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. 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. 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.

1. Q.O.D.-Why is it difficult to pick 1 person as president?  At the same time, why is it absolutely necessary?

2. Students finished the 3/5th's Compromise Cartoon

3. Students watched a short clip on The Electoral College

4. Students summarized how the president is picked

1. Q.O.D.- What was the 3/5th's Compromise? Why might the northern states have been angered by it? How might southern states have been pleased by it?

2. Teacher and/or students read page 113.

3. Freewrite #2-Why is it so difficult to pick a chief executive(president)?  Is it impossible to associate ourselves with one party?  What might be another option to question number 2?

4. Students continued to work on political cartoon that addressed the 3/5th's compromise.

1. Students listened to The Great Compromise Song: A Parody of Drake's Bling Song

2. Teacher and/or student read page 110.

3. Students created 5 True or False questions in their journal about The Great Compromise.  Then, someone else took their T or F quiz.

4. Students finished Freewrite #1.  If this wasn't finished, they were asked to complete for homework.

5. Q.O.D.-Read about The Virginia Plan and The New Jersey Plan on page 109. Make a Venn Diagram.  Bullets are okay. Give me 3 similarities and between the two.  Then, I need 3 differences on each side.  This makes a total of 9 items.

1. Q.O.D.- Finish your Cause and Effect Chart #1 in your journals on Shay's Rebellion.  See 105 if you need help.

2. Students and/or teachers read pages 106 to 108.

3. Students started Freewrite #1.  In a 1/2 page or so discuss the clashing views between state governments and a strong central government.  What problems might this pose?  How powerful could the government be?  Was a strong central government possible?  Think about the federal government and/or state's rights.

1. Q.O.D.-In what ways did the American Revolution affect the French Revolution?  How were the two different? Similar?  4 to 6 sentences please.

2. Teacher and/or students read about The Treaty of Paris on pg. 100.

3. Students and/or teacher read pg. 103.

4. In groups of 4, students wrote 10 questions that the founding fathers would have had in regards to creating a new government.

1. Q.O.D.-Read The War Goes South on pg. 96.  Stop at A Trap at Yorktown.  How did the "Swamp Fox" and/or many others in the South contribute to defeating the British army?  Please write 4 to 5 sentences.

2. Students made a top ten list of reasons why the colonists won the Revolutionary War.  This item counted as a test.

3. Students listened to the Swamp Fox song.

4. Students worked on historical rap songs.

1. Students read the section titled "Problems With Burgoyne's Plan" on pages 93-94

2. In their journal, students wrote 5 reasons why Burgoyne's plan was destined to fail.

3. Some students performed their speeches.

1. Q.O.D.-Reread pages 70-71.  The British tried to sell discount tea to the colonists. Why?  Explain why the colonists were unhappy with their bargain tea.  What did they decide to do?

2. Student worked on opinion paragraph #1.

3. Students watched a short clip on The Boston Tea Party

4.Philosophical Chairs Activity #2

1. Q.O.D.-How did George Washington first rise to fame?  Did his social status surprise you? Why or why not? See page 64 if need be.

2. Students finished Mind Map #1

3. Students and/or teacher read page 65. They watched a short clip on this. Then, they summarized this event.

4. Teacher and/or students read page 66. After which, they saw a short clip on it.

5. Teacher explained the News and Views assignment for tomorrow.

1. Q.O.D-By reading page 59, tell me how people enjoyed leisure time?  In what ways is this similar to modern times?  How is it different?  Please write 4 to 5 sentences.

2. Students read page 57. They made a page in their table of contents titled Education in the Colonies Chart. The paper was divided into 3 columns: Southern Colonies, Middle Colonies, and New England.  Each section must have 4 facts.

3. Students read page 60.  They will divide their paper into 3 columns: breakfast lunch, and dinner. Students will list 3 items for each of the three meals. The title of this page in their table of contents is Colonial Menu.

4. Students read page 58.They made a page in their table of contents titled Venn Diagram on Men and Women.  Students needed 3 ways that life during colonial times for men was different and 3 ways that life was not similar for women.  Also, they needed to list 3 things that men and women had in common in colonial times.

1. Q.O.D.-What do you know about slavery in America?  Describe, to the best of your ability, the conditions by which slaves lived under in colonial America?

2. Some of this period was used to finish a writing assignment from English.

3. Teacher read a few diary entries that were handed in.

4. Students watched a short clip on the Atlantic Slave Trade.

5. Students worked on Cornell Notes #2. The E.Q. is What was life like for Africans and/or how did the Atlantic Slave Trade fit into this equation?

1. Q.O.D.-By reading pages 50-51, tell me how life on farms and cities during colonial times was different.  How was it similar?  Please write a minimum of 4 sentences.

2.  Students watched a Prezi presentation on life in cities and farms during colonial times.

3. Teacher and/or students read page 53

4. Students worked on compare and contrast paragraph #1