January 3 -­‐Objec/ve: Each student will be able to analyze the four parts of the Declara/on of Independence. -­‐Bellwork: -­‐Discuss Test Using your notes, discuss these ques/ons with your shoulder partner: 1) What are the four parts of the Dec. of Independence? 2) Name the three things that Thomas Jefferson argued in the Declara/on of Independence. -­‐School House Rock Video – Declara/on of Independence -­‐Four Parts of the D.O.I. – 1) Preamble 2) Natural Rights 3) Bri/sh Wrongs 4) Independence 1) Quickly skim the D.O.I. on p. 122-­‐125 2) 4 corners of room are 4 parts of D.O.I. 3) Go to corner you believe the quote (next slides) fit -­‐Wri/ng Your Own Declara/on of Independence – Explain assignment *skip a slide -­‐Homework: NONE Declara/on of Independence 1) 
Preamble 2) Natural Rights 3) Bri/sh Wrongs 4) Independence “When in the Course of human events, it becomes necessary to dissolve the poli/cal bands…” “For quartering large bodies of armed troops among us:” “And for the support of the Declara/on, with a firm reliance on the Protec/on of Divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.” “That to secure these rights, Governments are ins/tuted among Men, deriving their just powers from the consent of the governed…” “For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:” “We…the Representa/ves of the united states of America…solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States;…” Declara/on of Independence 1)  Preamble 2) Natural Rights 3) Bri/sh Wrongs 4) Independence “We hold these truths to be self-­‐evident, that all men are created equal…” “He has refused his Assent to Laws, the most wholesome and necessary for the public good.” “…the separate and equal sta/on to which the Laws of Nature and of Nature’s God en/tle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to separa/on.” “For imposing taxes on us without our Consent…” Crea/ng Your Own Declara/on of Independence Preamble 2 Sentence Introduc/on Natural Rights Minimum of 3 Natural Rights in 6 Sentences Bri/sh Wrongs Minimum of 5 Bri/sh Wrongs with 6 Sentences Independence Declare Independence, How will you gain Independence, and What will you do with Independence in 6 sentences Crea/ng Your Own Declara/on of Independence Preamble 2 Sentence Introduc/on Natural Rights Minimum of 3 Natural Rights in 6 Sentences Bri/sh Wrongs Minimum of 5 Bri/sh Wrongs with 6 Sentences Independence Declare Independence, How will you gain Independence, and What will you do with Independence in 6 sentences January 4 -­‐Objec/ve: To understand that the Declara/on of Independence is s/ll applicable today. -­‐Bellwork: -­‐Finish D.O.I. Quotes Ac/vity -­‐Wri/ng Your Own Declara/on of Independence – Finish – next slide -­‐Homework: NONE Crea/ng Your Own Declara/on of Independence Preamble 2 Sentence Introduc/on Natural Rights Minimum of 3 Natural Rights in 6 Sentences Bri/sh Wrongs Minimum of 5 Bri/sh Wrongs with 6 Sentences Independence Declare Independence, How will you gain Independence, and What will you do with Independence in 6 sentences January 7 -­‐Objec/ve: To understand that the Declara/on of Independence is s/ll applicable today. -­‐Bellwork: Finish “Wri/ng Your Own D.O.I.” – previous slide -­‐Read Independence Statements *Vote on best ones -­‐Make correc/ons and complete a final drak of D.O.I. -­‐Homework: 1) Quiz TOMORROW January 8 -­‐Objec/ve: Each student will analyze the major places of bamle in the American Revolu/on -­‐Bellwork: -­‐Post Declara/on of Independence -­‐D.O.I. Quiz – On paper -­‐S.W.A.P. p. 126-­‐127 & answer these 1) Why did the Con/nental Army begin allowing free African Americans to serve? 2) In what ways did women help the Patriot cause? 3) In your opinion, should wealthy Patriots have been allowed to pay subs/tutes to fight in their place? -­‐Cluster Web – important places of bamle – p. 128-­‐130 *Expert Groups 1) Canada 2) New York 3) New Jersey 4) Saratoga -­‐Homework: NONE January 9 -­‐Objec/ve: Each student will analyze the major places of bamle in the American Revolu/on -­‐Bellwork: NONE -­‐”Video: America: The Story of Us – Revolu/on” *Complete the Handout -­‐ Revolu/on -­‐Homework: NONE January 10 -­‐Objec/ve: To understand some of the key people and countries involved in the American success in the American Revolu/on -­‐Bellwork: Finish Cluster Web – p. 128-­‐130 – important places of bamles *Expert Groups 1) Canada 2) New York 3) New Jersey 4) Saratoga *Discuss the significance of each of these in class. a. Key Generals/leaders – brief explana/on of each b. What happened c. Key Details and/or Significance -­‐France and Spain Join the War Effort – skip a slide -­‐Homework: NONE Two Remarkable Europeans – p. 131 Who was he?
Name two things
he brought.
What were 3
things he did as
commander.
Marquis de Lafayette
Baron Friedrich von Steuben
Who was he?
Name two things
he did.
What did a
historian call von
Steuben’s feat?
January 11 -­‐Objec/ve: Each student will understand some of the key people and countries involved in the American success in the American Revolu/on -­‐Bellwork: -­‐Finish Cluster Web – Expert Groups -­‐France and Spain Join the War Effort – next slide -­‐Iden/fica/on People Web – Chapter 4 – People skip a slide -­‐Homework: Iden/fica/on People Web Complete France and Spain – p. 131 France Spain 1. Who went to France
from the U.S. and why?
2. Why did France join the
Patriot side?
1. Why did Spain join the
Patriot side?
3. Name 3 ways that French
helped the Patriots in the war
effort.
2. Who was Galvez and name
2 ways that he contributed.
