january 7 -objective: to understand some of the key people and countries involved in the american...

January 7-Objective: To understand some of the key people and countries involved in the American success in the American Revolution

-Bellwork: List and explain at least 3 key reasons as to why the American Revolution started.

Finish Cluster Web – p. 128-130 – important places of battles *Expert Groups

1) Canada 2) New York 3) New Jersey 4) Saratoga *Discuss the significance of each of these in class.

a. Key Generals/leaders – brief explanation of eachb. What happenedc. Key Details and/or Significance

-France and Spain Join the War Effort – skip a slide

-Homework: NONE

Seating Chart

Bayleigh & Amanda Sage & Madison

Hunter & Kassandra

Destanie, Janice, Larsen

Matthew & Jayme & Sophie

Front of Room

Dean & Cassidy

Two Remarkable Europeans – p. 131Who was he? Name two things

he brought.What were 3 things he did as commander.

Marquis de Lafayette

Baron Friedrich von Steuben

Who was he? Name two things he did.

What did a historian call von Steuben’s feat?

January 8-Objective: Each student will understand some of the key people and countries involved in the American success in the American Revolution

-Bellwork: -Finish Cluster Web – Expert Groups

-France and Spain Join the War Effort – next slide

-Identification People Web – Chapter 4 – People skip a slide

-Homework: Identification People Web Complete

France and Spain – p. 131France Spain

1. Who went to France from the U.S. and why?

2. Why did France join the Patriot side?

3. Name 3 ways that French helped the Patriots in the war effort.

1. Why did Spain join the Patriot side?

2. Who was Galvez and explain 2 ways in which he contributed.

Chapter 4 People1) George Washington2) Thomas Jefferson3) Thomas Paine4) Marquis de Lafayette5) Baron Friedrich von Steuben6) Bernardo de Galvez7) John Paul Jones8) George Rogers Clark

January 9-Objective: Each student will perform a skit to show how the courage of the Continental Army in 1777-1778 helped the Patriots in the war effort.

-Bellwork: France & Spain Join the War Effort – previous slide

Idenitification Web People #1-5

-Valley Forge – graphic organizer – skip a slide

-SKIT – Soldiers retelling their experience at Valley Forge 1777-1778.*Groups of 3.*Write a script that includes: 1) hardships faced over winter 2) how they viewed the hardships 3) why they remained at Valley Forge 4) their opinions of General Washington 5) how circumstances have changed now in the spring.*Each member must participate in preparing and performing

-Homework: 1) Identification Web People #1-5

Winter at Valley Forge – p. 132

Valley Forge

3. Summarize George

Washington’s quote.

4. What was the situation of the men?

5. How many died? What

did survivors do?

1. Why was entry of France & Spain so crucial?

2. Why was Valley Forge significant?

January 10-Objective: Each student will perform a skit to show how the courage of the Continental Army in 1777-1778 helped the Patriots in the war effort.

-Bellwork: -Work on and present Valley Forge Skits*Grade Vocabulary Identification #1-5

-Group Notes – War at Sea and in the West – next slide1) S.W.A.P.

a) “War at Sea” – p. 133 – show next slide & take notesb) “John Paul Jones” – p. 133 – show next slide & take notes c) “ War in the West” – p. 133-134 – show next slide & notes

-Vocabulary Identification Web - #6-8

-Homework: 1) Vocabulary Identification Web #6-8

War at Sea and in the West – p. 133War at Sea John Paul Jones War in the WestEntry of Fr. navy into war greatly aided colonists

American troops/navy focused on seizing Br. supply ships



captured many Br. supply ships

ship named after Ben. Franklin’s Poor Richard’s Almanac – Bonhomme Richard

captured Br. ship serapis



captured many Br. supply ships

ship named after Ben. Franklin’s Poor Richard’s Almanac – Bonhomme Richard

captured Br. ship serapis

George Rogers Clark – led west. campaign *led the Over-Mountain Men

fought the Native Amer. in the West to weaken British control.

won key battle at Vincennes.

January 13-Objective: Each student will understand the significance of the different theaters of the American Revolution.

-Bellwork:-A Soldier’s Journal – next slide*Grade Identification Web

-Vocabulary – Section 4 – Quizlet – skip 2 slides

-Family Feud - Review the American Revolution (get copy of Road to Revolution Timeline)

1) Road to Revolution2) Key People3) Key Battle spots

-Homework: 1) Finish “Soldier’s Journal”

A Soldier’s Journal – p. 133Objectives:

1. Each student will assume the role of a soldier or a sailor serving with one of these groups:

a. George Washington’s army in Northeastb. John Paul Jones forces at seac. George Rogers Clark’s troops in the West

2. You will create a journal entry (at least 10 sentences describing your experience.)

*You may want to use an event from the book as a focus for your entry.3. Be creative – IF and ONLY IF you get done early do a

sketch of the scene.***This will be easier if you put yourself in the times

that you are writing about.

Ch. 4 Section 2-4 – Key Terms9. Common Sense10. Declaration of Independence11. Loyalists12. mercenaries13. Battle of Trenton14. Battle of Saratoga15. Battle of Yorktown16. Treaty of Paris of 1783

January 14-Objective: To understand our independence earned in the American Revolution.

-Bellwork:“If you were there…” – p. 135

-S.W.A.P. p. 136-137 “Battle of Yorktown”1) Events leading to the British defeat. – chart next slide*Begin with “Cornwallis moved his force of 7,200 to Yorktown.”

-Cluster Web – Battle of Yorktowna. Key Generals/leaders – brief explanation of eachb. What happenedc. Key Details and/or Significance

-Vocabulary Identification Web #9, #10#9 – Francis Marion #10 – Comte de Rochambeau

-Homework: 1) Vocabulary Identification Web #9 & #10

Events leading to British DefeatBritish Defeat

1._________________________________________2._________________________________________3._________________________________________4._________________________________________5._________________________________________

January 15-Objective: Each student will analyze documents in understanding the time period of the American Revolution.

-Bellwork: S.W.A.P. p. 139 – Treaty of Paris*Answer these questions in your notebook:

1) What was the Treaty of Paris?2) What were the terms of the treaty?

-Analyzing Documents – Handouts and Individual Row Work*Each person in each row will receive a different document.*Once finished reading and answering questions, pass docs.

-Homework: 1) Clicker Quiz FRIDAY – Cluster Web & Vocabulary Identification

Document Questions1. (Answer from Handout)

2. (Answer from Handout)

3. Based on the main idea of the document, what would you title this document?

4. Why do you think this person is someone that you are reading about some 200 years after their main accomplishments?

Document Questions1. (Answer from Handout)

2. (Answer from Handout)

3. Based on the main idea of the document, what would you title this document?

4. Why do you think this person is someone that you are reading about some 200 years after their

January 16-Objective: Each student will analyze documents in understanding the time period of the American Revolution.

