1. Q.O.D.-Think of a sports team you know. Identify the role each player has. COmpare the gov't to the sports team you spoke of.

2. Students finished their Multiple Perspectives Paragraph.

3. Students made a chart in their journal with three sections: Judicial, Executive, and Legislative. Students were responsible for writing about 1 of the 3 sections. Then, they needed to report their findings to the other 2 members of their group.

1. Q.O.D.-Read Popular Sovereignty section on page 219. Explain what popular sovereignty is. Elaborate on why or how this is important to our system of gov't in America. Please write 2-3 sentences.

2. We spent 10 minutes working on The Bill of Rights Quiz.

3. Students copied A System of Checks and Balances diagram on page 222. Additionally, they made a section titled Checks and Balances diagram in their journals.

4. Students made Citing Text Evidence #1 section in their journals. There were three questions that we with this section. 1. What powers does the federal gov't have? 2. What powers do states have? 3. What powers are shared concurrently by the federal government and the states?

1. Students watched songs on amendments 8, 9, and 10

2. Q.O.D.-By looking at page 249, tell me what rights are guaranteed to you under amendments 8,9, and 10 in The Bill of Rights.

3. Students took the Bill of Rights Quiz.

1. Q.O.D.-Look at pages 248-249. Tell me what rights are guaranteed under the 5th, 6th, and 7th amendment of the Bill of Rights. This should be 6 sentences.

2. Students, with the teachers help, played The Bill of Rights Jeopardy Template

3. Students watched the following songs: 5th ammendment https://www.youtube.com/watch?v=qI0l1FPQROs

6th amendment

7th amendment

 

1. Q.O.D.-Look at page 248 or your phone. In 5-6 sentences, tell me all the rights that are guaranteed under the 1st amendment of Bill of Rights.

2. Students watched a short clip on the 1st amendment

3. Students watched the 3 branches of gov't rap song

4. Obj: As either the Executive, Legislative, or Judicial branch of gov't, pick a political issue that would be important to your branch of gov't. Issues might include taxes, public safety, national defense, the environment, etc. In pairs, students pick a political issue. They must say why this issue matters to the particular branch of gov't that they were assigned. Students shared their responses.

1. Q.O.D.-Read government branches section on pages 205-206. What are the 3 branches of government? Define what each branch is responsible for. This is 3-6 sentences long.

2. Students worked on Framers of the Constitution Chart (per. 2)

3. The New Jersey Plan vs. The Virginia Plan Speeches

Students worked on the Framers of Constitution Chart. (per. 2 only) Please read the section titled The Convention Begins on 195 and The Convention Organizes on 196. Make a T-Chart. Make the title of this assignment Framers of the Constitution Chart. On the left label it Person. Number from 1 to 5. Use the following names: George Washington, Benjamin Franklin, James Wilson, Gouvernor Morris, and James Madison.  On the right, write the word Role. In 1-2 sentences, tell me the role that each of these gentleman played in forming the Constitution of the U.S.

1. Q.O.D.-Read Debating A Bill of Rights section on 198. What are the Bill of Rights? Give an example of one. Say why it is important to you. See 248-249 if you have no idea what the Bill of Rights is.

 

2. Teacher talked about The Bill of Rights by looking at pages 248-249. Make the title Bill of Rights Study Guide in your Contents. Make a T-chart. On the left side, write the word Amendment. On the right side, write the word Explanation. On the left write the name of each amendment. On the right, in 2-3 sentences, explain the right that is guaranteed to you under The Bill of Rights.

3. Students were shown how to make a study guide with Quizlet for their Bill of Rights test in 2 weeks.

1. Q.O.D.-Read Important Compromises section on 198. In 4 to 5 sentences, explain which compromises were made between the Virginia Plan and the New Jersey Plan, which would ultimately be our Constitution.

2. Students worked on Framer's of the Constitution Chart (per. 4 only)

3. Some students performed Speech #1

4. Students watched Cougar News from Friday, Nov. 30, 2018 (per. 2 only)

1. Q.O.D.-Give 2 reasons to show why paying down the national debt is crucial. Explain each of these reasons. Please write at least 4 sentences.(per. 2 only)

2. Teacher explained about the 3 forms of government.

3. We looked at the the New Jersey Plan and the Virginia Plan as early forms of the U.S. Constitution.

4.  Teacher explained the speech that will need to be completed tomorrow as well as the rubric that accompanies it.

5. Students took notes on why paying down the national debt is important. (per. 4)

6. Students began working on Speech #1

1. Q.O.D.-Reread the sections titled The Ordinance of 1785 and The Northwest Ordinance on pages 186-187. What is the main similarity of these ordinances. Specifically, what are the main differences between the 2. This answer should be 3-4 sentences long.

2. In groups, students listed, in the form of a list of 5 items, what life was like post rev. war.

3. Teacher talked about the national debt post rev. war as well as today. Students took notes on reasons to pay down the national debt.

See the following website for assistance 

 

1. Q.O.D.-Read page 184. Tell me what a republic is. What are some of the challenges that might occur when states attempt to work under a single, central government?

 

2. Read 184-186. Students added Weaknesses of the Articles of Confederation to their Table of Contents. By looking at the 4 weaknesses s on 186, students were asked to put these in order of what they thought was most problematic to the least problematic. Also, students watched a short parody of The Articles of Confederation https://www.youtube.com/watch?v=WxYHW8Jr0Ng 

3. Students added the title Powers of the National Gov't to their Table of Contents. By reading page 185, students were asked to list the powers that were given to the national government during the time that the Articles of Confederation existed.

4. Students read about The Ordinance of 1785 https://www.youtube.com/watch?v=OErdWO0ai7E (per. 2 only)

and The Northwest Ordinance of 1787

5. Students added Central Idea Chart #1 to their Table of Contents. In it, students were asked to read page 183 and answer 2 questions. 1. Which section title hints that the country was trying to form a plan of a government in the 1780's? 2. Why were the people so careful to limit the power of the governour and the legislature? (per. 4 only)

1. Students did an activity where they said what they are thankful for.

2. Students created the Central Idea Chart #1 in their journals. Students copied two questions. 1. Which section title hints that the country was trying to form a plan of government in the 1780's? 2. Why were the people so careful to limit the power of the governor and the legislature? Students will need to read page 183f to find the answers to these 2 questions.

3. 

1. Students edited and typed Expository Essay #2. This assignment is due tomorrow.

1. Teacher read the primary source titled Struggles Of The Continental Army on page 174. Then, he asked students a few questions about this passage.

2. Teacher read and interpreted the primary source titled British Troops At The Surrender Of Yorktown.

3. Students answered both of the Analyze The Text questions on page 175.

4. Students were given the rest of the period to finish, paragraphs 3-5, the rough draft of Expository Essay #2. Students will need to type their final drafts tomorrow.