING TARGETS:
-I will be able to describe life in the South for African Americans.
-I will be able to describe life in the North for African Americans.
-I will able to explain the role slavery played in the American economy.
-I will be able to describe the working and living conditions of slaves.
-I will be able to describe slave culture (families, communities, religion, leisure time, etc).

ASSESSMENTS:
None

Attachments

ch-20-textbook
ch-20-pp
UNIT:
-North vs South

FOCUS:
-How are the challenges you face affected by where you live?

AGENDA:
-Monday: Continue working on group projects, HW: None
-Tuesday: Finish group projects, HW: None
-Wednesday: Groups present projects, class takes notes on presentations, HW: None
-Thursday: Compare and contrast North and South, prepare for SA tomorrow, HW: Study for SA tomorrow
-Friday: North vs South Summative Assessment, turn in Unit Folders HW: None

LEARNING TARGETS:
-I will be able to describe the geographies of the North and South.
-I will be able to describe the economies of the North and South.
-I will able to describe transportation of the North and South.
-I will be able to describe the societies of the North and South.
-I will be able to compare and contrast the geographies, economies, transportation, and societies of the North and South.

ASSESSMENTS:
North vs South Summative Assessment (Friday 4/20)

Attachments

ch-19-textbook
UNIT:
-Era of Reform

FOCUS:
-How justifiable is territorial expansion?
-How did 19 century reforms improve the lives of Americans?

AGENDA:
-Monday: Introduce Reformer Dolls activity, work on dolls, HW: Complete Ch 18 Reading Notes
-Tuesday: Work on Reformer Dolls, HW: Prepare for Summative Assessment (4/12)
-Wednesday: Work on Reformer Dolls, HW: Prepare for Summative Assessment (4/12)
-Thursday: Era of Reform S.A., HW: None
-Friday: Introduce Worlds of the North and South, compare and contrast regions, HW: None

LEARNING TARGETS:
-I will be able to define key content vocabulary.
-I will be able to list the leader of the movement and their goals.
-I will be able to analyze the various reform movements of the mid-1800s.
-I will be able to determine the effectiveness of the abolitionist movement.

ASSESSMENTS:
Reformers S.A. (Thursday 4/12)

Attachments

ch-18-textbook
ch-18-pp-notes
UNIT:
-Manifest Destiny
-Era of Reform

FOCUS:
-How justifiable is territorial expansion?
-How did 19 century reforms improve the lives of Americans?

AGENDA:
-Monday: Welcome back , procedures, review for Summative Assessment, HW: Study for SA tomorrow
-Tuesday: Westward Expansion Summative Assessment, HW: None
-Wednesday: Begin notes on transcendentalists, prison, and education reform, start Ch. 18 Reading Notes, HW: None
-Thursday: Notes on women and abolitionists, Ch. 18 Reading Notes, HW: Finish Packet
-Friday: Friday: Begin reformer dolls, HW: complete research for dolls

LEARNING TARGETS:
-I will be able to define the idea of Manifest Destiny.
-I will be able to explain how westward expansion affected those already living in the West.
-I will be able to understand how each territory was acquired.
-I will be able to describe the details for the groups that moved west during this period.

-I will be able to define key content vocabulary.
-I will be able to list the leader of the movement and their goals.
-I will be able to analyze the various reform movements of the mid-1800s.
-I will be able to determine the effectiveness of the abolitionist movement.

ASSESSMENTS:
Reformers S.A. (Tuesday 4/3)

Attachments

ch-18-textbook
ch-18-pp-notes
UNIT:
Manifest Destiny

FOCUS:
-How justifiable is territorial expansion?

AGENDA:
-Monday: Finish westward expansion map, begin Ch 16 Reading Notes, HW: None
-Tuesday: Finish Ch 16 Reading Notes, HW: None
-Wednesday: Research one group that moved west, complete notes for that group, HW: None
-Thursday: Lewis and Clark documentary, HW: None
-Friday: Lewis and Clark documentary, HW: None

LEARNING TARGETS:
-I will be able to define the idea of Manifest Destiny.
-I will be able to explain how westward expansion affected those already living in the West.
-I will be able to understand how each territory was acquired.
-I will be able to describe the details for the groups that moved west during this period.