-Bellwork: -Analyzing Documents – Handouts and Individual Row Work

*Each person in each row will receive a different document.*Once finished reading and answering questions, pass docs.

-Grade the work – next slides

-Clicker Quiz – Identification & Cluster Web

-Homework: 1) Test TUESDAY

Biography of John Hancock1) Possible answer – The colonists saw him as a great

leader after his speech following the Boston Massacre. Also, they may have been trying to make a statement to the British by electing a man who was so patriotic.

2) Possible answer – John Hancock was nice to the employees of his uncle’s company. He also gave money to help fight for liberty. In addition, he served in high-ranking government offices.

Biography of Phyllis Wheatley1) Slaves and even freed slaves were not usually given

the opportunity to receive an education.2) Possible answer: Abolitionists admired her talent

in a time when African Americans were seen as only important as a use of physical labor to their masters.

Biography – Bernardo de Galvez1) Bernardo de Galvez encouraged trade with the

American colonies and allowed weapons and supplies to be sent to Patriot forces. He also refused to allow British ships entry to New Orleans, a strategic attacking point for the British.

2) Galvez proved to be a valuable ally because he controlled access to the Mississippi River and fought the British when Spain declared war on Britain in 1779.

Primary Source – Patrick Henry: Voice of Freedom

1) The British have been trying to control the colonists for 10 years. The king has refused to discuss their petitions, and he has sent his army to the colonies to try and conquer them.

2) He believes that there are millions of colonists who are dedicated to the cause of freedom. Their country provides them with valuable resources that will help them gain freedom.

3) He believes that fighting for freedom is the only way to keep from being treated as slaves. He would rather die than live without freedom.

Primary Source – Benjamin Rush’s Letter to GW

1) Many soldiers died of diseases caused by unhealthy hospital conditions.

2) Keeping better order among the soldiers would make sure they aren’t doing things that hurt their chances of recovery. Better order would also make the jobs of the surgeons and nurses easier.

3) They would benefit from the rest in a healthy environment with fresh air and good food. It might keep soldiers from deserting and going back to their own homes to have such a break.


-Bellwork:-Go over & grade documents – yesterday

Clicker Quiz – Ident. Vocab. & Cluster Web

-Pass out Short Answer Review

-Homework: Test TUESDAY


-Bellwork: Study Vocab. on Quizlet – Chapter 4

-Road to Revolution Timeline – study (similar events to last test)

-Jeopardy Review Game

-Work on Short Answer Review

-Homework: Test TOMORROW

Short AnswerUsing at least 4 sentences, list and explain/or give an example of the four parts of the Declaration of Independence. - 2 points

Which 3 groups of people were excluded from the Declaration of Independence? - 1 point

Justify the 3 events you think were the most significant in the start of the American Revolution. – 3 points

List and explain the significance of the 5 key battles of the American Revolution. – 5 points


-Bellwork: Review Game for Test

-Test – Chapter 4 – American Revolution*Complete:

1) Short Answer2) Timelines3) Primary Source

-Homework: Finish Test TOMORROW

Articles of Confederation – p. 154

Articles of Confederation

3. “Congress

could also…” 4.

“However, states had…”

5. ”The government

did not…”

6. When did it pass? Who passed it? Where was it sent?

1. “Each state…”

2. “Congress could…”

January 23-Objective: To understand why and how the Articles of Confederation were a failure.

-Bellwork: Grade Ch. 4 Test

The United States is its own nation: free at last. You have been asked to write a Constitution for the new nation that will guide it. However, it must be short, and it can only have 5 ideas. Write your ideas for a new Constitution now in 5 sentences or less.

1) Discuss2) Skim p. 152-153 to see if any ideas to add to Constitution.

-Articles of Confederation – chart next slide

-Homework: NONE

January 24-Objective: To understand the significance of the Northwest Territories

-Bellwork: Discovery Education Video – “Land Ordinance Acts”

-Northwest Territory – skip a slide

-Vocabulary Quizlet - Individuals1) constitution 2) suffrage 3) Articles of Confedera. 4) ratification 5) Land Ordinance of 17856) Northwest Ordinance of 1787 7) Northwest Territory

-The Northwest Territory – History & Geography Worksheet

-Homework: The NW Territory - Worksheet

Northwest Territories – p. 155

Northwest Territories

2. Northwest Ordinance of 1787

a. What did it create?b. When & how could a territory enter Union?

c. What 3 other things did this do?

1. Land Ordinance of 1785a. How was it split up?

b. Who and how many were the lots reserved for?

January 27-Objective: To understand the goals and outline of the United States Constitution

-Bellwork: 1) Grade Worksheet 2) Vocab. Quizlet – previous slide

-Strengths & Weaknesses – Articles of Confederation – next slide

-U.S. Constitution: The Ship of State - skip a slide1) Draw the ship (as best you can)2) Label the 6 sails as labeled on p. 156-1573) Write a phrase or sentence explaining the significance of each

idea.4) Write an example of each idea

*Discuss if we labeled the ship, which parts of the ship would be what.

-Homework: Vocabulary Notecards

Articles of Confederation – p. 154Strengths

Weaknesses1.

2.

3.

4.

5.

1.

2.

U.S. Constitution


-Bellwork: List and explain 2 strengths and 2 weaknesses of the Articles of Confederation. Do you think the Articles of Confederation were a good 1st Constitution? Why or why not?

-Finish U.S. Constitution ship – p. 156-157

Goals of the Constitution – Give an example of each – next slide

-Notes - Outline of the Constitution – skip a slide

-Homework: NONE

Preamble – p. 1886 Goals of the Constitution

– Form a More Perfect Union– Establish Justice– Insure Domestic Tranquility– Provide for the Common Defense– Promote the General Welfare– Secure the Blessings of Liberty

Outline of the U.S. Constitution

• U.S. Constitution– Article 1 – Legislative Branch– Article 2 – Executive Branch– Article 3 – Judicial Branch– Article 4 – Relations Among the States– Article 5 – Amending the Constitution– Article 6 – National Supremacy– Article 7 – Ratification

*Amendments to Constitution (27 of them)

Bill of Rights1. 2.3.4.5.6.7.8.9.10.


-Bellwork: -Schoolhouse Rock: The Preamble

-Notes – 1) Goals of the Constitution – give an example of each2) Outline of the U.S. Constitution3) Bill of Rights

-Begin Work on Crossword Puzzle – the 26 Amendments

-Homework: NONE


-Bellwork: Review:1) Goals of Constitution2) Outline of Constitution3) Bill of Rights

-Crossword Puzzle – the 26 Amendments*Use Gov’t Textbook

-Homework: 26 Amendments Crossword


-Bellwork: School House Rock - U.S. Constitution

-Finish Crossword – 27 Amendments*Grade in Class – Use old gov’t books

-Bill of Rights Amendments Activity*Google Docs – Each student must include 1 slide that has

key info about 1 amendment they are assigned along with image to help define that amendment.