Chapter 4 People 1) 
2) 
3) 
4) 
5) 
6) 
7) 
8) 
George Washington Thomas Jefferson Thomas Paine Marquis de Lafayeme Baron Friedrich von Steuben Bernardo de Galvez John Paul Jones George Rogers Clark January 14 -­‐Objec/ve: Each student will perform a skit to show how the courage of the Con/nental Army in 1777-­‐1778 helped the Patriots in the war effort. -­‐Bellwork: Grade Comple/on of #3-­‐6 on Iden/fica/on Web. -­‐Valley Forge – graphic organizer – skip a slide -­‐SKIT – Soldiers retelling their experience at Valley Forge 1777-­‐1778. *Groups of 3. *Write a script that includes: 1) hardships faced over winter 2) how they viewed the hardships 3) why they remained at Valley Forge 4) their opinions of General Washington 5) how circumstances have changed now in the spring. *Each member must par/cipate in preparing and performing -­‐Homework: 1) Iden/fica/on Web People #7 & #8 Winter at Valley Forge – p. 132 3. Summarize George Washington’s quote. 2. Why was Valley Forge significant? 1. Why was entry of France & Spain so crucial? 4. What was the situa/on of the men? Valley Forge 5. How many died? What did survivors do? January 15 -­‐Objec/ve: Each student will perform a skit to show how the courage of the Con/nental Army in 1777-­‐1778 helped the Patriots in the war effort. -­‐Bellwork: -­‐Present Valley Forge Skits -­‐Group Notes – War at Sea and in the West – next slide 1) S.W.A.P. a) “War at Sea” – p. 133 – show next slide & take notes b) “John Paul Jones” – p. 133 – show next slide & take notes c) “ War in the West” – p. 133-­‐134 – show next slide & notes -­‐Vocabulary Iden/fica/on -­‐ Quizlet -­‐Homework: 1) Vocabulary #2, #3, #4 War at Sea and in the West – p. 133 War at Sea Entry of Fr. navy into war greatly aided colonists American troops/
navy focused on seizing Br. supply ships John Paul Jones War in the West War at Sea and in the West – p. 133 War at Sea Entry of Fr. navy into war greatly aided colonists American troops/
navy focused on seizing Br. supply ships John Paul Jones War in the West captured many Br. supply ships ship named aker Ben. Franklin’s Poor Richard’s Almanac – Bonhomme Richard captured Br. ship serapis War at Sea and in the West – p. 133 War at Sea Entry of Fr. navy into war greatly aided colonists American troops/
navy focused on seizing Br. supply ships John Paul Jones captured many Br. supply ships ship named aker Ben. Franklin’s Poor Richard’s Almanac – Bonhomme Richard captured Br. ship serapis War in the West George Rogers Clark – led west. campaign *led the Over-­‐
Mountain Men fought the Na/ve Amer. in the West to weaken Bri/sh control. won key bamle at Vincennes. January 16 -­‐Objec/ve: Each student will understand the significance of the different theaters of the American Revolu/on. -­‐Bellwork: -­‐Review the American Revolu/on 1) Road to Revolu/on 2) Key People 3) Key Bamle spots -­‐A Soldier’s Journal – next slide -­‐Vocabulary – Sec/on 4 -­‐ Quizlet -­‐Homework: 1) Finish “Soldier’s Journal” 2) Finish Iden/fica/on Web A Soldier’s Journal – p. 133 Objec/ves: 1. Each student will assume the role of a soldier or a sailor serving with one of these groups: a. George Washington’s army in Northeast b. John Paul Jones forces at sea c. George Rogers Clark’s troops in the West 2. You will create a journal entry (at least 10 sentences describing your experience.) *You may want to use an event from the book as a focus for your entry. 3. Be crea/ve – IF and ONLY IF you get done early do a sketch of the scene. ***This will be easier if you put yourself in the /mes that you are wri/ng about. January 17 -­‐Objec/ve: To understand our independence earned in the American Revolu/on. -­‐Bellwork: Vocab. Quizlet – Add these words from Sec/on 4: 1) Bamle of Yorktown 2) Treaty of Paris of 1783 “If you were there…” – p. 135 -­‐S.W.A.P. p. 136-­‐137 “Bamle of Yorktown” 1) Events leading to the Bri/sh defeat. – chart next slide *Begin with “Cornwallis moved his force of 7,200 to Yorktown.” -­‐Cluster Web – Bamle of Yorktown -­‐Vocabulary Iden/fica/on Web #9, #10 #9 – Francis Marion #10 – Comte de Rochambeau -­‐Homework: 1) Vocabulary Iden/fica/on Web #9 & #10 Events leading to Bri/sh Defeat Bri/sh Defeat 1._________________________________________ 2._________________________________________ 3._________________________________________ 4._________________________________________ 5._________________________________________ January 18 -­‐Objec/ve: Each student will analyze documents in understanding the /me period of the American Revolu/on. -­‐Bellwork: S.W.A.P. p. 139 – Treaty of Paris *Answer these ques/ons in your notebook: 1) What was the Treaty of Paris? 2) What were the terms of the treaty? -­‐Analyzing Documents – Handouts and Individual Row Work *Each person in each row will receive a different document. *Once finished reading and answering ques/ons, pass docs. -­‐Homework: 1) Clicker Quiz MONDAY – Cluster Web & Vocabulary Iden/fica/on January 21 -­‐Objec/ve: Each student will analyze documents in understanding the /me period of the American Revolu/on. -­‐Bellwork: -­‐Analyzing Documents – Handouts and Individual Row Work *Each person in each row will receive a different document. *Once finished reading and answering ques/ons, pass docs. -­‐Grade the work – next slides -­‐Clicker Quiz – Iden/fica/on & Cluster Web -­‐Homework: 1) Test WEDNESDAY Biography of John Hancock 1)  Possible answer – The colonists saw him as a great leader aker his speech following the Boston Massacre. Also, they may have been trying to make a statement to the Bri/sh by elec/ng a man who was so patrio/c. 2)  Possible answer – John Hancock was nice to the employees of his uncle’s company. He also gave money to help fight for liberty. In addi/on, he served in high-­‐ranking government offices. Biography of Phyllis Wheatley 1)  Slaves and even freed slaves were not usually given the opportunity to receive an educa/on. 2)  Possible answer: Aboli/onists admired her talent in a /me when African Americans were seen as only important as a use of physical labor to their masters. Biography – Bernardo de Galvez 1)  Bernardo de Galvez encouraged trade with the American colonies and allowed weapons and supplies to be sent to Patriot forces. He also refused to allow Bri/sh ships entry to New Orleans, a strategic amacking point for the Bri/sh. 2)  Galvez proved to be a valuable ally because he controlled access to the Mississippi River and fought the Bri/sh when Spain declared war on Britain in 1779. Primary Source – Patrick Henry: Voice of Freedom 1)  The Bri/sh have been trying to control the colonists for 10 years. The king has refused to discuss their pe//ons, and he has sent his army to the colonies to try and conquer them. 2)  He believes that there are millions of colonists who are dedicated to the cause of freedom. Their country provides them with valuable resources that will help them gain freedom. 3)  He believes that figh/ng for freedom is the only way to keep from being treated as slaves. He would rather die than live without freedom. Primary Source – Benjamin Rush’s Lemer to GW 1)  Many soldiers died of diseases caused by unhealthy hospital condi/ons. 2)  Keeping bemer order among the soldiers would make sure they aren’t doing things that hurt their chances of recovery. Bemer order would also make the jobs of the surgeons and nurses easier. 