ASSESSMENTS:
None

Attachments

ch-16-textbook
ch-15-textbook
UNIT:
Jacksonian Democracy/Manifest Destiny

FOCUS:
-Can someone be both a hero and a villain?
-How justifiable is territorial expansion?

AGENDA:
-Monday: formative assessment/peer edit, Complete Andrew Jackson documentary, HW: Study for SA on Wed
-Tuesday: formative assessment/peer edit, Ch 14 study guide HW: Complete Ch 14 study guide, study for SA on Wed
-Wednesday: Andrew Jackson: Hero or Villain SA, HW: None
-Thursday: Introduce Manifest Destiny, dissect American Progress painting HW: None
-Friday: Territorial Acquisition chart, complete map, HW: Finish Labeling and Coloring map

LEARNING TARGETS:
-I will be able to explain Jacksonian Democracy.
-I will be able to define key vocabulary.
-I will be able to identify star ideas and relevant details from the text.
-I will be able to evaluate whether Jackson was a hero or villain.

-I will be able to define the idea of Manifest Destiny.
-I will be able to explain how westward expansion affected those already living in the West.
-I will be able to understand how each territory was acquired.
-I will be able to describe the details for the groups that moved west during this period.

ASSESSMENTS:
-FA's on Monday and Tuesday
-Andrew Jackson: Hero of Villain SA (Wed 3/7)

Attachments

ch-14-textbook
ch-15-textbook
ch-16-textbook
UNIT:
Jacksonian Democracy

FOCUS:
Can someone be both a hero and a villain?

AGENDA:
-Monday: Rip Van Winkle warm-up, Then and Now S.A. peer edit, HW: Finish Then and Now S.A.
-Tuesday: Ch 14 vocab matrix, Ch 14 study guide, HW: None
-Wednesday: Notes on Andrew Jackson, Ch 14 packets, HW: None
-Thursday: Read and highlight Ch 14, Ch 14 packets, HW: None
-Friday: Notes on Jackson's Indian Policy, Geography Challenge, complete Ch 14 packet, HW: None

LEARNING TARGETS:
-I will be able to explain Jacksonian Democracy.
-I will be able to define key vocabulary.
-I will be able to identify star ideas and relevant details from the text.
-I will be able to evaluate whether Jackson was a hero or villain.

ASSESSMENTS:
-None

Attachments

ch-14-textbook
UNIT:
Foreign Policy

FOCUS:
To what extent would you avoid involvement to keep the peace?

AGENDA:
-Monday: Madison notes, Foreign Policy graphic organizer, compare Madison to previous presidents, HW: Study for S.A.
-Tuesday: Madison FA, Monroe notes, Foreign Policy graphic organizer, compare Monroe to previous presidents, HW: Study for S.A.
-Wednesday: Prepare for S.A., Presidential tombstones, HW: Study for S.A.
-Thursday: Foreign Policy Summative Assessment -Friday: Black History Month, film: Many Rivers to Cross

LEARNING TARGETS:
-I will be able to define isolationism and involvement.
-I will be able to understand presidential acts and how they relate to foreign policy
-I will be able to evaluate how isolated or involved each president was.
-I will be able to rank the first 5 presidents from most isolated to most involved.

ASSESSMENTS:
-Foreign Policy SA (Thursday 2/13)

Attachments

ch-12-textbook
adams-dilemma-pp
jeffersons-dilemma-pp
madisons-dilemma-pp
monroes-dilemma-pp
UNIT:
Foreign Policy

FOCUS:
To what extent would you avoid involvement to keep the peace?