-Homework: Bill of Rights Quiz - MONDAY

February 3-Objective: To understand the goals and outline of the United States Constitution


-Bill of Rights – Notes – Use book to list and explain*Quiz TOMORROW

-27 Amendments Activity – Google Documents*Google Docs – Each student must include 1 slide that has key

info about 1 amendment they are assigned along with image to help define that amendment.

-Homework: 1) Bill of Rights Quiz TOMORROW2) Last 27 Amendments Quiz WEDNESDAY



-Bill of Rights Quiz – on Angel

-27 Amendments Activity*Google Docs – Each student must include 1 slide that has key info about 1 amendment they are assigned along with image to help define that amendment.

-Review 17 Amendments Quiz*Around the world – in groups

-Homework: 1) Last 17 Amendments Quiz - TOMORROW



-Review 17 Amendments Quiz*Around the world – in groups

-17 Amendments Quiz

-CNN Student News – if time

-Homework: NONE

February 6-Objective: To understand the three branches of government

-Bellwork: Schoolhouse Rock – 3 branches of gov’t

-S.W.A.P. p. 167 “Checks & Balances” & answer these questions.1) What are the 3 branches of gov’t? 2) What are their roles?

-Tree Branches of Government Project*Break into Groups*Work on Project*Be ready to present info & put on tree.

-Homework: NONE


-Bellwork: Get Started on the Project

-Tree Branches of Government Project1) Break into Groups2) Work on Project*3) When finished with your leaf, make 4 more on

white paper. (to put on other’s trees)4) Be ready to present info & put on tree.

-Homework: NONE





-Homework: NONE


-Bellwork: Get Started on the Project*Finish Article of Constitution “leaves”

-Tree Branches of Government Project*Present & Take Notes - handout

-Homework: NONE

Articles of ConstitutionI. Legislative Branch (House of Representatives)

1) Election2) Qualifications3) Determining Representation4) Filling Vacancies5) Selection of Officers

II. Legislative Branch (Senate)1) Selection of Members2) Qualifications3) President of the Senate4) Election of Officers5) Impeachment Trials6) Penalties Upon Conviction

III. Legislative Branch (Law-Making Process)1) Tax Bills2) How a Bill Becomes a Law3) Resolution Passed by Congress

Articles of ConstitutionIV. Executive Branch (President/Vice President)

1) Chief Executive2) Selection of Electors3) Electoral College4) Time of Elections5) Qualifications6) Presidential Succession7) Salary8) Oath of Office9) Powers of the President10) Impeachment and Removal from Office

V. Judicial Branch (Federal/Supreme Courts)1) Federal Courts2) Scope of Judicial Power3) Supreme Court4) Trial by Jury5) Treason




-Homework: NONE


-Bellwork: -Finish Constitution Tree Presentations

Create a question for the class from each leaf. 1) Explain how to write a question2) Give a sample question3) Have students write question on notecard w/ answer on

opposite side

-Clicker Review - TOMORROW*Use the Constitutional Tree & Notes to help

-Homework: NONE


-Bellwork: Create a question for the class from each leaf. 1) Explain how to write a question2) Give a sample question3) Have students write question on notecard w/

answer on opposite side

-Clicker Review*Use the Constitutional Tree & Notes to help

-Homework: Constitutional Tree Test - WEDNESDAY


-Bellwork: Clicker Quiz – Constitution Tree Quiz

Review for Constitution Test*Group work – make questions or answers for 1) Everyone needs piece of notebook paper

2) Have students go around answering questions on Constitutional Trees3) Pass out sheets to use to study for test TOMORROW

-Homework: 1) Test TOMORROW


-Bellwork: Finish notes on Constitution Tree – peer questions

-Clicker Review – Articles of Constitution

-Study for Test1) Skim for

a. key terms b. 1st sent. in paragraphc. Last sentence in paragraph d. Any lists of

info

-Homework: 1) NONE


-Bellwork: NONE

-Constitution Test


-Homework: 1) NONE

Objective: To understand issues faced between the Americans and the British and Spanish

-Bellwork: “If you were there…” – p. 158*Discuss*Collect U.S. History Corrections – Constitution

Test

-Trouble with Britain and Spain – p. 158 – next slide

-Trade issues with Britain and Spain – p. 159 – skip a slide

-Homework: NONE

February 27

Trouble with Britain– p. 158

Issues enforcing

Treaty of Paris of 1783

1. “…hard to force…”

3. British tell U.S. to not seize forts by force or else…

2. “U.S. wanted to gain control…”

Trade Issues w/ Britain & Spain – p. 159Problems Issue that faced

the U.S.

Trade w/ Britain 1.

2.

3.

Economy…

Trade w/ Spain 1.

2.

National Government…

Objective: To begin to understand economic problems that faced America following the American Revolution.

-Bellwork: Discuss: What were some issues w/ G.B. & Spain?

-Group project*International Relations Dialogue – p. 159

1) 1 American and 1 British or Spanish official2) 1st partner write a problem; 2nd partner write a

response. (Vice versa)3) 1st partner write why problems occurring; 2nd

partner write why a problem was occurring.4)1st partner write & vice versa suggestions for

solutions.

Homework: NONE

February 28

Objective: To summarize how economic problems and rebellion was a result of a weak Articles of Confederation.

-Bellwork: Review Spanish & British dialogues.

-Impact of Closed Markets – p. 160 – next slide

-Economic Problems – p. 160-161 – next slide

-Shay’s Rebellion – p. 161 – graphic organizer – skip slide

Homework: Quiz Tomorrow & Begin “Shay’s Rebellion” Video

March 3

1. a. b.

2.3. a. b.

4.

Impact of Closed Markets – p. 160

Economic Problems – p. 160-161

Economic Problems

2.

3.1.

List the 3 economic problems in U.S. & explain each problem.


-Bellwork: -Clicker Quiz – Impact of Closed Markets

Shay’s Rebellion - p. 161 – graphic organizer

-Calls for Change – p. 162 – graphic organizer – next slide

-Using your notes and/or book (p. 161) answer these questions: (IF TIME)1) Recall: What was Shay’s Rebellion, and why was it significant?2) Points of View: Why do you think Daniel Shays and the rebels took the actions they did?3) Judgments: Do you think the actions of Daniel Shays and the other rebels were justified?

-Video – Shay’s Rebellion

Homework: NONE

March 4

Shay’s Rebellion – p. 161

Shay’s Rebellion

3.Who was Daniel Shays? When did he

lead the rebellion

4. What was the reason for the

rebellion?

5. Who defeated Shay’s forces? What did the state do with

the rebels?

1. According to the 1st few sentences,

how did Massachusetts try paying its war debt

2. Who was most affected and why?

Calls for Change – p. 162

Calls for Change

#1 Weakness

#2 Weakness

#3 Weakness


-Bellwork: -Using your notes and/or book (p. 161) answer these questions:

1) Recall: What was Shay’s Rebellion, and why was it significant?2) Points of View: Why do you think Daniel Shays and the rebels took the actions they did?3) Judgments: Do you think the actions of Daniel Shays and the other rebels were justified?

