January 18th - January 22nd
|
Monday - For our WARM UP - We watched this video http://www.history.com/topics/black-history/civil-rights-movement/videos/martin-luther-king-jr-leads-the-march-on-washington. We told the students that we recognize they've probably already heard part of the "I Have a Dream" speech and learned about the "March on Washington" ... but WHY did the government allow this to happen even though the "March" was a protest against the government? Then we went onto discuss how the 1st Amendment protected Dr. King and the protestors. For the rest of class we finished our Socratic Seminar on the 2nd amendment. Before students left class they completed a self assessment and turned it in. HW: Review the study guide for 20 - 30 minutes
Tuesday - WARM UP: Students watched a short video about how guns have changed since the 1700 and 1800s. Then students discussed with their teammates what they learned during the Socratic Seminar Friday and Monday. Next students returned classwork and received progress reports. Attached is an example of a proficient essay from the first Constitution test. Finally, students relearned content related to the Articles of Confederation and/or the Constitutional Convention. Reteaching materials are shared with students via GoogleDocs and include flashcards for students to review. HW: Review the study guide for 20 - 30 minutes Wednesday - WARM UP: Students analyzed the map to the right and used it as a "metaphor" for government. Questions to consider: 1) What are the themes of these maps? 2) What are similarities and differences between the states? 3) How does this relate to government? Then students completed the first page of their study guide relating to federalism (and page 3 at the top, the 7 key ideas of the Constitution described in the preamble). Attached is a study guide answer key. HW: Review the study guide for 20 - 30 minutes. Thursday - WARM UP: Students watched this video clip from "A Bugs Life". It is a metaphor for Federalism. Who could Hopper represent? Who could the ants represent? Then students completed a venn-diagram. Attached is the answer key. Then students completed a graphic organizer about checks and balances - answer key attached. If you need more practice understanding federalism this lesson has another reading, worksheets, and answer keys. HW: Review the study guide for 20 - 30 minutes Friday - We finished reviewing parts of the study guide that students did not have other notes for. Then students play games on iCivics or reviewed other materials. HAVE A GREAT WEEKEND! We did not turn anything in this week other than make up work :) HW: Review the study guide for 20 - 30 minutes |
Test January 28th and 29th
The map below was a metaphor for federalism... how?
Another metaphor... I'm so glad our national government isn't this controlling :) |
January 11th - January 15th
Want to see what Washington DC looks like?? Check out the video below!!!You don't need to know this process this year... but in high school you will :) Enjoy challenging yourself! |
Monday 1/11 - WARM UP - Students pretended that we just defeated aliens and were making a list of ten rights or protections that we wanted to be in our new society. This activity (page 2) is attached in this lesson plan. Then Mrs. Hancock read students the historical summary (page 3). Students who were done with their "Anatomy of the Constitution" notes and worksheets from Friday moved onto matching the protections in the warm up to the actual Bill of Rights. Some amendments match to more than one "protection" while some match to none. Read carefully and make those connections. The answer key is in the lesson plan!
Tuesday 1/12 - WARM UP - Students listened to the "More Perfect Union" flocabulary song. They filled in the blanks - here is that worksheet. Here is the answer key. Then students analyzed actual scenarios and identified which amendment applied to it. After they checked their answers they had to create three of their own scenarios. CHALLENGE HW: Watch part of President Obama's Final State of the Union address which is included below. Also here is the entire speech published on the White House website. Wednesday 1/13 - WARM UP - Students listened to the "Bill of Rights" flocabulary song. They filled in the blanks - here is that worksheet. Here is the Bill of Rights answer key. Then students completed "non examples" where peoples rights were being infringed on, and students had to identify which ammendment or right was being violated.