AGENDA:
-Monday: Intro to foreign policy, preview Ch 12, Isolationism vs Involvement, HW: None
-Tuesday: John Adams notes, Foreign Policy graphic organizer, compare Washington and Adams, HW: None
-Wednesday: Washington/Adams FA, Jefferson notes, Foreign Policy graphic organizer, compare Jefferson to previous presidents, HW: None
-Thursday: Jefferson FA, Madison notes, Foreign Policy graphic organizer, compare Madison to previous presidents, HW: None -Friday: Madison FA, Monroe notes, Foreign Policy graphic organizer, compare Monroe to previous presidents, HW: None

LEARNING TARGETS:
-I will be able to define isolationism and involvement.
-I will be able to understand presidential acts and how they relate to foreign policy
-I will be able to evaluate how isolated or involved each president was.
-I will be able to rank the first 5 presidents from most isolated to most involved.

ASSESSMENTS:
-Foreign Policy SA (Thursday 2/13)

Attachments

ch-12-textbook
UNIT:
Political Parties

FOCUS:
How did Republican and Federalist views for the nation differ?

AGENDA:
-Monday: Introduce Banners and Buttons activity, HW: Review Hamilton/Jefferson political differences for S.A. (2/2)
-Tuesday: Complete Banners and Buttons activity, HW: Review Hamilton/Jefferson political differences for S.A. (2/2)
-Wednesday: Notes on the Election of 1800, 12 Amendment comic, HW: Review Hamilton/Jefferson political differences for S.A. (2/2)
-Thursday: Complete 12th Amendment comic, HW: Review Hamilton/Jefferson political differences for S.A. (2/2)
-Friday: Federalist vs Republican Summative Assessment, HW: None

LEARNING TARGETS:
-I will be able to analyze the differences between Hamilton/Federalists and Jefferson/Republicans.
-I will be able to examine how the election of 1800 contributed to the political divide in the nation.
-I will be able to evaluate the Federalists/Republicans and their platforms.

ASSESSMENTS:
-Political Parties SA (Friday 2/2)

Attachments

ch-11-textbook
ch-11-geoge-washington-pp
UNIT:
Political Parties

FOCUS:
How did Republican and Federalist views for the nation differ?

AGENDA:
-Monday: George Washington primary source document, notes on Washington, HW: None
-Tuesday: Finish notes on Washington, Washington questions, HW: Complete Washington questions
-Wednesday: The real Washington film, HW: None
-Thursday: Hamilton/Jefferson graphic organizer and foldable, HW: None
-Friday: Finish Hamilton/Jefferson graphic organizer and foldable, HW: Which party would you have joined and why?

LEARNING TARGETS:
-I will be able to identify the first President of the nation and his cabinet.
-I will be able to understand the different problems that faced the new nation.
-I will be able to understand Washington´s view on foreign policy.
-I will be able to describe qualities in a good leader.
-I will be able to analyze the differences between Hamilton/Federalists and Jefferson/Republicans.

ASSESSMENTS:
-Political Parties SA (Friday 2/2)

Attachments

ch-11-textbook
ch-11-geoge-washington-pp
UNIT:
The Bill of Rights

FOCUS:
What freedoms do the Bill of Rights protect and why are they important?

AGENDA:
-Monday: MLK-NO SCHOOL
-Tuesday: Review Bill of Rights, continue working on Flip Book S.A., HW: Flipbook S.A.
-Wednesday: Review Bill of Rights, continue working on Flip Book S.A., HW: Flipbook S.A.
-Thursday: Review Bill of Rights, continue working on Flip Book S.A., HW: Flipbook S.A.
-Friday: Work on Bill of Rights Flipbook S.A. (due today), HW: None

LEARNING TARGETS:
-I will be able to understand the first amendment.
-I will be able to understand the Citizen's Protections.
-I will be able to understand Citizen's Legal Rights and Protections.
-I will be able to understand the 9th and 10th amendments.