-Video – Shay’s Rebellion *Must take 20 notes

Homework: “Shay’s Rebellion” Clicker Quiz - TOMORROW

March 5

Objective: To analyze the shift from the Articles of Confederation to a new and improved government.

-Bellwork: Finish Video: Shay’s Rebellion*Collect Notes

-Discussion

Homework: NONE

March 6

Objective: To analyze the shift from the Articles of Confederation to a new and improved government.

-Bellwork: “If You Were There…” – p. 163 – Answer this question:*Why would you want to go to the Constitutional

Convention?

-Constitutional Convention – p. 164 – next slide

-Voting under Articles of Confederation – simulation – skip a slide*Each student maintains a vote in the scenarios.


Homework: NONE

March 7

Constitutional Convention – 164

Constitutional Convention –

p. 164

1. What was the Constitutional Convention &

why was it held?

3. Who was not at the convention

and why?2. Who were some of the

delegates? Who was president?

Rhode Island = 1 peopleNew Hampshire = 2 peopleMassachusetts = 3 peopleSouth Carolina = 4 people

Virginia = 4 people

Scenario #1: There is a bill in office to give Rhode Island, New Hampshire, and Massachusetts money to build amusement parks

in their state. Virginia and South Carolina would be the main money givers.

Scenario #2: South Carolina and Virginia need money for new roads stating that the northern states like R.I., N.H., and Mass.

should be responsible for giving money for them

Constitutional Scenarios

Virginia & New Jersey Plan – p. 164-165

Virginia Plan1. Leader2. Supreme Power?3. legislature =

bicameral or unicameral?

4. Representation based on…

5. Fear(“believed…)

*Favors big or small states?

New Jersey Plan1. Leader2. legislature =


3. In terms of voting, each state…



-Bellwork: Turn and Tell – Explain what the Constitutional Convention was and who was involved.

-Virginia & New Jersey Plan – p. 164-165 – next slide

-Great Compromise – p. 165 – skip a slide

-S.W.A.P. p. 166 - Three-Fifths Compromise *Graphic Organizer – skip 2 slides

Homework: NONE

March 10

Virginia & New Jersey Plan – p. 164-165




5. Fear…






Great Compromise – p. 165




5. Fear…






Great Compromise1. Leader2. How was

legislative branch composed?

3. Representation in Senate and House?

Three-Fifths Compromise – p. 166

Three-Fifths Compromise

3.What did Northerners want?

4. What agreement did they come up

with?

5. List and explain another major issue.

6. What were the Commerce

Compromises?

1. What was the major issue with enslaved Africans & representation?

2. What did Southerners want?

Objective: To explain the important features of the new Constitution.

-Bellwork: Three-Fifths Compromise & Foreign Slave Trade – Graphic Organizer - p. 166

-p. 168 #1-4

Homework: Clicker Quiz TOMORROW

March 11

Debate over Slavery – p. 161In favor of:1) 3/5 Compromise2) Foreign Slave Trade*Actual Agreement

Opposed to:1) 3/5 Compromise2) Foreign Slave Trade*Actual Agreement

The Living Constitution – p. 167

Popular Sovereignty?

National Government?State Government?

Federalism?

Legislative? Executive? Judicial?

Role of States?1.2.3.


-Bellwork: -Collect p. 168 #1-4

1) Shoulder Partners – Debate over the 3/5 Compromise & Foreign Slave Trade

2) One of you is in favor & one against 3) Fill in the chart on next slide4) Debate your point of view

-S.W.A.P. p. 167 - The Living Constitution – skip a slide

-Clicker Quiz – Constitutional Convention

Homework: NONE

March 12

Objective: Each student will create a commemorative stamp that shows the significance of the new Constitution.

-Bellwork: -Federalist v. Antifederalists – p. 170-171 – previous slide

-Federalists Papers – p. 171 – next slide1) Federalist Paper #15 – Handout

Homework: Federalist Paper #15 W.S.

March 13

Antifederalists v. Federalists – p. 170-171

Antifederalists vs. Federalists

Definition Definition

Belief about Constitution?

Belief about Constitution?

Key People Key People

Main Followers Main Followers

Federalist Papers – p. 171

Federalist Papers

3.What did they argue?

4. Where were they printed?

5. What did they become?

1. What were they?

2. Authors?


-MAPS TEST

March 17

*Constitutional Convention (Include Great Compromise/3/5 Compromise), Federalism & checks & balances, debate over ratification, Federalist Papers, inclusion of a Bill of Rights, celebration over ratification._____/6 All stamps included, colorful, creative, neat, in stamp format. _____/6 Each stamp labeled with MAIN aspect of each topic

included. _____/2 Key info is included and understood by audience (Mr. Lahm and classmates)_____/3 At least 1 picture for each stamp (on topic)._____/3 On-task the ENTIRE time

_____/20 TOTAL

Commemorative Stamp Project


-Bellwork: Grade Federalist Paper #15

-Debate over ratification of the Constitution – p. 172 – next slide*Questions to answer

-Bill of Rights – p. 173 – skip slide

-Begin Commemorative Stamps Project*Group Project*Topics include Constitutional Convention, debate over

ratification, the Federalist Papers, inclusion of a Bill of Rights, celebration of ratification.

*Discuss

Homework: -NONE

March 18

Questions1) How many states did it take to ratify the Constitution?

2) Who was the first and ninth state to ratify the Constitution? When?

3) Why did political leaders across America know they needed the large states of New York and Virginia to ratify the Constitution when they already had 9 of 13 states?

4) When did New York, Virginia, and Rhode Island ratify the Constitution? Who was last?

Debate Over Ratification – p. 172

Bill of Rights – p. 173

Antifederalists beliefs?

What were the steps for an amendment to be added?

Federalists beliefs?

When? (2 dates)

Bill of Rights?

Ideas came from where?

James Madison

What did he want and encourage?


-Bellwork: -Finish Commemorative Stamps Project*Group Project*Topics include Constitutional Convention, debate over ratification, the Federalist Papers, inclusion of a Bill of

Rights, celebration of ratification.*Show stamps to class*ANGEL live chat – events of Constitutional Convention

-CNN Student News – when complete

-Homework: NONE

March 19


-Bellwork: Work on Stamp Projects

-Project Stamp Projects

-Franklin Addresses the Constitutional Convention W.S.1) Questions on next slide2) Write the answers on the worksheet.

-Ratification of the New Constitution Worksheet

-Homework: Complete Worksheet Questions

March 20


-Bellwork: -Benjamin Franklin W.S. & Grade

-Ratification of New Constitution W.S.

-Pass out Short Answer Review - Handout

Homework: TEST TUESDAY

March 21

1. Why did Franklin think it was hard for people to compromise?

2. Why did Franklin think it was surprising that the Constitution was as good as it was?

3. Why did Franklin support the Constitution?

“Benjamin Franklin Addresses the Constitutional Convention”

1. Pretend as though you are explaining the new Constitution to an immigrant. Convince this person that the new Constitution is better than the Articles of Confederation using at least 3 explanations.