Thursday 1/14 - WARM UP - log onto class website. Then students went to iCivics.org to play review games IF they are done with:
Friday 1/15 - SOCRATIC SEMINAR!! Bring your article and any other statistics that relate to the 2nd amendment. |
Happy New Year! January 4th - January 8th
|
Monday (1/4) - Wednesday (1/6): NO WARM UP. Students participated in the Geography Bee. If you enjoyed testing your knowledge of geography check out these two links: http://www.nationalgeographic.com/geobee/quiz/today or https://quizlet.com/_2s5n4
Thursday 1/7 - WARM UP: On a sticky note students answered the question, "Why is government necessary?" The point of this activity was for students to start thinking about the larger issues surrounding government as we continue with our study of the Constitution. Then in class students read the "Preamble" and annotated it. Next students annotated their notes on the articles of the Constitution. Finally, students began worksheet activities A - F. The entire lesson is attached. Answer keys are at the end of the PDF if you need to check your work. Friday 1/8 - WARM UP: Students watched the Schoolhouse Rock video about the "Preamble". Using the video and their notes about the Preamble students wrote down two vocabulary words that were important or new to them. Students then completed their worksheets A - F and check their work. The game was saved for Monday (next class). The lesson is attached again here. |
Need help with the interview or family tree?
Here is an example of a Family Tree. To the left is a sample of a family tree. The first box is you! From there you can fill in information (first and last names, birth date, death (if relevant), marriage date, and places where they lived - you only need one) relating to your parents and grandparents. If you want to add "other branches" you may :)
Here is the handout with interview questions that students were given back in November.
Here is the StoryCorps packet with more handouts to help. You can also go to the StoryCorps website for more help.
Finally, attached is the packet students received before Winter Break with a handout they can take their interview notes on as well as directions for the StoryCorps app.
Here is the handout with interview questions that students were given back in November.
Here is the StoryCorps packet with more handouts to help. You can also go to the StoryCorps website for more help.
Finally, attached is the packet students received before Winter Break with a handout they can take their interview notes on as well as directions for the StoryCorps app.
Week of December 14th - 18th
Monday and Tuesday we studied for the test on the Articles of Confederation and the Constitutional Convention. Wednesday and Thursday we took the test. Students who were done created "their own country" and had to decide what type of government they wanted to have. We shared these on Thursday and turned them in. See Mrs. H if you did not get one. Friday was an 8B team building day - no regular classes :)
Week of December 7th - 11th
Monday - WARM UP: Students analyzed this political cartoon. 1) Write down what you see. 2) Write down the message. Then we prepared for the Constitutional Convention. All handouts including the READINGS are included below. We read and completed sections 1 - 3 in the packet/notebook
Tuesday - WARM UP: Students analyzed this political cartoon. 1) Write down what you see. 2) Write down the message. Then we began the Constitutional Convention. We debated the question "how should states be represented in the new government?" All handouts including the READINGS are included below. We read and completed sections 4 - 5 in the packet/notebook
Wednesday - WARM UP: 1) What did we debate yesterday? 2) Define legislature. 3) Give a synonym for federal. We continued with the Constitutional Convention. We completed notes for Sections 6 - 10 and answered the questions "how should slaves be counted for representation in Congress" and "how should the government choose the chief executive... should there be one or three executives?". HW: Begin reviewing vocabulary using this flashcard set on Quizlet - https://quizlet.com/Hailey_Hancock2/folders/constitution
Thursday - WARM UP: Students analyzed this political cartoon. 1) Write down what you see. 2) Write down the message. Then we began the Constitutional Convention. Then students completed Sections 10 - 12 of their notes and discussed why they would sign or not sign the Constitution. Finally students created posters supporting the ratification of the Constitution or rejecting it. Attached is an example. WANT TO LEARN MORE ABOUT THE DELEGATES AT THE CONSTITUTIONAL CONVENTION? CHECK OUT THIS WEBSITE!
FRIDAY - WARM UP: Students logged onto their email and reviewed vocabulary on Quizlet for five minutes - https://quizlet.com/Hailey_Hancock2/folders/constitution. On their Friday "Warm Up box" they wrote down in their if they had any questions or vocabulary concerns. They turned in their Warm Up then began working in stations to review the Articles of Confederation and the Constitutional Convention. Students FIRST need to complete their processing activity then they can review in the stations. There are 4 stations: 1) A reading challenge review game using the SmartBoard and students notes 2) The Articles of Confederation review and matching game 3) Constitutional Convention crossword & study guide 4) The John Green Video and then map practice ... TEST NEXT WEDNESDAY!
The activities below are being pushed to January....
then began working on the study guided with their table teammates using the textbook. Attached is the Constitution Study Guide. Answer key coming soon... From home they must use the online textbook link: http://glencoe.com/ose/ AND use the ACCESS/ CLASS CODE: D1671C47FA The information from the study guided is found in pages 214 - 245. We will be completing activities in class to better understand this content.