ASSESSMENTS:
-Bill of Rights Flipbook due 1/19

Attachments

bill-of-rights-pp-amendment-1
bill-of-rights-pp-amendments-2-4
bill-of-rights-pp-amendments-5-8
flipbook-s-a
UNIT:
The Bill of Rights

FOCUS:
What freedoms do the Bill of Rights protect and why are they important?

AGENDA:
-Monday: Review expectations, review Bill of Rights, Notes on Amendments 9-10, HW: Paraphrase Amendments 1-10)
-Tuesday: Begin work on Bill of Rights Flipbook S.A., HW: Flipbook S.A.
-Wednesday: Work on Bill of Rights Flipbook S.A., HW: Flipbook S.A.
-Thursday: Work on Bill of Rights Flipbook S.A., HW: Flipbook S.A.
-Friday: Work on Bill of Rights Flipbook S.A., HW: Flipbook S.A.

LEARNING TARGETS:
-I will be able to understand the first amendment.
-I will be able to understand the Citizen's Protections.
-I will be able to understand Citizen's Legal Rights and Protections.
-I will be able to understand the 9th and 10th amendments.

ASSESSMENTS:
-Bill of Rights Flipbook due 1/19

Attachments

bill-of-rights-pp-amendment-1
bill-of-rights-pp-amendments-2-4
bill-of-rights-pp-amendments-5-8
flipbook-s-a
UNIT:
The Bill of Rights

FOCUS:
What freedoms do the Bill of Rights protect and why are they important?

AGENDA:
-Monday: Introduce the Bill of Rights, preview activity, Bill of Rights Flipbook, HW: None
-Tuesday: 1st Amendment Notes, paraphrase 1st Amendment, HW: Complete paraphrase
-Wednesday: 2nd-4th Amendments Notes, paraphrase 2nd-4th Amendments, HW: Complete paraphrase, research court case
-Thursday: 5th-8th Amendments Notes, paraphrase 5th-8th Amendments, HW:Complete paraphrase, research court case
-Friday: No School

LEARNING TARGETS:
-I will be able to understand the first amendment.
-I will be able to understand the Citizen's Protections.
-I will be able to understand Citizen's Legal Rights and Protections.
-I will be able to understand the 9th and 10th amendments.

ASSESSMENTS:
-Bill of Rights Flipbook due 1/19

Attachments

No attachments have been posted.
UNIT:
The Constitution

FOCUS:
How does the Constitution combine strength and flexibility?

AGENDA:
-Monday: Continue working on Constitution Essay Outline (body paragraphs), HW: Constitution Essay
-Tuesday: Continue working on Constitution Essay Outline (body paragraphs), HW: Constitution Essay
-Wednesday: Continue working on Constitution Essay Outline (intro and conclusion paragraphs), HW: Constitution Essay
-Thursday: Continue working on Constitution Essay Outline (type essay), HW: Constitution Essay
-Friday: Movie: Ernest Green Story HW: None

LEARNING TARGETS:
-I will be able to write a proficient introductory paragraph with a hook, background info, and a claim.
-I will be able to write proficient body paragraphs with topic sentences, evidence, and commentary.
-I will be able to write a proficient conclusion paragraph with a restated claim, summarized star ideas and a final thought.
-I will be able to identify evidence which appropriately supports my claim.
-I will be able to write commentary which appropriately explains the significance of the evidence I chose.

ASSESSMENTS:
-Constitution Essay Summative Assessment due 12/15

Attachments

constitution-essay-and-rubric
ch-9-textbook
3-branches-of-gov-pp-notes
checks-and-balances-pp-notes
ch-9-study-guide
amendment-process-pp-notes
federal-system-pp-notes
popular-participation-pp-notes
UNIT:
The Constitution

FOCUS:
How does the Constitution combine strength and flexibility?