2. What dispute did the Great Compromise resolve during the Constitutional Convention? How did it resolve it?

3. The Constitution created a system of checks and balances for the federal government. What is the purpose of this system?

4.What major issue faced the nation even it its beginning stages, and what did the three-Fifths Compromise propose to solve the problem of determining state population for representation in the national legislature?

Short Answers for Test


-Bellwork: -Finish Ratification W.S. & Grade

-Short Answer Review

-Clicker Quiz – Review Chapter 5

-Review Game – Chapter 5

Homework: TEST TOMORROW

March 24


-Bellwork: Review for Test*Make sure short answers are ready

-Chapter 5 Test

-Finish Commemorative Stamp Projects

Homework: TEST

March 25

33. What dispute did the Great Compromise resolve during the Constitutional Convention? How did it resolve it? – 2 points

34.What major issue faced the nation even it its beginning stages, and what did the three-Fifths Compromise propose to solve the problem of determining state population for representation in the national legislature? – 3 points

35. The Constitution created a system of checks and balances for the federal government. What is the purpose of this system? – 1 point

36. Pretend as though you are explaining the new Constitution to an immigrant. Convince this person that the new Constitution is better than the Articles of Confederation using at least 3 explanations. – 4 points

Short Answers for Test

Objective: Each student will outline the difficulties faced by George Washington: the 1st President.

-Bellwork: 1) Talk about Chapter 5 Test 2) Video – Discovery Education –

“Debates in the Constitutional Convention”

-Finish Commemorative Stamps

-Video: American Presidents – Preview*New American Presidents Video “Making of

Presidency” -Write the 3 most important points about each

president discussed in the video.

Homework: NONE

March 26

Objective: Each student will outline the difficulties faced by George Washington: the 1st President.

-Bellwork: Video: The American Presidents (Disney) – George Washington

-Discuss w/ shoulder partner:*What are some of the challenges the President of the United

States would face in the first year in office?

-”Organizing the Government” Graphic Organizer - S.W.A.P. p. 235-236*Complete these parts of your graphic organizer - HANDOUT

1) Precedent - definition2) First Cabinet – Names of Offices3) Judiciary Act of 1789 – Courts established

-Begin Chapter 7 Vocab. – Quizlet

Homework: Corrections on Chapter 5 Test

March 27

“Organizing the Government”

Precedent

An act or decision that sets an example for others to

follow


First CabinetCabinet - Group advisors to the President- 5 Cabinet Members – called secretaries

- State, Treasury, War, Attorney General, and Post Master General.

- Secretary of State – Thomas Jefferson- Secretary of the Treasury – Alexander Hamilton- Secretary of War – Henry Knox- Attorney General – Edmund Randolph- Postmaster General – Samuel Osgood


Federal court System

- Judiciary Act- Supreme Court – Highest Court in the Land

- Chief Justice – John Jay- 5 Associate Justices

- Federal District Courts- Circuit Court of Appeals

Objective: Each student will recognize the difficulties faced by Alexander Hamilton in handling the national debt.

-Bellwork: NONE

-”Organizing the Government” – Graphic Organizer*Complete this part of your graphic organizer

2) S.W.A.P. p. 235-236 - First Cabinet – Names of Offices3) S.W.A.P. p. 235-236 - Judiciary Act of 1789 – Courts

established4) S.W.A.P. 238-240 – National Debt & Reduction

-The National Debt – Handout – SKIP a slide for questions*Look at & discuss “National Debt Clock” – online

-Clicker Quiz – National Debt

Homework: 1) Clicker Quiz - TOMORROW

March 31

“Hamilton & National Finances”National Debt

National Debt – Total amount of money the government owes to others ($11.7 million to other countries & $40.4 million to U.S. citizens)

Biggest Debt – American Revolution Bonds – loans the government gets from the people

Hamilton’s plan – - Pay foreign debt immediately & gradually pay bonds - Build the U.S. Capitol between Maryland and Virginia

*Why?

“The National Debt” - HANDOUT1. According to your graph, in what year was the debt closest

to zero percent of GDP (Gross Domestic Product)?2. In what year was the debt the highest percentage of GDP?3. In 1929 the Great Depression began. How did this

influence debt?4. Consider the data provided for the years 1871 and 1951.

In comparison to the data for 1851 and 1931, what can be said of the debt in the years in question? What major events occurred just prior to 1871 and 1951 respectively?

Objective: Each student will compare and contrast the different views of Thomas Jefferson and Alexander Hamilton.

-Bellwork: Finish National Debt W.S.*Answer questions – previous slide

Clicker Quiz – Nat’l Debt

-Finish Understanding Differences – “Jefferson Opposes Hamilton”–skip a slide

*Complete the Venn Diagram in Notes*Discuss

Homework: 1) Finish notes

April 1

Jefferson v. Hamilton – Differing Views – p. 240-242

Thomas Jefferson

1) Politicala.

2) Economica. b.c.

3) National Banka.b.c. Elastic clause…d. Strict

construction

Similarities

Alexander Hamilton

1) Politicala.

2) Economica. b.c.

3) National Banka.b.c. Elastic clause…d. Loose

construction

Objective: Each student will organize the issues facing U.S. neutrality under George Washington.

-Bellwork: -Finish “Differing Views” – Similarity p. 240.

-“Jefferson & Hamilton Disagree about Gov’t” Handout

-Clicker Quiz – Jefferson & Hamilton

-Video: American Presidents – Preview*New American Presidents Video

-Write the 3 most important points about each president discussed in the video.

Homework: 1) NONE

April 2

Objective: Each student will write a farewell address as George Washington wrote a farewell address.

-Bellwork -Clicker Quiz – Jefferson & Hamilton

–Read “Washington’s Farewell Address” – p. 248

-Writing a Farewell Address – Graduating from LDNE*You must use at least 3 of the vocabulary words in your address. – Use p. 248 to help you.

-Election of 1796 – p. 250-251 – next slide

-Homework - NONE

April 3

Election of 1796 – p. 250-251What are political parties? What was Washington’s views on political parties?

Federalist Party1. Founder(s)2. Goal3. Candidates

Democratic-Republican Party1. Founder(s)2. Goal3. Candidates

Party Differences1. How did

people choose their party

2. Who became Pres. & VP

Objective: Each student will recognize the key events of the XYZ Affair and the Alien & Sedition Acts

-Bellwork –Finish Election of 1796 – p. 250-251 – previous slide

–NOTES 1. S.W.A.P. p. 251-252 - XYZ Affair – NOTES2. S.W.A.P. p. 253 - Alien & Sedition Acts – NOTES

-Short Answer Questions-1) Create groups of 4 – One student should open & share Google

Document2) As group of 4, each person will publish their response with their

name beside their work.3) As group, 1 response should be given by compiling all your info

*Get #1 done TODAY & go over

-Homework – 1) Short Answer #1 - TOMORROW

April 4

I. XYZ AffairA. Conflict with France

1. French seize U.S. neutral ships & upset w/ Jay’s Treaty

2. Three French agentsa. Fr. Minister Talleyrand – wants $250,000

bribe to discuss treatyb. want $12 million loan – to pay for war w/

Britain *U.S. diplomats refuse demands3. X, Y, Z stood for names of French agents

B. War or Peace? – next slide

1. Americans call for war.

John Adams – 2nd President of the U.S.