3)  They would benefit from the rest in a healthy environment with fresh air and good food. It might keep soldiers from deser/ng and going back to their own homes to have such a break. January 22 -­‐Objec/ve: To understand our independence earned in the American Revolu/on. -­‐Bellwork: Clicker Quiz – Ident. Vocab. & Cluster Web -­‐Watch Presiden/al Inaugural Address -­‐Pass out Short Answer Review -­‐Homework: Test THURSDAY January 23 -­‐Objec/ve: To understand our independence earned in the American Revolu/on. -­‐Bellwork: Study Vocab. on Quizlet – Chapter 4 -­‐Road to Revolu/on Timeline – study (similar events to last test) -­‐Jeopardy Review Game -­‐Work on Short Answer Review -­‐Homework: Test TOMORROW Short Answer Using 3 or 4 sentences answer this ques/on: Which part of the Declara/on of Independence is most important? Use examples and/or quotes to tell why you think that? -­‐ 3 points Using at least 4 sentences, list and explain/or give an example of the four parts of the Declara/on of Independence. -­‐ 4 points Which 3 groups of people were excluded from the Declara/on of Independence? -­‐ 2 points Who is famous for saying “I regret that I have but one life to lose for my country”? -­‐ 1 point Short Answer Using 3 or 4 sentences answer this ques/on: Which part of the Declara/on of Independence is most important? Use examples and/or quotes to tell why you think that? -­‐ 3 points Using at least 4 sentences, list and explain/or give an example of the four parts of the Declara/on of Independence. -­‐ 4 points Which 3 groups of people were excluded from the Declara/on of Independence? -­‐ 2 points Who is famous for saying “I regret that I have but one life to lose for my country”? -­‐ 1 point January 24 -­‐Objec/ve: To understand our independence earned in the American Revolu/on. -­‐Bellwork: Review Game for Test -­‐Test – Chapter 4 – American Revolu/on *Complete: 1) Short Answer 2) Timelines 3) Primary Source -­‐Homework: Finish Test TOMORROW January 25 -­‐Objec/ve: To understand why and how the Ar/cles of Confedera/on were a failure. -­‐Bellwork: Grade Ch. 4 Test The United States is its own na/on: free at last. You have been asked to write a Cons/tu/on for the new na/on that will guide it. However, it must be short, and it can only have 5 ideas. Write your ideas for a new Cons/tu/on now in 5 sentences or less. 1) Discuss 2) Skim p. 152-­‐153 to see if any ideas to add to Cons/tu/on. -­‐Ar/cles of Confedera/on – chart next slide -­‐Homework: NONE Ar/cles of Confedera/on – p. 154 2. “Congress could…” 1. “Each state…” 3. “Congress could also…” Ar/cles of Confedera/on 4. “However, states had…” 5. ”The government did not…” 6. When did it pass? Who passed it? Where was it sent? January 28 -­‐Objec/ve: To understand the significance of the Northwest Territories -­‐Bellwork: Discovery Educa/on Video – “Land Ordinance Acts” -­‐Northwest Territory – skip a slide -­‐Vocabulary Quizlet -­‐ Individuals 1) cons/tu/on 2) suffrage 3) Ar/cles of Confedera. 4) ra/fica/on 5) Land Ordinance of 1785 6) Northwest Ordinance of 1787 7) Northwest Territory -­‐The Northwest Territory – History & Geography Worksheet -­‐Homework: The NW Territory -­‐ Worksheet Northwest Territories – p. 155 Northwest Territories 2. Northwest Ordinance of 1787 1. Land Ordinance of 1785 a. How was it split up? b. Who and how many were the lots reserved for? a. What did it create? b. When & how could a territory enter Union? c. What 3 other things did this do? January 29 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: -­‐Strengths & Weaknesses – Ar/cles of Confedera/on – next slide -­‐U.S. Cons/tu/on: The Ship of State -­‐ skip a slide 1) Draw the ship (as best you can) 2) Label the 6 sails as labeled on p. 156-­‐157 3) Write a phrase or sentence explaining the significance of each idea. 4) Write an example of each idea *Discuss if we labeled the ship, which parts of the ship would be what. -­‐Homework: Vocabulary Notecards Ar/cles of Confedera/on – p. 154 Strengths Weaknesses 1.
1.
2.
2.
3.
4.
5.
U.S. Cons/tu/on January 30 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: List and explain 2 strengths and 2 weaknesses of the Ar/cles of Confedera/on. Do you think the Ar/cles of Confedera/on were a good 1st Cons/tu/on? Why or why not? -­‐Finish U.S. Cons/tu/on ship – p. 156-­‐157 Goals of the Cons/tu/on – Give an example of each – next slide -­‐Notes -­‐ Outline of the Cons/tu/on – skip a slide -­‐Homework: NONE Preamble – p. 188 6 Goals of the Cons/tu/on –  Form a More Perfect Union –  Establish Jus/ce –  Insure Domes/c Tranquility –  Provide for the Common Defense –  Promote the General Welfare –  Secure the Blessings of Liberty Outline of the U.S. Cons/tu/on •  U.S. Cons/tu/on –  Ar/cle 1 – Legisla/ve Branch –  Ar/cle 2 – Execu/ve Branch –  Ar/cle 3 – Judicial Branch –  Ar/cle 4 – Rela/ons Among the States –  Ar/cle 5 – Amending the Cons/tu/on –  Ar/cle 6 – Na/onal Supremacy –  Ar/cle 7 – Ra/fica/on *Amendments to Cons/tu/on (27 of them) Bill of Rights 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. January 31 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: List the 6 goals of the Cons/tu/on and explain which one you think is the most important one. -­‐Schoolhouse Rock: The Preamble -­‐Notes – 1) Goals of the Cons/tu/on – give an example of each 2) Outline of the U.S. Cons/tu/on 3) Bill of Rights -­‐Begin Work on Crossword Puzzle – the 26 Amendments -­‐Homework: NONE February 1 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: Review: 1) Goals of Cons/tu/on 2) Outline of Cons/tu/on 3) Bill of Rights -­‐Crossword Puzzle – the 26 Amendments *Use Gov’t Textbook -­‐Homework: 26 Amendments Crossword February 4 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: School House Rock -­‐ U.S. Cons/tu/on -­‐Finish Crossword – 26 Amendments *Grade in Class -­‐Bill of Rights Amendments Ac/vity *Google Docs – Each student must include 1 slide that has key info about 1 amendment they are assigned along with image to help define that amendment. -­‐Homework: Bill of Rights Quiz -­‐ TOMORROW February 5 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: School House Rock -­‐ U.S. Cons/tu/on -­‐Group Review for Quiz – Google Docs -­‐Bill of Rights Quiz -­‐Last 17 Amendments Ac/vity *Google Docs – Each student must include 1 slide that has key info about 1 amendment they are assigned along with image to help define that amendment. -­‐Homework: Last 17 Amendments Quiz TOMORROW February 6 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: School House Rock -­‐ U.S. Cons/tu/on -­‐Last 17 Amendments Ac/vity *Google Docs – Each student must include 1 slide that has key info about 1 amendment they are assigned along with image to help define that amendment. -­‐Review 17 Amendments Quiz *Around the world – in groups -­‐Homework: Last 17 Amendments Quiz -­‐ TOMORROW February 7 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: School House Rock -­‐ U.S. Cons/tu/on -­‐Review 17 Amendments Quiz *Around the world – in groups -­‐17 Amendments Quiz -­‐CNN Student News – if /me -­‐Homework: NONE February 11 -­‐Objec/ve: To understand the goals and outline of the United States Cons/tu/on -­‐Bellwork: -­‐Finish 17 Amendments Quiz *Grade in class -­‐VFW Essay Compe//on -­‐ explain *”What Freedom do I enjoy most?” – Graphic Organizer for Outline -­‐Homework: NONE February 12 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: Schoolhouse Rock – 3 branches of gov’t -­‐S.W.A.P. p. 167 “Checks & Balances” & answer these ques/ons. 1) What are the 3 branches of gov’t? 2) What are their roles? -­‐Work on Essay -­‐Homework: Essay due TOMORROW February 13 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: NONE -­‐President Obama’s State of the Union Address -­‐Homework: NONE February 14 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: Schoolhouse Rock – 3 branches of gov’t -­‐S.W.A.P. p. 167 “Checks & Balances” & answer these ques/ons. 1) What are the 3 branches of gov’t? 2) What are their roles? -­‐Tree Branches of Government Project *Break into Groups *Work on Project *Be ready to present info & put on tree. -­‐Homework: NONE February 15 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: Get Started on the Project -­‐Tree Branches of Government Project 1) Break into Groups 2) Work on Project *3) When finished with your leaf, make 4 more on white paper. (to put on other’s trees) 4) Be ready to present info & put on tree. -­‐Homework: NONE February 18 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: Get Started on the Project *Finish Ar/cle of Cons/tu/on “leaves” -­‐Tree Branches of Government Project *Present & Take Notes -­‐ handout -­‐Homework: NONE Ar/cles of Cons/tu/on I. Legisla/ve Branch (House of Representa/ves) 1) Elec/on 2) Qualifica/ons 3) Determining Representa/on 4) Filling Vacancies 5) Selec/on of Officers II. Legisla/ve Branch (Senate) 1) Selec/on of Members 2) Qualifica/ons 3) President of the Senate 4) Elec/on of Officers 5) Impeachment Trials 6) Penal/es Upon Convic/on III. Legisla/ve Branch (Law-­‐Making Process) 1) Tax Bills 2) How a Bill Becomes a Law 3) Resolu/on Passed by Congress Ar/cles of Cons/tu/on IV. Execu/ve Branch (President/Vice President) 1) Chief Execu/ve 2) Selec/on of Electors 3) Electoral College 4) Time of Elec/ons 5) Qualifica/ons 6) Presiden/al Succession 7) Salary 8) Oath of Office 9) Powers of the President 10) Impeachment and Removal from Office V. Judicial Branch (Federal/Supreme Courts) 1) Federal Courts 2) Scope of Judicial Power 3) Supreme Court 4) Trial by Jury 5) Treason February 19 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: Get Started on the Project *Finish Ar/cle of Cons/tu/on “leaves” -­‐Tree Branches of Government Project *Present & Take Notes -­‐ handout -­‐Homework: NONE February 20 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: Get Started on the Project *Finish Ar/cle of Cons/tu/on “leaves” -­‐Tree Branches of Government Project *Present & Take Notes -­‐ handout -­‐Homework: NONE February 21 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: -­‐Finish Cons/tu/on Tree Presenta/ons Create a ques/on for the class from each leaf. 1) Explain how to write a ques/on 2) Give a sample ques/on 3) Have students write ques/on on notecard w/ answer on opposite side -­‐Clicker Review -­‐ TOMORROW *Use the Cons/tu/onal Tree & Notes to help -­‐Homework: NONE February 25 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: Create a ques/on for the class from each leaf. 1) Explain how to write a ques/on 2) Give a sample ques/on 3) Have students write ques/on on notecard w/ answer on opposite side -­‐Clicker Review *Use the Cons/tu/onal Tree & Notes to help -­‐Homework: Cons/tu/onal Tree Test -­‐ WEDNESDAY February 26 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork:Review for Cons/tu/on Test *Group work – make ques/ons or answers for ques/ons (3 or 4 to a group) -­‐Make sure each group has 2 that are not going. -­‐Review for Cons/tu/on Test *Exchange ques/ons w/ another group. *Play “Around the World” with other group ques/ons. *Exchange at least 2 /mes. -­‐Cons/tu/on Test -­‐ TOMORROW -­‐Homework: NONE February 27 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: Finish notes on Cons/tu/on Tree – peer ques/ons -­‐Clicker Review – Ar/cles of Cons/tu/on -­‐Begin Cons/tu/on Test -­‐Homework: 1) NONE February 28 -­‐Objec/ve: To understand the three branches of government -­‐Bellwork: -­‐Review – Ar/cles of Cons/tu/on & Amendments -­‐Begin Cons/tu/on Test -­‐Homework: 1) NONE March 1 Objective: To understand the U.S. Constitution
-Bellwork: -Discuss Final Test & U.S. Constitution
-Video: “Key Constitutional Concepts”–20 min.
-CNN Student News – if time
-Homework: NONE March 4 Objective: To understand issues faced between the Americans and the
British and Spanish
-Bellwork: “If you were there…” – p. 158
*Discuss
*Collect U.S. History Corrections – Constitution Test
-Trouble with Britain and Spain – p. 158 – next slide
-Trade issues with Britain and Spain – p. 159 – skip a slide
-CNN Student News – if time
-Homework: NONE Trade Issues w/ Britain & Spain – p. 159 Trade w/ Britain Trade w/ Spain Problems Issue that faced the U.S. 1. 2. 3. Economy… 1. 2. Na/onal Government… Trouble with Britain– p. 158 1. “…hard to
force…”
2. “U.S. wanted
to gain control…”
Issues
enforcing
Treaty of Paris
of 1783
3. British tell
U.S. to not seize
forts by force or
else…
March 5 Objective: To begin to understand economic problems that faced
America following the American Revolution.
-Bellwork: Discuss: What were some issues w/ G.B. & Spain
-Group project
*International Relations Dialogue – p. 159
1) 1 American and 1 British or Spanish official
2) 1st partner write a problem; 2nd partner write a response.
(Vice versa)
3) 1st partner write why problems occurring; 2nd partner
write why a problem was occurring.
4)1st partner write & vice versa suggestions for solutions.
-Upfront Magazine & CNN Student News – if time
Homework: NONE
March 12 Objective: To summarize how economic problems and rebellion was a
result of a weak Articles of Confederation.
-Bellwork: Review Spanish & British dialogues.
-Impact of Closed Markets – p. 160 – next slide
-Economic Problems – p. 160-161 – next slide
-Shay’s Rebellion – p. 161 – graphic organizer – skip slide
-Begin Video: Shay’s Rebellion
Homework: Quiz Tomorrow Impact of Closed Markets – p. 160 1. a. b. 2. 3. a. b. 4. Economic Problems – p. 160-­‐161 List the 4 economic problems in U.S. & explain each problem.
1. 4. Economic Problems 3. 2. Objective: To summarize how economic
problems
and rebellion was a
March 1
3
result of a weak Articles of Confederation.
-Bellwork: Shay’s Rebellion - p. 161 – graphic organizer
-Calls for Change – p. 162 – graphic organizer – next slide
-Using your notes and/or book (p. 161) answer these questions:
1) Recall: What was Shay’s Rebellion, and why was it significant?
2) Points of View: Why do you think Daniel Shays and the rebels
took the actions they did?
3) Judgments: Do you think the actions of Daniel Shays and the
other rebels were justified?