AGENDA:
-Monday: Complete Ch. 9 Reading Notes, HW: Study for FA tomorrow
-Tuesday: Constitution FA, HW: None
-Wednesday: Review skills and knowledge for essay, select star ideas, begin web, write claim, HW: Write Claim
-Thursday: Select evidence to support star ideas, HW: Complete evidence for one star idea
-Friday: Select evidence to support star ideas HW: Complete evidence for second star idea

LEARNING TARGETS:
-I will be able to understand the purpose of the Preamble.
-I will be able to identify the 3 branches of government and their functions.
-I will understand how the separation of powers works.
-I will be able to explain the ways branches keep the others from becoming too powerful.
-I will understand how the system of checks and balances works.

ASSESSMENTS:
-Formative Assessment 12/5
-Constitution Essay Summative Assessment due 12/15

Attachments

constitution-essay-and-rubric
ch-9-textbook
3-branches-of-gov-pp-notes
checks-and-balances-pp-notes
ch-9-study-guide
amendment-process-pp-notes
federal-system-pp-notes
popular-participation-pp-notes
UNIT:
The Constitution

FOCUS:
How does the Constitution combine strength and flexibility?

AGENDA:
-Monday: How a Bill Becomes a Law/Checks and Balances notes, Strength and Flexibility worksheet, HW: Study for Constitution Formative Assessment (11/28)
-Tuesday: Constitution FA, Amendment Process Notes, Begin Ch. 9 Packets, HW: Review for Constitution FA (12/1)
-Wednesday: Federal System Notes, Ch. 9 Packets, HW: Review for FA (12/1)
-Thursday: Finish Ch. 9 Packet, HW: Review for FA (12/1)
-Friday: Constitution FA, HW: None

LEARNING TARGETS:
-I will be able to understand the purpose of the Preamble.
-I will be able to identify the 3 branches of government and their functions.
-I will understand how the separation of powers works.
-I will be able to explain the ways branches keep the others from becoming too powerful.
-I will understand how the system of checks and balances works.

ASSESSMENTS:
Formative Assessments 11/28 and 12/1

Attachments

constitution-essay-and-rubric
ch-9-textbook
3-branches-of-gov-pp-notes
checks-and-balances-pp-notes
ch-9-study-guide
amendment-process-pp-notes
federal-system-pp-notes
popular-participation-pp-notes
UNIT:
-The Constitution

FOCUS:
-How does the Constitution combine strength and flexibility?

AGENDA:
-Monday: Unpack Constitution Essay, introduce Illustrated Preamble, HW: Work on Illustrated Preamble (due 11/16)
-Tuesday: Work on Illustrated Preamble, HW: Illustrated Preamble (due 11/16)
-Wednesday: Work on Illustrated Preamble, HW: Illustrated Preamble (due 11/16)
-Thursday: Turn in Illustrated Preambles, Strong/Flexible Constitution worksheet, 3 Branches of Gov notes, HW: None
-Friday: 3 Branches foldable and worksheet, HW: finish worksheet

LEARNING TARGETS:
-I will be able to understand the purpose of the Preamble.
-I will be able to identify the 3 branches of government and their functions.
-I will understand how the separation of powers works.
-I will be able to explain the ways branches keep the others from becoming too powerful.
-I will understand how the system of checks and balances works.

ASSESSMENTS:
None

Attachments

constitution-essay-and-rubric
ch-9-textbook
the-illustrated-preamble
3-branches-of-gov-pp-notes
UNIT:
-Road to the Constitution

FOCUS:
-How does synergizing lead to progress?

AGENDA:
-Monday: Continue Constitutional Convention (Issues #2 and #3), HW: None
-Tuesday: Debrief convention and compromises, HW: None
-Wednesday: How did the framers use the habits to find success?, complete Ch 8 Reading Notes, HW: None
-Thursday: Examine documents that influenced the Constitution, roots matching, HW: None
-Friday: Veterans Day-No School

LEARNING TARGETS:
-I will be able to list powers the government had and didn't have under the Articles of Confederation.
-I will be able to explain the successes and weaknesses under the AOC.
-I will be able to determine what made the government weak under the AOC.
-I will be able to identify the reason for the Constitutional Convention.