War or Peace?Should Americans keep the Peace or go to War?

ON A SCRAP PIECE OF PAPER, CREATE A SLOGAN THAT WILL SUPPORT YOUR ANSWER


II. Alien & Sedition ActsA. Alien & Sedition Acts *want to crush opposition to war w/ France

1. Sedition Act – forbade criticism of the government *This cancelled basic protections of

freedom of speech and freedom of the press.2. Kentucky & Virginia Resolution

*supported state opposition to federal law


#1 – How did Thomas Jefferson and Alexander Hamilton differ in their ideas about central government?

*(Be sure to include their ideas on central gov’t, the economy, and a national bank – need at least 4 specific ways their views differed)

Short Answer #1

XYZ Affair – p. 252

XYZ Affair

3.Explain the events that took place when

U.S. diplomats arrived in France.

4. What were terms X,Y,Z used for?

5. What was the XYZ Affair?

1. What was Adam’s 1st goal as President?

2. What did Adams do to achieve goal?

Objective: Each student will know the differences between the Federalist policies and the Democratic-Republicans policies.

-Bellwork NONE

-Short Answer Google Document Assignment – next slide

-Create a Venn Diagram1) S.W.A.P. top p. 267 - “The Election of 1800”2) S.W.A.P. p. 268-269 – “Jefferson in Office”

a. Create a Graphic Organizer (YOUR CHOICE) that includes these things:

1. 5 ways that the Democratic-Republican Congress helped Jefferson gain greatness.

2. 3 functions of government3. 1 similarity between Democratic-Republicans & Federalists

-Homework – Graphic Organizer COMPLETE

April 17

-Short Answer Questions-1) Create groups of 4 – One student should open & share Google Document2) As group of 4, each person will publish their response

with their name beside their work.3) As group,1 response should be given by compiling all

your info*Get #1 done TODAY & go over

SHORT ANSWER – How did Thomas Jefferson and Alexander Hamilton differ in their ideas about central government?


-Homework – 1) Short Answer - TOMORROW

Short Answer Assignment

#1 – How did Thomas Jefferson and Alexander Hamilton differ in their ideas about central government?


Short Answer #1

Objective: Each student will determine the significance of the case of Marbury v. Madison.

-Bellwork –Discuss Short Answers (*INVITE ME TO YOUR GOOGLE DOC – [email protected]

-Notes – Jefferson & the Supreme Court – next slide1) S.W.A.P. p. 269 “Marbury v. Madison” (only this page)2) Notes3) Marbury OR Madison – discussion next slide4) Notes

-John Marshall Handout *Answer Questions

-Homework – 1) John Marshall Handout

April 18

Thomas Jefferson – 3rd President of the United States

• Jefferson is elected President – “Reprieve”• Strengthening the Supreme Court

– Chief Justice – John Marshall– John Adams appointed a “midnight Judge”

• William Marbury

– Jefferson Takes office• Tells Madison not to deliver appointment papers to Marbury• Marbury sues for papers – Judiciary Act 1789

– Any case involving a Federal official originates in the Supreme Court

Supreme Court Case - Marbury vs Madison

MARBURY vs. MADISON

MARBURY OR MADISON?

With your shoulder partner decide who you think the Supreme Court will side with. Be able to explain your answer.

MARBURY vs. MADISON

• Supreme Court ruled against Marbury– Judiciary Act was unconstitutional

“In all cases affecting Ambassadors, other public ministers and Consuls, or a state shall be a party, the Supreme Court shall have

original jurisdiction”

– Ruling set a precedent• Judicial Review• Supreme Court has the power to decide if a law passed in the

Legislative Branch and signed by the President is Constitutional.

Which Branch of Government has the most Power?

Objective: Each student will interpret the westward movement through a video “America: The Story of Us”

-Bellwork - NONE

–”America: The Story of Us” – Westward

-Homework – NONE

April 19

Objective: Each student will create a green screen movie in which they will analyze the movement westward in the United States.

-Bellwork –

–Background to movement westward

-Homework – NONE

April 22 - Monday


-Bellwork -Discuss “Westward” Handouts

– Begin watching news shows from previous year

-Expanding West – Chapter 11 – News Show1) 3 students to a group (Figure out where to leave materials in room in case 1 person is

absent – Consider using Google Docs for script so all people in group have it)2) Complete the information – NEXT SLIDES – before writing your outline

-Homework – Finish all info on slides by TOMORROW

April 23 - Monday


-Bellwork – Begin watching news shows from previous year

-Expanding West – Chapter 11 – News Show1) 3 students to a group (Figure out where to leave materials in room in case 1

person is absent – Consider using Google Docs for script so all people in group have it)2) Complete the information – NEXT SLIDES – before writing your outline

-Homework – Finish all info on slides by TOMORROW

April 24 - Tuesday

1. Trails West – Include info about the following peopleA. John Jacob AstorB. the mountain menC. the Oregon TrailD. the Santa Fe TrailE. MormonsF. Joseph Smith and Brigham Young

2. The Texas Revolution – Note the important people and events in the story of how Texas gained independence from Mexico. In a chart like the one below, write the words, images, and sounds you might use to make the story come alive.

News Show Preparation

Words Images Sounds

3. The Mexican-American War– In a chart like the one below, explain how you might use words, images, and sounds to explain manifest destiny and the role of the Mexican-American War in the expansion of the U.S. to your audience.

4. The California Gold Rush – Note the significant events AND effects of the gold rush. Then complete a chart like the one above to explain how you might use words, images, and sounds to tell your audience about this exciting time in U.S. history.

News Show Preparation – (Continued)

Words Images Sounds


-Bellwork – -Study Habits Survey *Choose a topic (as a group) that you find most interesting

-Expanding West – Chapter 11 – News Show – Creating an Outline1) Choose 1 or 2 topic(s) from chapter to turn into a 10 minute news show. 2) Create an outline

a. No more than 3 scenes (3 in news room & 3 actual scenes)*You will need at least 2 interviews w/ people from that time period so plan that as you create

your outline. (pass out Handouts of people b. Each scene should include1. Scene – Provide a descriptive title, the main idea, and the duration of the scene2. Video – Write a detailed description of the video images. You might include reenactments

and stills (photos, etc.)3. Audio – Write the main idea of each scene. Write the narrator’s dialogue, and describe any

music or sound effects you will use.

