1. Students took notes on the structure of Congress.

2. Students finished Socratic Seminar #2 (per. 2/4)

3. Students finished Philosophical Chairs Activity #1 (per. 6)

1. Q.O.D.-What is the least important political issue according to you? Give 2 to 3 reasons why you feel a political issue doesn't matter as much.

2. Socratic Seminar discussion on Republic and Democratic ideals.

1. Q.O.D.-In terms of political issues (ex. gun control, immigration, gay marriage, etc.) , what is the single most important ideology on an issue to you? Give to 2 to 3 reasons why a particular issue is important to you?

2. Teacher showed students a political cartoon.

3. Students looked at both Republican and Democratic viewpoints on 10 different political issues.

4. Students wrote a paragraph on which party appeals to them based on 3 different political issues.

1. Q.O.D.-Based on what you know about Republicans, Independents, or Democrats, what do you consider yourself so far? Why? Give 2 to 3 reasons to show why you side with a particular political party.

2. Federalists vs. Anti-Federalists Paragraph

1. Q.O.D.-See Q.O.D. on 11/29/17

2. Students and/or teacher read page 115.

3. Students watched a parody of the Constitutional Convention.

4. Students read page 116.

5. Students watched a short clip on the differences between the Federalists and the Anti-Federalists. Additionally, they took notes on these two stances.

1. Students saw a short clip on how the president is elected. While watching the clip, students took notes about it.

2. Then, students were asked to summarize how the president is elected.

3. Students briefly began working on the Q.O.D.-Do you agree with how the president is elected? Why or why not? Give at least 2-3 reasons for your opinion.  This Q.O.D. should be 3-4 sentences long.

1. Q.O.D.-What did the 3/5ths Compromise Say? What did this piece of legislation affect? Why was this a mockery in terms of the Constitution? See 112 if you need to. Please write 3-4 sentences.

2. Students worked on their political cartoons about the 3/5ths Compromise.

3. Teacher discussed how the Electoral College works.

1. Q.O.D.-List 1 fun thing you did over the Thanksgiving break. Discuss why this 1 thing was especially enjoyable.

2. Students read A Compromise Is Reached Section on page 110. After reading this, they wrote down 5 T or F statements about his compromise in complete sentences. Then, they wrote down their answers on the back of the paper. Lastly, they traded papers with another person and took the test that was created.

3. Teacher and/or students read section titled 8.8 Resolution: The Three-Fifths Compromise.

4. Students watched a short clip on The 3/5ths Compromise.

5. Students began working on a political cartoon on this topic.

6. Teacher showed students a political cartoon.

1. Students wrote a paragraph on what they are thankful for.

2. Each student shared what they are thankful for and 2 reasons why

3. Teacher read a A Compromise is Reached on page 110.

4. Students watched a parody of The Great Compromise.

1. Q.O.D.-Reread page 108. What did each state want? Why was this important to them? Please write 3-4 sentences.

2. Students finished their presentations on questions that the founding fathers would have had regarding forming a new government.

3. Students watched a clip on The Virginia Plan and The New Jersey Plan. In their journals, they compared and contrasted these two plans.

1. Q.O.D.-Should small states have an equal amount of of representatives in our government? Why or why not? Does each state deserve representation based on its' population? Why or why not?

2. In groups, students generated a top ten list of questions that the founding fathers might have had about forming a new government. Some students, for their groups, presented these questions to the class.

1. Q.O.D.-Why were the farmers of Shay's Rebellion so angry? What did Shay's Rebellion say about The Articles of Confederation?

2. Chp. 7 Test

3. Teacher discussed topics on pages 106-108.

4. Students were numbered off and/or placed in groups.

5. Students, in groups, started working on Top Ten List of Questions Founding Fathers Had assignment.

1. Q.O.D.-After the war, Congress attempted to make a unified government. Why might individual states have been opposed to this? Give 2 reasons. Write 2-3 sentences. (per. 2)

2. Students watched a parody of The Articles of Confederation (per. 2 and 4)

3. Students watched a short clip on both The Land Ordiance of 1785 and The Northwest Ordinance of 1787.

4. Top Hits Countdown assignment

5. Students looked at political cartoon.

6. Students and/or teacher read about Shay's Rebellion on 105.

7. Students saw a short clip on Shay's Rebellion.

8. Q.O.D.-What are some of the questions that the founding fathers had in terms of creating a new government? Give at least 4. See 103, possibly. (per. 4 and 6)

1. Students finished "The Patriot" (per. 2 only)

2. Students worked on Chp. 7 Study Guide

3. Teacher discussed The Treaty of Paris.

4. Q.O.D.-After the war, Congress attempted to make a unified government.  Why might have been opposed to this?

1. Students continued to watch "The Patriot"