Canyon Lake Middle School

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SS 6 (Period 6)

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11-21-19

1. Q.O.D.- See pages 137-139. Which of these principles restrict government power?
2. Teacher discussed yesterday's CNN 10 episode.
3. Students a short video on the Legislative branch of government.
4. Students took notes on the Legislative branch of government.

11-20-19

1. Q.O.D.-Read pages 131-132. In 3-4 sentences, tell me what amendments make up The Bill of Rights in the Constitution.
2. Students need to read pages 135-137.
3. Students made thee 7 Basic Principles of Constitution Chart in their journals. Basically, they made a T- chart. On the left, it is titled Principle and all seven principles are listed. On the right, it says Explanation. Students are expected to, in 1 to 2 sentences, explain the meaning of each of the 7 principles.

11-18-19

1. Q.O.D.- See page 128-129. In 2-3 sentences, tell me what led the AntiFederalists to oppose the constitution.
2. Students saw a short clip on Alexander Hamilton.
3. Students, with the teacher's help, read page 126 and answered both questions on the same page. This was titled Analyzing Primary Resources #1.
4. Students read Why Did Anti Federalists Demand a Bill of Rights section on page 128.
5. Students saw a parody of The Bill of Rights
 
 

1. Q.O.D.- Look at pages 127-129. Name 1 to 2 things that was important to Federalists. Discuss 1 to 2 things was important to Federalists. Discuss 1 to 2 things that was/were essential to Anti-Federalists. Responses should be 3-4 sentences long.
2. Teacher discussed yesterday's CNN 10.
3. Students watched today's CNN 10.
4. Students took the weekly CNN 10 Quiz.

11-14-19

1. Q.O.D.-Tell me something that you feel strongly about. Give 3 reasons to support why this issue is so important to you.
2.  Students and teacher read pages 127-129.
3. We watched a parody of The Federalists Papers
4. Students made the Federalists vs. Anti-Federalists chart in their journals. Basically, it is a T-chart. One side says Federalist and the other side says Anti-Federalists. Each side is numbered from one to three. Students needed to write issues that mattered most to each side. The video included will help with this as well.https://www.youtube.com/watch?v=K1Pzgt5kJP4&t=60s
 

11-13-19

1. We watched the 11-11-19 edition of CNN 10.
2. Q.O.D.-See page 125. What idea from Baron de Montesquieu influenced American government? Why is this so essential to American politics? What might have happened if we (U.S.) didn't adopt this principle? Please write 3-4 sentences.
3. Students took the 2-3 Quiz.
4. Students finished working on Wallpaper Strategy #2

11/12/19

1. Q.O.D.-Read page 122. In 3-4 sentences, tell me some significant ideas found in The Magna Carta and/or English Bill of Rights. Specifically, focus on ideas and/or concepts that would have been beneficial in the creation of our gov't here in the U.S.
2. Students watched a short parody of The Magna Carta.
3. We looked at a political cartoon from Sunday's paper.
4. Students read page 124-125.
5. Wallpaper Strategy Obj: Design a piece of wallpaper that includes an idea/s from those thinkers who developed the idea of self gov't.
6. Sticky Note Strategy: Obj: Tell me what ideas from historic documents influenced the U.S. Constitution. How did these ideas address colonial grievances?
Teacher discussed what students wrote for #6.

11-08-19

1. Q.O.D.-Read pages 120-121. In 3 to 4 sentences, tell me the qualities that the founding fathers admired in the citizens of the Roman Republic.
2. Students watched Friday's edition of CNN 10.
3. Students took the weekly CNN 10 quiz.

11-07-19

1. Q.O.D.-Read the Further Disagreement Over Slavery section on 118. Tell me why northern states objected to including enslaved people in population counts. Give me 3-4 sentences, please.
2. Students took the 2-2 Quiz.
3. Teacher discussed yesterday's CNN 10.
4. Storyboard #1 Create an 6 square storyboard that explains the three-fifths compromise. Directions...1. Each square must contain images and writing. 2. Concept of three-fifths compromise must be explained through out the course of the storyboard. 3. No color is needed. 4. You won't be graded on your artistic ability.

11-06-19

1. Q.O.D.- Look at The Great Compromise on 116. Explain how representation is based in the law making, aka Legislative Branch, form of our gov't. This should be a minimum of 12 sentences.
2. Students performed their Conversations with History #2

11-05-19

1. Q.O.D.-Read page 116. Tell me 2 differences and 2 similarities between The New Jersey Plan and The Virginia Plan. This should be a minimum of 3-4 sentences.
2. Students needed to read page 116. Then, they worked on Compare and Contrast Paragraph #3 Obj: Discuss the similarities and differences between The New Jersey Plan and The Virginia Plan. Paragraphs should be a minimum of 6 sentences long.
3. Students needed to read pages 117-119 in their books. Then, they needed to make the title Discussion Boards #2 in their journals. Obj: In 2-3 sentences, tell me why a compromise was necessary for the creation of the constitution.
4. Look at this parody on The Great Compromise as well
 

11-04-19

1. Q.O.D.-Read pages 114-115. Tell me, in 3 to 4 sentences, how the delegates were alike and different.
2. Students looked at the weekly political cartoon.
3. Conversations With History #2 Obj: In partners, imagine you are having a conversation with one of the delegates of the Constitutional Convention. Divide your paper in half. Your partner will write down 3 questions that one might have for one of these men. You will answer them. With the second half of the paper, you will do the same thing. Switch roles this time. A total of 6 questions is needed.
4. Teacher, with the students' help, brainstormed ideas for possible questions for #3.

11-01-19

1. Q.O.D.
2. Students watched 11-01-19 edition of CNN 10.
3. Students took CNN 10 Quiz #12