Tuesday - WARM UP: Students analyzed this political cartoon. 1) Write down what you see. 2) Write down the message. Then we began the Constitutional Convention. We debated the question "how should states be represented in the new government?" All handouts including the READINGS are included below. We read and completed sections 4 - 5 in the packet/notebook
Wednesday - WARM UP: 1) What did we debate yesterday? 2) Define legislature. 3) Give a synonym for federal. We continued with the Constitutional Convention. We completed notes for Sections 6 - 10 and answered the questions "how should slaves be counted for representation in Congress" and "how should the government choose the chief executive... should there be one or three executives?". HW: Begin reviewing vocabulary using this flashcard set on Quizlet - https://quizlet.com/Hailey_Hancock2/folders/constitution
Thursday - WARM UP: Students analyzed this political cartoon. 1) Write down what you see. 2) Write down the message. Then we began the Constitutional Convention. Then students completed Sections 10 - 12 of their notes and discussed why they would sign or not sign the Constitution. Finally students created posters supporting the ratification of the Constitution or rejecting it. Attached is an example. WANT TO LEARN MORE ABOUT THE DELEGATES AT THE CONSTITUTIONAL CONVENTION? CHECK OUT THIS WEBSITE!
FRIDAY - WARM UP: Students logged onto their email and reviewed vocabulary on Quizlet for five minutes - https://quizlet.com/Hailey_Hancock2/folders/constitution. On their Friday "Warm Up box" they wrote down in their if they had any questions or vocabulary concerns. They turned in their Warm Up then began working in stations to review the Articles of Confederation and the Constitutional Convention. Students FIRST need to complete their processing activity then they can review in the stations. There are 4 stations: 1) A reading challenge review game using the SmartBoard and students notes 2) The Articles of Confederation review and matching game 3) Constitutional Convention crossword & study guide 4) The John Green Video and then map practice ... TEST NEXT WEDNESDAY!
The activities below are being pushed to January....
then began working on the study guided with their table teammates using the textbook. Attached is the Constitution Study Guide. Answer key coming soon... From home they must use the online textbook link: http://glencoe.com/ose/ AND use the ACCESS/ CLASS CODE: D1671C47FA The information from the study guided is found in pages 214 - 245. We will be completing activities in class to better understand this content.
Use this map to analyze population patterns around 1790. How do you think population influenced the writers of the Constitution?
|
Week of Dec 1st - Dec 4th 2015Monday - No school for students
Tuesday - WARM UP: Students watched this video about StoryCorps and the "Great Thanksgiving Listen". Write down the main idea and whether or not you completed the interview and if you have any question. The rest of class students worked on their Trimester 1 reflection. Students are completing this activity to recognize where they have grown academically and behaviorally. Attached is the reflection worksheet we used. Wednesday - WARM UP: Students wrote down two things they know about the Constitution and two things they want to know. During class students used their reflections from Tuesday to then fill out a google form that they sent to Mrs. H. The google form is in your email. Once students submitted their Google Form they completed their Constitution pre-test on Socrative. Here is a copy of it. Finally students worked on the map under "Geography Challenge" in their notebook for this unit. Directions are on the back of the map. Thursday - WARM UP: Students skimmed pages 32-33 in their atlas and then they answer the question in part A. They also had to list the states that had the highest percentage of slaves in the 1790's using the map with part G. In class students reviewed the map and questions under the Geography Challenge. Use the maps to the left to help. Here is the answer key. Then students completed a preview activity involving music selection, completed notes connecting the activity to history, and read section 1 of the textbook chapter on the Constitution. Friday - WARM UP: Review pages 34 - 35 in the atlas. 1)What % of Americans lived east of the Appalachian mountains in 1790? 2) How does population density change between 1790 - 1820? In class students completed sections 2 - 4 of their notebook and began the Constitutional Convention simulation. Here is the entire interactive notebook, and all of the role cards so students can learn more about the other historical characters involved. Here is the answer key for all the guided notes. ATTACHED IS THE READING FOR THE CONSTITUTION NOTES. |
|
Interview and Family Tree HW Help :
|