-Homework – Be sure that outline is ready

April 25 - Wednesday


-Bellwork – -Study Habits Survey *Choose a topic (as a group) that you find most interesting

-Expanding West – Chapter 11 – News Show – Creating an Outline1) Choose 1 or 2 topic(s) from chapter to turn into a 10 minute news show. 2) Create an outline

a. No more than 3 scenes (3 in news room & 3 actual scenes)*You will need at least 2 interviews w/ people from that time period so plan that as you create

your outline. (pass out Handouts of people b. Each scene should include1. Scene – Provide a descriptive title, the main idea, and the duration of the scene2. Video – Write a detailed description of the video images. You might include reenactments

and stills (photos, etc.)3. Audio – Write the main idea of each scene. Write the narrator’s dialogue, and describe any

music or sound effects you will use.

-Homework – Be sure that outline is ready

April 25 - Thursday


-Bellwork – NONE

-Expanding West – Chapter 11 – News Show – Creating an Outline1) Be sure outline is complete2) Write script – include the info from the outline as well as key info you wrote down on Tuesday

about the topics.*Script should be ready to go by the end of class on FRIDAY.***We begin rehearsals Monday for the actual presentations to begin Tuesday.

***BE THINKING ABOUT BRINGING PROPS MONDAY.

-Homework – Be sure that outline and interview are ready

April 26 - Friday


-Bellwork – NONE

-Expanding West – Chapter 11 – News Show – Creating an OutlinePreparation Before Rehearsal

1) Images & Sounds*Sounds - Youtube to Youtube to mp3 converter to Itunes to Imovie*Images - Youtube to Youtube to mp4 converter to Itunes to Imovie2) Props – figure out who is bringing what and what to bring3) Creative Ideas for Green Screen4) How to Produce the Scenes

Begin Rehearsalsa. Go over some key things students need to remember when rehearsingb. Rehearse – write down key info on scripts including changes

***BRING IN PROPS by TOMORROW.

-Homework – Be sure EVERYTHING is ready to go for TOMORROW

April 29

Objective: Students gone to track

-Bellwork – NONE

-CNN Student News

-Newspaper Work


April 30


-Bellwork – NONE

-Expanding West – Chapter 11 – News Show – Creating an Outline1) Begin Rehearsalsa. Go over some key things students need to remember when rehearsingb. Rehearse – write down key info on scripts including changes2) Record at least 1 scene so Mrs. Seagren can help students learn how to

use IMovie



May 1


-Bellwork – Discuss in groups: “What is main info you are trying to get your audience to understand?”

-Expanding West – Chapter 11 – News Show – Creating an Outline1) Get any outside class running around completed2) Rehearse Quickly3) Record at least 2 more pieces today and upload on video for TOMORROW



May 2



-Expanding West – Chapter 11 – News Show – Creating an Outline1) Get any outside class running around completed2) Rehearse Quickly3) Record at least 2 more pieces today and upload on video for TOMORROW



May 3



-Expanding West – Chapter 11 – News Show – Creating an Outline1) Record at least 2 more pieces today and upload on video for TOMORROW



May 6 – NEXT YEAR – done by today



-Expanding West – Chapter 11 – News Show – Creating an Outline1) Record at least 2 more pieces today and upload on video for TOMORROW



May 7


-Bellwork – Be sure you complete your video by today

-Finishing Green Screen Project1) Finalize project2) Create quiz – 2 questions to be answered during playing of your project3) Upload finalized video to DVD

-Homework – 1) DVD and Quiz FINALIZED

May 8


-Bellwork – Begin watching videos

-Answer quiz questions – from video

-Homework – 1) Finish Quiz

May 9

Objective: Each student will analyze the news for current events

-Bellwork – Watch CNN Student News*Discuss

–Pass out “Upfront” Magazines w/ quizzes for students to complete*For grade

-Homework – NONE

May 10

Objective: Each student will analyze the news for current events

-Bellwork – Finish watching Westward newscasts

–Watch CNN Student News

-Ch. 15 - A Dividing Nation – The Debate Over Slavery*Next slide

-Homework – NONE

May 13

The Debate Over Slavery

Significant Events in the Slavery Debate

Event & Explanation Effect

1. Wilmot Proviso… (Include sectionalism)

2. Creation of new parties (Include Free-Soil party)

3. California – Free or Slave

4. Compromise of 1850 (Include some key agreements)

5. Fugitive Slave Act (Include reactions of North & South)

6. Antislavery Literature (Include Uncle Tom’s Cabin)

Objective: Each student will debate whether the North and/or South was more responsible for the Civil War

-Bellwork -Finish Notes - Ch. 15 - A Dividing Nation – NOTES*Next slide

-Watch CNN Student News

-Mess with iBook software

-Homework – Begin iBook

May 14


-Bellwork -Finish Notes - Ch. 15 - A Dividing Nation – NOTES*Next slide

-Creating iBooks on Primary Source v. Secondary Sources*Rubric Next Slide

-Homework – Begin iBook

May 15

Rubric_____/5 Graphic Organizer

*Must COMPARE Primary v. Secondary Sources_____/4 Clear Summarization and Explanation of

_____/2 Primary Sources_____/2 Secondary Sources

_____/4 Questions to be asked (Must be at least a little different than book._____/4 Examples (Include actual excerpts from 1845-1860)

_____/2 Primary Source_____/2 Secondary Source

_____/4 Pictures (Include actual images from 1845-1860)_____/2 Primary Source_____/2 Secondary Source

_____/4 Video (embedded in iBook)_____/2 Primary Source_____/2 Secondary Source

_____/25 TOTAL

Primary v. Secondary Sources – H3-H5


-Bellwork –Get Started on iBook

-Creating iBooks on Primary Source v. Secondary Sources*Rubric Next Slide

-Homework – Primary & Secondary Sources iBook

May 16


-Bellwork –NONE

-Complete Keynote – Primary v. Secondary Sources

-Read p. 484-487 – “The Kansas-Nebraska Act1) Complete Cause & Effect Chart Next Slide

-Begin Debate Project – Rubric SKIP A SLIDE

-Homework – Complete Cause & Effect chart

May 17

Kansas-Nebraska Act

Kansas-Nebraska Act

When Passed? Effect: (should have to do with supporters)

What it did? Effect: (what did each side do in terms of legislature?)

How it dealt with slavery? Effect: (What did pro-slavery forces do to antislavery gov’t?