-Clicker Quiz – Impact of Closed Markets
-Video – Shay’s Rebellion – if time
Homework: NONE
Shay’s Rebellion – p. 161 3.Who was Daniel Shays? When did he lead the rebellion 2. Who was most affected and why? 1. According to the 1st few sentences, how did Massachusems try paying its war debt Shay’s Rebellion 4. What was the reason for the rebellion? 5. Who defeated Shay’s forces? What did the state do with the rebels? Calls for Change – p. 162 #1 Weakness Calls for Change #3 Weakness #2 Weakness March 14 Objective: To analyze the shift from the Articles of Confederation to a
new and improved government.
-Bellwork: Finish Clicker Quiz – Shay’s Rebellion
“If You Were There…” – p. 163 – Answer this question:
*Why would you want to go to the Constitutional Convention?
-Constitutional Convention – p. 164 – next slide
-Voting under Articles of Confederation – simulation – skip a slide
*Each student maintains a vote in the scenarios.
-Virginia & New Jersey Plan – p. 164-165 – skip 2 slides
Homework: NONE
Cons/tu/onal Conven/on – 164 Cons/tu/onal Conven/on – p. 164 1. What was the Cons/tu/onal Conven/on & why was it held? 2. Who were some of the delegates? Who was president? 3. Who was not at the conven/on and why? Cons/tu/onal Scenarios Rhode Island = 2 people
New Hampshire = 3 people
Massachusetts = 4 people
South Carolina = 5 people
Virginia = 6 people
Scenario #1: There is a bill in office to give Rhode Island, New
Hampshire, and Massachusetts money to build amusement parks
in their state. Virginia and South Carolina would be the main
money givers.
Scenario #2: South Carolina and Virginia need money for new
roads stating that the northern states like R.I., N.H., and Mass.
should be responsible for giving money for them
Virginia & New Jersey Plan – p. 164-­‐165 Virginia Plan
1. Leader
New Jersey
Plan
2.  Supreme Power?
3.  legislature =
bicameral or
unicameral?
4. Representation
based on…
5.  Fear…
1.  Leader
2.  legislature =
bicameral or
unicameral?
3.  In terms of
voting, each
state…
*Favors big or small
states?
*Favors big or
small states?
March 15 Objective: To summarize how economic problems and rebellion
was a result of a weak Articles of Confederation.
-Bellwork: Turn and Tell – Explain what the Constitutional
Convention was and who was involved.
-Virginia & New Jersey Plan – p. 164-165 – next slide
-Great Compromise – p. 165 – skip a slide
-S.W.A.P. p. 166 - Three-Fifths Compromise
*Graphic Organizer – skip 2 slides
Homework: NONE
Virginia & New Jersey Plan – p. 164-­‐165 Virginia Plan
1. Leader
New Jersey
Plan
2.  Supreme Power?
3.  legislature =
bicameral or
unicameral?
4. Representation
based on…
5.  Fear…
1.  Leader
2.  legislature =
bicameral or
unicameral?
3.  In terms of
voting, each
state…
*Favors big or small
states?
*Favors big or
small states?
Great Compromise – p. 165 Virginia Plan
1. Leader
2.  Supreme Power?
3.  legislature =
bicameral or
unicameral?
4. Representation
based on…
5.  Fear…
*Favors big or small
states?
Great
Compromise
1. Leader
2.  How was
legislative
branch
composed?
3.  Representation
in Senate and
House?
New Jersey
Plan
1.  Leader
2.  legislature =
bicameral or
unicameral?
3.  In terms of
voting, each
state…
*Favors big or
small states?
Three-­‐Fikhs Compromise – p. 166 3.What did Northerners want? 4. What agreement did they come up with? 2. What did Southerners want? 1. What was the major issue with enslaved Africans & representa/on? Three-­‐Fikhs Compromise 6. What were the Commerce Compromises? 5. List and explain another major issue. March 18 Objective: To explain the important features of the new Constitution.
-Bellwork: Three-Fifths Compromise & Foreign Slave Trade – p. 166
1) Shoulder Partners – Debate over the 3/5 Compromise & Foreign
Slave Trade
2) One of you is in favor & one against
3) Fill in the chart on next slide
4) Debate your point of view
-S.W.A.P. p. 167 - The Living Constitution – skip a slide
-Rename Game
*Retitle the sections in textbook based on info
*Vote on best titles
Homework: Clicker Quiz TOMORROW
Debate over Slavery – p. 161 In favor of:
1)  3/5 Compromise
2)  Foreign Slave Trade
*Actual Agreement
Opposed to:
1)  3/5 Compromise
2)  Foreign Slave Trade
*Actual Agreement
The Living Cons/tu/on – p. 167 Popular Sovereignty?
Federalism?
State Government?
Role of
States?
1.
2.
3.
Legislative?
National Government?
Executive?
Judicial?
March 19 Objective: To explain the important features of the new
Constitution.
-Bellwork: -S.W.A.P. p. 167 - The Living Constitution – skip a slide
-Clicker Quiz – Constitutional Convention
-Writing a Newspaper Editorial – Handout
Homework: NONE
March 20 Objective: To explain the important features of the new
Constitution.
-Bellwork: -Finish discussing differences between AOC and
Constitution.
-Writing a Newspaper Editorial – Handout
Homework: NONE
March 21 Objective: Each student will persuade their audience that
the Constitution was a better document than the Articles
of Confederation.
-Bellwork: -Finish Editorial (See images – next slide)
Homework: Editorial An/federalists v. Federalists – p. 170-­‐171 An:federalists vs. Defini/on Belief about Cons/tu/on? Key People Main Followers Federalists Defini/on Belief about Cons/tu/on? Key People Main Followers March 22 Objective: Each student will create a commemorative stamp that shows
the significance of the new Constitution.
-Bellwork: Read Editorials
-Federalist v. Antifederalists – p. 170-171 – previous slide
-Federalists Papers – p. 171 – next slide
1) Federalist Paper #15 – Handout
-Begin Commemorative Stamps Project
*Group Project
*Topics include Constitutional Convention, debate over ratification,
the Federalist Papers, inclusion of a Bill of Rights, celebration of
ratification.
*Discuss
Homework: Federalist Paper #15 W.S.
Federalist Papers – p. 171 3.What did they argue? 2. Authors? 1. What were they? Federalist Papers 4. Where were they printed? 5. What did they become? Commemora/ve Stamp Project *Constitutional Convention (Include Great Compromise/3/5
Compromise), Federalism & checks & balances, debate over ratification,
Federalist Papers, inclusion of a Bill of Rights, celebration over
ratification.
_____/6
All stamps included, colorful, creative, neat, in stamp
format.
_____/6
Each stamp labeled with MAIN aspect of each topic
included.
_____/4
Key info is included and understood by audience (Mr.
Lahm and classmates)
_____/6
At least 1 picture for each stamp (on topic).
_____/3
On-task the ENTIRE time
_____/25
TOTAL
Commemora/ve Stamp Project *Constitutional Convention (Include Great Compromise/3/5
Compromise), Federalism & checks & balances, debate over ratification,
Federalist Papers, inclusion of a Bill of Rights, celebration over
ratification.
