1. Students listened to chapters 14 and 15 of The Pigman (per. 1)

2. Students listened to chapter 15 of The Pigman (per. 3 and 5)

3. Student wrote a paragraph on who killed Mr. Pignatti (per. 3 and 5)

4. Students performed their Pigman Skits (per. 3 and 5)

5. Student took part in a philosophical chairs activity on the real reason for Mr. Pignatti's death. (per. 3)

1. Student did a jigsaw activity with the 10 amendments of The Bill of Rights. During this activity, some students presented to the class.  The rest of the class took notes on what others reported.

1. Q.O.D.-What rights are given to citizens of the U.S. under the 1st amendment?  List all 5.  Talk about 1, in 2 or more sentences, which is most important to you.

2. Students watched a short clip on a Texas gun show.(per. 3)

3. Students and/or teacher read about the 2nd amendment. (per. 3)

4. Students did a persuasive paragraph on whether or not states', such as Texas, gun laws are too loose or not.  Students could argue on either side or on both sides.

5. Students set up for a jigsaw activity concerning the 10 amendments.

6. Groups began presenting on the 10 amendments. (per. 5 only)

1. Students spent an extra 15 min. working on their skits for The Pigman

2. Teacher and/or students read pages 135-137

3. Students watched a short clip regarding when peaceful protests can go to far.

4. Students added a T-chart in their journals.  It was titled Advantages/Disadvantages of Free Speech.  Students, in bullet form, had to write 3 positive and 3 negative aspects of free speech.

1. Chp. 9 Quiz

2. Constitutional PowerPoints

1. Q.O.D.-What are some powers that exist only in the federal government?  State?  What are some powers that they both share?

2. Students worked on their Constitutional PowerPoints.

1. Q.O.D.-Explain the system of Checks and Balances.  Give an example of this system in motion.

2. Teacher read page 130.

3. Students completed Freewrite #3. In a 1/2 page more, explain to me why you should or shouldn't participate in our government, whether it be local(city), state, or federal level.  Why is it important to be part of your government necessary or not?

4. Students worked on their Constitutional PowerPoint.

1. Q.O.D.-Who or what is the Judicial Branch?  What responsibilities are held by the form of government?

2. Students read pages 128-129.  They made a Venn Diagram in their journals.  In it, the compared and contrasted the powers held separately federal and state governments.  Additionally, they wrote down what rights are held by both.

3. Students worked on their PowerPoint presentations.

4. Students took notes on the amendment process.  Also the copied the Check and Balances diagram found on 126 (per. 5 only).

1. Q.O.D.-Who or what is the The Executive Branch?  What types of responsibilities are given to this branch of government?

2. Students took notes on how the amendment process changes the constitution. Also, they copied the checks and balances diagram found on page 126. (per. 3)

3. Students took notes on The Federal Court System and The Powers of the Supreme Court (per. 5)

4. Students worked on their Constitutional Powerpoints

1. Students took notes on The Powers of the Supreme Court and The Federal Court System (per. 3 only)

2. Students worked on their Constitutional Powerpoints

 

1. Students worked on their Constitutional PowerPoints.

1. Q.O.D.-How does a bill become a law? Explain, in detail as best you can, all the steps a bill must take to become a law.

2. Students copied notes on the Powers of a President and Removing the President.

3. Students worked on their PowerPoint presentations on the Constitution.

1. Q.O.D.-What is the role of a government? Write 4 to 5 sentences to answer this question.

2. Students wrote the definition of preamble and popular sovereignty in their journals.

3. Students and/or teacher read pages 120-122 of their textbooks.

4. Students copied notes, in their journal, on the structure of congress, how congress passes laws, and the powers of congress.

5. Students watched a short clip on The Legislative Branch of government.

1. Argumentative Paragraph #1

2. Chp. 8 Test

1. Students summarized how the president is chosen and handed it in.

2. Teacher and/or students read page 116.

3. Students, in the form of a T-chart, took notes on the characteristics of both Federalists and Anti-Federalists.

4. Students looked at parts of a  PowerPoint presentation on#3.

5. Students started an argumentative paragraph on whether or not they felt Federalists or Anti-Federalists was the better option.