Effect: (John Brown and Pottawatomie Massacre)

Debate - RubricYou will be divided into groups of 2. One group will be arguing that the Dred Scott decision had more of an impact on the slavery question in the western territories. The other group will be arguing that the Lincoln-Douglas Debates had a greater impact on the slavery question in the western territories of the U.S. Here is what you must include in the debate

1. At least 1 primary document excerpt – used in debate2. At least 1 secondary source excerpt – used in debate3. At least 2 images (primary and/or secondary) of the time period -

shown in debate4. A brief summary and/or history of the event5. A rebuttal (defense statement) using factual info to oppose what

opponent stated6. Conclusion Statement – Should be a summary of your info as well as

opponents info and statement as to why your event was more significant

7. Taking notes of opponents arguments.

Debate - Rubric_____/3 Summary and/or History of event explained_____/3 1 Primary Document – used in debate_____/3 1 Secondary Document – used in debate_____/4 2 images (primary and/or secondary) – used in debate_____/3 Rebuttal statement – to refute opponents accusations/info_____/4 Conclusion

_____/2 Summary of ALL info_____/2 Statement – Factual and Persuasive as to why

your event was more significant _____/3 Taking notes during debate to use against opponent_____/2 On task entire time_____/5 Written documentation w/ primary and secondary documents included as well as Bibliography

_____/30 TOTAL


-Bellwork – Begin Work on Debates – p. 488-492

-Begin Primary Source Debates – Go over rubrics – next slide*Students must use primary and secondary documents to

prove their point.

-Homework – Primary Source Debates – BEGIN TOMORROW

May 20


-Bellwork – Begin Work on Debates – p. 488-492

-Begin Primary Source Debates – Go over rubrics – next slide*Students must use primary and secondary documents to prove

their point.

-Debates Begin

-Homework – Primary Source Debates

May 21


-Bellwork – Prepare to Debate

-Debates Begin

-Homework – Have a FUN & SAFE Summer

May 22

S.W.A.P. these pages in groups assigned1) p. 273-274 – “Louisiana”

a. Napolean’s Strategy & Defeat b. Jefferson buys Louisiana

2) p. 275-277 – “Explorers Head West”c. establishment of Lewis & Clark Expeditiond. Lewis & Clark Expeditione. Influence of Sacajawea and Native Americansf. Pike’s Exploration

3) p. 332-333 – “Indian Removal Act”g. Indian Removal Act

4) p. 333-334 – “Cherokee Resistance”h. Cherokee Resistancei. Trail of Tears

5) p. 346-348 – “Americans Move West”j. John Jacob Astor & his story

6) p. 348-349 – “The Oregon Trail” & “The Santa Fe Trail” 7) p. 349 – “Mormons Travel West”8) p. 364-365 – “Discovery of Gold Brings Settlers”9) p. 366-367 – “Staking a Claim” & “Life in the Mining Camps”

_____/2 Creative, on-topic, and on-task_____/5 SCRIPT - Key Info Included

_____/2 Key people & countries/places represented_____/1 Storyline of your info is accurate & appropriate_____/1 Key events and dates are included_____/1 Significance of the event to westward expansion/

Manifest Destiny clearly stated. _____/6 PRESENTATION

_____/1 Information is understood and not just read_____/2 Key information is accurate and helps audience

understand topic more effectively._____/1 Voice is loud, clear, and confident_____/1 Info is on topic and shows grasp of main concepts_____/1 Info is COMPLETE

_____/13 TOTAL

Requirements for Reenactments

Objective: Each student will produce reenactments to show the timeline of events of the movement westward.

-Bellwork – Finish scripts on reenactments*Film in Mr. Lahm’s room, class in Mrs. Seagren’s room*need computer cart

-Begin filming reenactments

-Homework: BE READY TO FILM TOMORROW

APRIL 23 - TUESDAY

Objective: Each student will analyze a figure in history in the movement of U.S. citizens to the west.

-Bellwork – Finish Filming – if you haven’t yet

-Work on Reenactment Videos

-Homework: LIVE CHATS START AT BEGINNING OF CLASS

May 8

_____/2 Creative, on-topic, and on-task_____/5 SCRIPT FOR LIVE CHAT - Key Info Included

_____/2 Key people & info included_____/2 Questions & Answers show research_____/1 Significance of the event to westward

expansion/ Manifest Destiny clearly stated. _____/6 PRESENTATION OF LIVE CHAT

_____/1 On-task & completed on-time_____/2 Key information is accurate and helps audience

understand topic more effectively._____/1 Voice is loud, clear, and confident_____/1 Eye contact is on screen and not on script_____/1 Presentation is interesting & questions and

answers appropriate

_____/13 TOTAL

Requirements for Live Chats

1) p. 273-274 – “Louisiana”1. Napoleon2. Thomas Jefferson

2) p. 275-277 – “Explorers Head West”1. Meriwether Lewis2. Sacajawea

3) p. 332-333 – “Indian Removal Act”1. Andrew Jackson2. Pushmataha (Choctaw leader) and feelings against

U.S. gov’t4) p. 333-334 – “Cherokee Resistance”

1. Andrew Jackson2. A Cherokee person on their thoughts about the Trail

of Tears.

Key People for Live Chats

5) p. 346-348 – “Americans Move West”1. John Jacob Aster2. Jedediah Smith

6) p. 348-349 – “The Oregon Trail” & “The Santa Fe Trail”1. Ezra Meeker2. Sarah Keyes (The Donner Party)

7) p. 349 – “Mormons Travel West”1. Joseph Smith2. Brigham Young

8) p. 364-365 – “Discovery of Gold Brings Settlers”1. Sabrina Swain – “Family Letters during the Gold Rush” –

Hand 2. William Swain – “Family Letters during the Gold Rush” -

Handout9) p. 366-367 – “Staking a Claim” & “Life in the Mining Camps”

1. Levi Strauss – Levi Straus Handout2. Biddy Mason – Biddy Mason Handout

Key People for Live Chats


-Bellwork – Finish Filming Reenactments

-Edit Reenactments

-Whether filming live chats or not, begin piecing together newscast

-Homework: NONE

May 9


-Bellwork – Go over rubric for newscast – Rubistar

-Finish Filming Reenactments

-Work on editing reenactments

-Whether filming live chat or not, begin piecing together newscast

-Homework: LIVE CHATS START AT BEGINNING OF CLASS

May 10

Objective: Each student will prepare a newscast that includes the reenactment and the interviews as part of the script.

-Bellwork – Go over rubric for newscast – Rubistar

-Begin filming newscasts

-Homework: NEWSCASTS START AT BEGINNING OF CLASS MONDAY!

May 11


-Bellwork – Make sure newscast is ready to present

-Film Newscasts – 2 at a time*If not filming, make sure videos are ready so can just

include newscast.

-Homework: FINISH Newscasts TOMORROW

May 14


-Bellwork – Make sure newscast is ready to present

-Film Newscasts – 2 at a time*If not filming, make sure videos are ready so can just

include newscast.

-Homework: FINISH Newscasts

May 15


-Bellwork – Prepare Final Newscast Video

-Finish up any videos.*Include music and transitions*Make sure video is smooth

-Homework: Newscasts are DUE to present for FINAL TOMORROW

May 16

Objective: Each student will enjoy the newscasts they created.

-Bellwork – NONE

-Watch Final Newscasts in Class*Have popcorn and drinks

-Homework: Have a wonderful summer break!

May 17