_____/6
All stamps included, colorful, creative, neat, in stamp
format.
_____/6
Each stamp labeled with MAIN aspect of each topic
included.
_____/4
Key info is included and understood by audience (Mr.
Lahm and classmates)
_____/6
At least 1 picture for each stamp (on topic).
_____/3
On-task the ENTIRE time
_____/25
TOTAL
March 25 Objective: To explain the important features of the new Constitution.
-Bellwork: Grade Federalist Paper #15
-Debate over ratification of the Constitution – p. 172 – next slide
*Questions to answer
-Bill of Rights – p. 173 – skip slide
-Begin Commemorative Stamps Project
*Group Project
*Topics include Constitutional Convention, debate over ratification,
the Federalist Papers, inclusion of a Bill of Rights, celebration of
ratification.
*Discuss
Homework: -NONE
Debate Over Ra/fica/on – p. 172 Questions
1) How many states did it take to ratify the Constitution?
2) Who was the first and ninth state to ratify the
Constitution? When?
3) Why did political leaders across America know they
needed the large states of New York and Virginia to ratify the
Constitution when they already had 9 of 13 states?
4) When did New York, Virginia, and Rhode Island ratify the
Constitution? Who was last?
Bill of Rights – p. 173 Antifederalists beliefs?
Federalists beliefs?
James Madison
What did he want and
encourage?
What were the steps for an
amendment to be added?
Ideas came
from where?
When?
(2 dates)
Bill of
Rights?
March 26 Objective: To explain the important features of the new
Constitution.
-Bellwork: -Finish Commemorative Stamps Project
*Group Project
*Topics include Constitutional Convention, debate over
ratification, the Federalist Papers, inclusion of a Bill of Rights,
celebration of ratification.
*Show stamps to class
*ANGEL live chat – events of Constitutional Convention
-CNN Student News – when complete
-Homework: NONE
March 27 Objective: To explain the important features of the new
Constitution.
-Bellwork: -Go over 6 Rules of LDNE
-Project Stamp Projects
-Franklin Addresses the Constitutional Convention W.S.
1) Questions on next slide
2) Write the answers on the worksheet.
-Ratification of the New Constitution Worksheet
-Homework: Complete Worksheet Questions
March 28 Objective: To explain the important features of the new
Constitution.
-Bellwork: -Benjamin Franklin W.S. & Grade
-Ratification of New Constitution W.S.
-Pass out Short Answer Review - Handout
Homework: TEST WEDNESDAY
“Benjamin Franklin Addresses the Cons/tu/onal Conven/on” 1. Why did Franklin think it was hard for people to compromise? 2. Why did Franklin think it was surprising that the Cons/tu/on was as good as it was? 3. Why did Franklin support the Cons/tu/on? Short Answers for Test 1. Pretend as though you are explaining the new Constitution to
an immigrant. Convince this person that the new Constitution is
better than the Articles of Confederation using at least 3
explanations.
2. What dispute did the Great Compromise resolve during the
Constitutional Convention? How did it resolve it?
3. The Constitution created a system of checks and balances
for the federal government. What is the purpose of this system?
4.What major issue faced the nation even it its beginning
stages, and what did the three-Fifths Compromise
propose to solve the problem of determining state
population for representation in the national legislature? Short Answers for Test 1. Pretend as though you are explaining the new Constitution to
an immigrant. Convince this person that the new Constitution is
better than the Articles of Confederation using at least 3
explanations.
2. What dispute did the Great Compromise resolve during the
Constitutional Convention? How did it resolve it?
3. The Constitution created a system of checks and balances
for the federal government. What is the purpose of this system?
4.What major issue faced the nation even it its beginning
stages, and what did the three-Fifths Compromise
propose to solve the problem of determining state
population for representation in the national legislature? April 3 Objective: To explain the important features of the new
Constitution.
-Bellwork: -Finish Ratification W.S. & Grade
-Short Answer Review
-Clicker Quiz – Review Chapter 5
-Review Game – Chapter 5
Homework: TEST TOMORROW
April 4 Objective: To explain the important features of the
new Constitution.
-Bellwork: Review for Test
*Make sure short answers are ready
-Chapter 5 Test
Homework: TEST TOMORROW Short Answers for Test 33. What dispute did the Great Compromise resolve during the
Constitutional Convention? How did it resolve it? – 2 points
34.What major issue faced the nation even it its beginning stages, and
what did the three-Fifths Compromise propose to solve the problem of
determining state population for representation in the national
legislature? – 3 points
35. The Constitution created a system of checks and balances for the
federal government. What is the purpose of this system? – 1 point
36. Pretend as though you are explaining the new Constitution to an
immigrant. Convince this person that the new Constitution is better than
the Articles of Confederation using at least 3 explanations. – 4 points
Short Answers for Test 33. What dispute did the Great Compromise resolve during the
Constitutional Convention? How did it resolve it? – 2 points
34.What major issue faced the nation even it its beginning stages, and
what did the three-Fifths Compromise propose to solve the problem of
determining state population for representation in the national
legislature? – 3 points
35. The Constitution created a system of checks and balances for the
federal government. What is the purpose of this system? – 1 point
36. Pretend as though you are explaining the new Constitution to an
immigrant. Convince this person that the new Constitution is better than
the Articles of Confederation using at least 3 explanations. – 4 points
April 5 Objective: Each student will outline the difficulties
faced by George Washington: the 1st President.
-Bellwork: Talk about Chapter 5 Test
-Video: American Presidents – Preview
*New American Presidents Video
-Write the 3 most important points about
each president discussed in the video.
Homework: Corrections on Chapter 5 Test April 8 Objective: Each student will outline the difficulties faced by George
Washington: the 1st President.
-Bellwork: Discuss Chapter 5 Test
-Discuss w/ shoulder partner:
*What are some of the challenges the President of the United States
would face in the first year in office?
-”Organizing the Government” Graphic Organizer - S.W.A.P. p. 235-236
*Complete these parts of your graphic organizer - HANDOUT
1) Precedent - definition
2) First Cabinet – Names of Offices
3) Judiciary Act of 1789 – Courts established
-Begin Chapter 7 Vocab. – Quizlet
Homework: Corrections on Chapter 5 Test “Organizing the Government” Precedent An act or decision that sets an example for others to follow “Organizing the Government” First Cabinet Cabinet -­‐ Group advisors to the President -­‐  5 Cabinet Members – called secretaries -­‐  State, Treasury, War, Amorney General, and Post Master General. -­‐  Secretary of State – Thomas Jefferson -­‐  Secretary of the Treasury – Alexander Hamilton -­‐  Secretary of War – Henry Knox -­‐  Amorney General – Edmund Randolph -­‐  Postmaster General – Samuel Osgood “Organizing the Government” Federal court System -­‐  Judiciary Act -­‐  Supreme Court – Highest Court in the Land -­‐  Chief Jus/ce – John Jay -­‐  5 Associate Jus/ces -­‐  Federal District Courts -­‐  Circuit Court of Appeals April 10 Objective: Each student will recognize the difficulties faced by Alexander
Hamilton in handling the national debt.