ASSESSMENTS:
None

Attachments

ch-8-textbook
roots-of-the-constitution-pp-notes
UNIT:
-Road to the Constitution

FOCUS:
-How does synergizing lead to progress?

AGENDA:
-Monday: "Rocky Road to the Constitution" notes, finish Ch 8 Reading Notes, HW: Finish Ch 8 Reading Notes
-Tuesday: Introduce Constitutional Convention activity, begin researching deligate, HW: None
-Wednesday: Continue working on delegate, prepare for Constitutional Convention, HW: None
-Thursday: Continue working on delegate, prepare for Constitutional Convention, HW: None
-Friday: Start Constitutional Convention, debate Issue #1, HW: None

LEARNING TARGETS:
-I will be able to list powers the government had and didn't have under the Articles of Confederation.
-I will be able to explain the successes and weaknesses under the AOC.
-I will be able to determine what made the government weak under the AOC.
-I will be able to identify the reason for the Constitutional Convention.

ASSESSMENTS:
None

Attachments

ch-8-textbook
ch-8-pp-article-of-confederation-pptx
ch-8-pp-rocky-road-to-the-constitution
UNIT:
-Road to the Constitution

FOCUS:
-How does synergizing lead to progress?

AGENDA:
-Monday: "Rocky Road to the Constitution" notes, finish Ch 8 Reading Notes, HW: Finish Ch 8 Reading Notes
-Tuesday: Introduce Constitutional Convention activity, begin researching deligate, HW: None
-Wednesday: Continue working on delegate, prepare for Constitutional Convention, HW: None
-Thursday: Continue working on delegate, prepare for Constitutional Convention, HW: None
-Friday: Start Constitutional Convention, debate Issue #1, HW: None

LEARNING TARGETS:
-I will be able to list powers the government had and didn't have under the Articles of Confederation.
-I will be able to explain the successes and weaknesses under the AOC.
-I will be able to determine what made the government weak under the AOC.
-I will be able to identify the reason for the Constitutional Convention.

ASSESSMENTS:
None

Attachments

ch-8-textbook
ch-8-pp-article-of-confederation-pptx
UNIT:
-American Revolution
-Road to the Constitution

FOCUS:
-When is it necessary for citizens to rise up against their government? -How does synergizing lead to progress?

AGENDA:
-Monday: Work on American Revolution Storyboard S.A., HW: Finish S.A. (due tomorrow)
-Tuesday: Intro to "Road to the Constitution" unit, research current event, HW: None
-Wednesday: Preview the Articles of Confederation, new vocabulary, HW: None
-Thursday: Notes on Articles of Confederation, work on graphic organizer, HW: None
-Friday: "Rocky Road to the Constitution" notes, Ch 8 graphic organizer, HW: None

LEARNING TARGETS:
-I will be able to analyze the effects of the American Revolution.
-I will be able to list powers the government had and didn't have under the Articles of Confederation.
-I will be able to explain the successes and weaknesses under the AOC.
-I will be able to determine what made the government weak under the AOC.
-I will be able to identify the reason for the Constitutional Convention.

ASSESSMENTS:
American Revolution Storyboard S.A.-Due Tuesday 10/24

Attachments

ch-7-textbook
american-revolution-storyboard
ch-8-textbook
ch-8-pp-article-of-confederation-pptx
UNIT:
American Revolution

FOCUS:
-When is it necessary for citizens to rise up against their government?

AGENDA:
-Monday: New seats, new Compass Partners, pass back Unit Folders, American Revolution notes, HW: None
-Tuesday: Continue American Revolution notes, Strengths/Weaknesses worksheet, American Revolution simulation, HW: None
-Wednesday: Finish American Revolution notes, star Ch 7 packet, HW: Finish Strengths/Weaknesses worksheet
-Thursday: Finish Ch 7 Packet HW: None
-Friday: American Revolution Storyboard Assessment, HW: None

LEARNING TARGETS:
-I will be able to be able to make historical connections to the game "Capture the Flag".
-I will be able identify the strengths and weaknesses of the American and British Armies.
-I will be able to understand the qualities that make a good leader.
-I will be able to determine the turning point in the American Revolution.
-I will be able to analyze the affects of the American Revolution.