-Bellwork: NONE
-”Organizing the Government” – Graphic Organizer
*Complete this part of your graphic organizer
2) S.W.A.P. p. 235-236 - First Cabinet – Names of Offices
3) S.W.A.P. p. 235-236 - Judiciary Act of 1789 – Courts established
4) S.W.A.P. 238-240 – National Debt & Reduction
-The National Debt – Handout
*Look at & discuss “National Debt Clock” – online
-Clicker Quiz – National Debt
Homework: 1) Clicker Quiz - TOMORROW
“Hamilton & Na/onal Finances” Na/onal Debt Na/onal Debt – Total amount of money the government owes to others ($11.7 million to other countries & $40.4 million to U.S. ci/zens) Biggest Debt – American Revolu/on Bonds – loans the government gets from the people Hamilton’s plan – -­‐  Pay foreign debt immediately & gradually pay bonds -­‐  Build the U.S. Capitol between Maryland and Virginia *Why? April 11 Objective: Each student will compare and contrast the different
views of Thomas Jefferson and Alexander Hamilton.
-Bellwork: -Finish Understanding Differences – “Jefferson
Opposes Hamilton”–skip a slide
*Complete the Venn Diagram in Notes
*Discuss
-Jefferson & Hamilton Disagree about Government - Handout
-Clicker Quiz – Jefferson & Hamilton
Homework: 1) Jefferson & Hamilton Disagree - Handout
Jefferson v. Hamilton – Differing Views – p. 240-­‐242 Thomas Jefferson
Alexander Hamilton
1) Political
Similarities
a.
2) Economic
a.
b.
c.
3) National Bank
a.
b.
c. Elastic clause…
d. Strict construction
1) Political
a.
2) Economic
a.
b.
c.
3) National Bank
a.
b.
c. Elastic clause…
d. Loose construction
April 12 Objective: Each student will organize the issues facing U.S.
neutrality under George Washington.
-Bellwork: -Finish “Differing Views” – Similarity p. 240.
-“Jefferson & Hamilton Disagree about Gov’t” Handout
-Clicker Quiz – Jefferson & Hamilton
-Cluster Web – “Washington Takes Office” – Ocean of Difficulty
1) French Revolution & Neutrality
2) Threats to U.S. Neutrality
Homework: 1) Finish Cluster Web #1-2
April 15 Objective: Each student will write a farewell address as George
Washington wrote a farewell address.
-Bellwork –-Writing a Farewell Address – Graduating from LDNE
*You must use at least 3 of the vocabulary words in your
address. – Use your Handout to choose words.
-Clicker Quiz – Conflicts in the U.S.
-Election of 1796 – p. 250-251 – next slide
-Homework - NONE
Elec/on of 1796 – p. 250-­‐251 What are political parties? What was Washington’s views
on political parties?
Federalist Party
1.  Founder(s)
2.  Goal
3.  Candidates
Party
Differences
1.  How did
people
choose
their party
2.  Who
became
Pres. &
VP
DemocraticRepublican Party
1.  Founder(s)
2.  Goal
3.  Candidates
April 17 Objective: Each student will recognize the key events of the XYZ Affair
and the Alien & Sedition Acts
-Bellwork – Clicker Quiz – Conflicts in the U.S.
–Finish Election of 1796 – p. 250-251 – next slide
–NOTES
1. S.W.A.P. p. 251-252 - XYZ Affair – NOTES
2. S.W.A.P. p. 253 - Alien & Sedition Acts – NOTES
-Pass out Short Answer Questions
1) Answer #1-3
-Homework – 1) Short Answer #1-2 TOMORROW
2) TEST THURSDAY
John Adams – 2nd President of the U.S. I. XYZ Affair
A. Conflict with France
1. French seize U.S. neutral ships & upset w/ Jay’s Treaty
2. Three French agents
a. Fr. Minister Talleyrand – wants $250,000 bribe to
discuss treaty
b. want $12 million loan – to pay for war w/ Britain
*U.S. diplomats refuse demands
3. X, Y, Z stood for names of French agents
B. War or Peace? – next slide
1. Americans call for war. John Adams – 2nd President of the U.S. War or Peace? Should Americans keep the Peace or go to War? ON A SCRAP PIECE OF PAPER, CREATE A SLOGAN THAT WILL SUPPORT YOUR ANSWER John Adams – 2nd President of the U.S. II. Alien & Sedition Acts
A. Alien & Sedition Acts
*want to crush opposition to war w/ France
1. Sedition Act – forbade criticism of the
government
*This cancelled basic protections of freedom of
speech and freedom of the press.
2. Kentucky & Virginia Resolution
*supported state opposition to federal law
XYZ Affair – p. 252 3.Explain the events that took place when U.S. diplomats arrived in France. 2. What did Adams do to achieve goal? 1. What was Adam’s 1st goal as President? XYZ Affair 4. What were terms X,Y,Z used for? 5. What was the XYZ Affair? April 18 Objective: Each student will know the differences between the Federalist
policies and the Democratic-Republicans policies.
-Bellwork –Discuss Chapter 7 Test
-President’s DVD – George Washington-Thomas Jefferson
-Create a Venn Diagram
1) S.W.A.P. top p. 267 - “The Election of 1800”
2) S.W.A.P. p. 268-269 – “Jefferson in Office”
a. Create a Venn Diagram w/ 4 differences between Federalists
(Adams) and Democratic-Republicans (Jefferson)
b. List at least 1 similarity that Federalists and DemocraticRepublicans agreed upon.
-Homework – NONE
April 19 Objective: Each student will determine the significance of the case of
Marbury v. Madison.
-Bellwork –Discuss Chapter 7 Test
-Finish Venn Diagram – previous slide
-Notes – Jefferson & the Supreme Court – next slide
1) S.W.A.P. p. 269 “Marbury v. Madison” (only this page)
2) Notes
3) Marbury OR Madison – discussion next slide
4) Notes
-John Marshall Handout
*Answer Questions
-Homework – 1) John Marshall Handout
Thomas Jefferson – 3rd President of the United States •  Jefferson is elected President – “Reprieve” •  Strengthening the Supreme Court –  Chief Jus/ce – John Marshall –  John Adams appointed a “midnight Judge” •  William Marbury –  Jefferson Takes office •  Tells Madison not to deliver appointment papers to Marbury •  Marbury sues for papers – Judiciary Act 1789 –  Any case involving a Federal official originates in the Supreme Court Supreme Court Case -­‐ Marbury vs Madison MARBURY vs. MADISON MARBURY OR MADISON? With your shoulder partner decide who you think the Supreme Court will side with. Be able to explain your answer. MARBURY vs. MADISON •  Supreme Court ruled against Marbury –  Judiciary Act was uncons/tu/onal “In all cases affec/ng Ambassadors, other public ministers and Consuls, or a state shall be a party, the Supreme Court shall have original jurisdic/on” –  Ruling set a precedent •  Judicial Review •  Supreme Court has the power to decide if a law passed in the Legisla/ve Branch and signed by the President is Cons/tu/onal. Which Branch of Government has the most Power? April 22 Objective: Each student will interpret the westward movement
through a video “America: The Story of Us”
-Bellwork - NONE
–”America: The Story of Us” – Westward
-Homework – NONE
April 23 -­‐ Tuesday Objective: Each student will create a green screen movie in which
they will analyze the movement westward in the United States.
-Bellwork - NONE
–Background to movement westward
-Homework – NONE
S.W.A.P. these pages in groups assigned
1) p. 273-274 – “Louisiana”
a. Napolean’s Strategy & Defeat
b. Jefferson buys Louisiana
2) p. 275-277 – “Explorers Head West”
c. establishment of Lewis & Clark Expedition
d. Lewis & Clark Expedition
e. Influence of Sacajawea and Native Americans
f. Pike’s Exploration
3) p. 332-333 – “Indian Removal Act”
g. Indian Removal Act
4) p. 333-334 – “Cherokee Resistance”
h. Cherokee Resistance
i. Trail of Tears
5) p. 346-348 – “Americans Move West”
j. John Jacob Astor & his story
6) p. 348-349 – “The Oregon Trail” & “The Santa Fe Trail”
7) p. 349 – “Mormons Travel West”
8) p. 364-365 – “Discovery of Gold Brings Settlers”
9) p. 366-367 – “Staking a Claim” & “Life in the Mining Camps”
Requirements for Reenactments _____/2 Creative, on-topic, and on-task
_____/5 SCRIPT - Key Info Included
_____/2 Key people & countries/places represented
_____/1 Storyline of your info is accurate & appropriate
_____/1 Key events and dates are included
_____/1 Significance of the event to westward expansion/
Manifest Destiny clearly stated.
_____/6 PRESENTATION
_____/1 Information is understood and not just read
_____/2 Key information is accurate and helps audience
understand topic more effectively.
_____/1 Voice is loud, clear, and confident
_____/1 Info is on topic and shows grasp of main concepts
_____/1 Info is COMPLETE
_____/13 TOTAL
Requirements for Reenactments _____/2 Creative, on-topic, and on-task
_____/5 SCRIPT - Key Info Included
_____/2 Key people & countries/places represented
_____/1 Storyline of your info is accurate & appropriate
_____/1 Key events and dates are included
_____/1 Significance of the event to westward expansion/
Manifest Destiny clearly stated.
_____/6 PRESENTATION
_____/1 Information is understood and not just read
_____/2 Key information is accurate and helps audience
understand topic more effectively.
_____/1 Voice is loud, clear, and confident
_____/1 Info is on topic and shows grasp of main concepts
_____/1 Info is COMPLETE
_____/13 TOTAL
May 7 Objective: Each student will produce reenactments to show the
timeline of events of the movement westward.
-Bellwork – Finish scripts on reenactments
*Film in Mr. Lahm’s room, class in Mrs. Seagren’s room
*need computer cart
-Begin filming reenactments
-Homework: BE READY TO FILM TOMORROW
May 8 Objective: Each student will analyze a figure in history in the
movement of U.S. citizens to the west.
-Bellwork – Finish Filming – if you haven’t yet
-Work on Reenactment Videos
-Homework: LIVE CHATS START AT BEGINNING OF CLASS
Requirements for Live Chats _____/2 Creative, on-topic, and on-task
_____/5 SCRIPT FOR LIVE CHAT - Key Info Included
_____/2 Key people & info included
_____/2 Questions & Answers show research
_____/1 Significance of the event to westward expansion/
Manifest Destiny clearly stated.
_____/6 PRESENTATION OF LIVE CHAT
_____/1 On-task & completed on-time
_____/2 Key information is accurate and helps audience
understand topic more effectively.
_____/1 Voice is loud, clear, and confident
_____/1 Eye contact is on screen and not on script
_____/1 Presentation is interesting & questions and answers
appropriate
_____/13 TOTAL
Key People for Live Chats 1) p. 273-274 – “Louisiana”
1. Napoleon
2. Thomas Jefferson
2) p. 275-277 – “Explorers Head West”
1. Meriwether Lewis
2. Sacajawea
3) p. 332-333 – “Indian Removal Act”
1. Andrew Jackson
2. Pushmataha (Choctaw leader) and feelings against U.S. gov’t
4) p. 333-334 – “Cherokee Resistance”
1. Andrew Jackson
2. A Cherokee person on their thoughts about the Trail of
Tears.
Key People for Live Chats 5) p. 346-348 – “Americans Move West”
1. John Jacob Aster
2. Jedediah Smith
6) p. 348-349 – “The Oregon Trail” & “The Santa Fe Trail”
1. Ezra Meeker
2. Sarah Keyes (The Donner Party)
7) p. 349 – “Mormons Travel West”
1. Joseph Smith
2. Brigham Young
8) p. 364-365 – “Discovery of Gold Brings Settlers”
1. Sabrina Swain – “Family Letters during the Gold Rush” – Hand
2. William Swain – “Family Letters during the Gold Rush” - Handout
9) p. 366-367 – “Staking a Claim” & “Life in the Mining Camps”
1. Levi Strauss – Levi Straus Handout
2. Biddy Mason – Biddy Mason Handout
May 9 Objective: Each student will analyze a figure in history in the
movement of U.S. citizens to the west.
-Bellwork – Finish Filming Reenactments
-Edit Reenactments
-Whether filming live chats or not, begin piecing together newscast
-Homework: NONE
May 10 Objective: Each student will analyze a figure in history in the
movement of U.S. citizens to the west.
-Bellwork – Go over rubric for newscast – Rubistar
-Finish Filming Reenactments
-Work on editing reenactments
-Whether filming live chat or not, begin piecing together newscast
-Homework: LIVE CHATS START AT BEGINNING OF CLASS
May 11 Objective: Each student will prepare a newscast that includes the
reenactment and the interviews as part of the script.
-Bellwork – Go over rubric for newscast – Rubistar
-Begin filming newscasts
-Homework: NEWSCASTS START AT BEGINNING OF CLASS
MONDAY!
May 14 Objective: Each student will prepare a newscast that includes the
reenactment and the interviews as part of the script.
-Bellwork – Make sure newscast is ready to present
-Film Newscasts – 2 at a time
*If not filming, make sure videos are ready so can just include
newscast.
-Homework: FINISH Newscasts TOMORROW
May 15 Objective: Each student will prepare a newscast that includes the
reenactment and the interviews as part of the script.
-Bellwork – Make sure newscast is ready to present
-Film Newscasts – 2 at a time
*If not filming, make sure videos are ready so can just include
newscast.
-Homework: FINISH Newscasts
May 16 Objective: Each student will prepare a newscast that includes the
reenactment and the interviews as part of the script.
-Bellwork – Prepare Final Newscast Video
-Finish up any videos.
*Include music and transitions
*Make sure video is smooth
-Homework: Newscasts are DUE to present for FINAL
TOMORROW
May 17 Objective: Each student will enjoy the newscasts they created.
-Bellwork – NONE
-Watch Final Newscasts in Class
*Have popcorn and drinks J
-Homework: Have a wonderful summer break!