ASSESSMENTS:
American Revolution Storyboard Summative Assessment

Attachments

ch-7-textbook
american-revolution-storyboard
american-revolution-storyboard-rubric
UNIT:
Declaration of Independence

FOCUS:
-When is it necessary for citizens to rise up against their government?

AGENDA:
-Monday: Pass out Essay Outlines, begin researching evidence, HW: Finish researching evidence
-Tuesday: Continue working on Essay Outlines Outlines, begin writing commentary to support evidence, HW: Finish commentary
-Wednesday: Continue working on Essay Outlines, complete introduction and conclusion paragraphs, HW: Finish intro and conclusion paragraphs
-Thursday: Begin typing final draft of essay, HW: Finish typing final draft
-Friday: Constitution Escape Room activity, HW: Enjoy your break!!!

LEARNING TARGETS:
-I will be able to identify 3 ways (Star Ideas) the US is/isn't upholding the principles of the DOI.
-I will be able to research evidence to support my 3 Star Ideas.
-I will be able to further explain each of my pieces of evidence.
-I will be able to explain how each piece of evidence supports my claim.
-I will be able to use a variety of strategies to construct a well organized 5 paragraph essay.

ASSESSMENTS:
5 Paragraph Essay S.A. (due Thursday 9/28)

Attachments

doi-essay-s-a-17-18
5-paragraph-essay-outline-doi
5-paragraph-essay-guide
UNIT:
Declaration of Independence

FOCUS:
-When is it necessary for citizens to rise up against their government?

AGENDA:
-Monday: Work on DOI Children's Book, HW: Children's Book due at the end of period on Tuesday
-Tuesday: Work on DOI Children's Book (due today), HW: prepare to share Children's Book
-Wednesday: Present DOI Children's Book to 6th graders, HW: None
-Thursday: Unpack DOI Essay, brain dump, DOI review, HW: None
-Friday: Look at ways the US is upholding the principles of the DOI, select Star Ideas, begin web, write claim, HW: Research Star Ideas

LEARNING TARGETS:
-I will be able to translate the DOI into more common language.
-I will be able to communicate the ideas in the DOI to a 6th grader.
-I will be able to argue that the US is/isn't upholding the principles in the DOI.
-I will be able to begin with the end in mind by making a plan to write a proficient essay.
-I will be able to use a variety of strategies to construct a well organized 5 paragraph essay.

ASSESSMENTS:
5 Paragraph Essay

Attachments

ch-6-textbook
doi-essay-s-a-17-18
doi-childrens-book
UNIT:
Road to Revolution/Declaration of Independence

FOCUS:
-When is it necessary for citizens to rise up against their government?

AGENDA:
-Monday: Loyalists vs Patriots arguments activity, continue preparing for Town Hall Meeting, HW: Finish preparation for THM
-Tuesday: Town Hall Meeting, HW: None
-Wednesday: Rewrite Declaration of Independence in own words, identify the principles of the DOI, HW: Finish DOI rewrite
-Thursday: Intro to DOI Children's Book assignment, rewrite excerpts for Children's Book, HW: None
-Friday: Begin work on DOI Children's Book, HW: Children's Book due at end of class Thursday

LEARNING TARGETS:
-I will be able to evaluate acts that led to Independence.
-I will be able to evaluate acts that led to the fight for independence from both perspectives.
-I will be able to defend the view of independence held by colonists during this period.
-I will be able to understand the meaning of the words in the DOI.
-I will be able to analyze the principles of the DOI.

ASSESSMENTS:
None

Attachments

ch-5-textbook
ch-6-textbook
UNIT:
Road to Revolution

FOCUS:
-When is it necessary for citizens to rise up against their government?

AGENDA:
-Monday: Labor Day (NO SCHOOL)
-Tuesday: John Adams movie clip, continue 1-2-5-8 project, HW: None
-Wednesday: Event Sort and share out, complete 1-2-5-8 (8 points should be completed, HW: Finish 8 points
-Thursday: Introduce Town Hall Meeting and assign characters, HW: None
-Friday: Continue researching THM characters, work on propaganda and name plates, HW: prepare for Town Hall Meeting on Tuesday

LEARNING TARGETS:
-I will be able to identify new key content vocabulary.
-I will be able to evaluate acts that led to the fight for independence from both perspectives.
-I will be able to create an argument for and against independence in the colonies.
-I will be able to defend the view of independence by my character.

ASSESSMENTS:
None

Attachments

ch-5-textbook
ch-6-textbook
UNIT:
Thirteen Colonies/Towards Independence

FOCUS:
-How did the development of the colonies create a distinctive way of life in America for years to come?
-When is it necessary for citizens to rise up against their government?

AGENDA:
-Monday: Finish Side Dishes, rank the colonies activity, HW: finish all Appetizers and Side Dishes
-Tuesday: 13 Colonies Summative Assessment, turn in Unit Folders, HW: None
-Wednesday: Intro to Toward Independence Unit, Skittle activity, Ch 5 & 6 notes, HW: None
-Thursday: intro to 1,2,5,8 Project, begin project, HW: None
-Friday: Continue 1,2,5,8 Project, HW: None

LEARNING TARGETS:
-I will be able to rank the 13 colonies based on their characteristics.
-I will be able to identify the colony I would most want to move to and support my claim with appropriate evidence.
-I will be able to define and use new vocabulary from the Toward Independence Unit.

ASSESSMENTS:
13 Colonies S.A (Dinner Menu Entree): Tuesday 8/29

Attachments

ch-3-textbook
dinner-menu-s-a
ch-2-texbook
ch-4-textbook
ch-5-textbook
ch-6-textbook
UNIT:
Thirteen Colonies

FOCUS:
How did the development of the colonies create a distinctive way of life in America for years to come?

AGENDA:
-Monday: Intro to 13 Colonies, notes, introduce/unpack Dinner Menu project, HW: None
-Tuesday: Begin Appetizers (Dinner Menu), HW: None
-Wednesday: notes on colonist's rights, select and begin 1st Side Dish (Dinner Menu), HW: None
-Thursday: continue and finish Side Dishes (Dinner Menu), HW: None
-Friday: work on Entree (Dinner Menu), HW: None

LEARNING TARGETS:
-I will be able to understand differences in colonial regions.
-I will be able to understand the purpose of the Mayflower Compact.
-I will be able to describe the rights of the colonists.
-I will be able to explain the differences between the 13 colonies.

ASSESSMENTS:
Dinner Menu (Entree): due Friday 8/25

Attachments

ch-3-textbook
dinner-menu-s-a
ch-2-texbook
UNIT:
Thirteen Colonies

FOCUS:
How did the first Americans adapt to their environment?

AGENDA:
-Monday: Multiple Intelligences Test, reflect on learning styles, HW: Syllabus
-Tuesday: Notes on Native Americans, Native American vocabulary strips, HW: None
-Wednesday: Cultural Regions Project and assign roles, reflect on role/teamwork, HW: None
-Thursday: Cultural Regions Project (due at end of period), HW: None
-Friday: Gallery walk, compare/contrast cultural region projects, HW: None

LEARNING TARGETS:
-I will be able to describe how First Americans came to the continent.
-I will be able to examine the features of NA cultural regions.
-I will be able to determine the characteristics of my assigned cultural region.
-I will be able to apply information from my cultural region notes to my poster.

ASSESSMENTS:
None

Attachments

ch-1-textbook

Past Assignments

Class Folders