Task II: Complete the Bellwork (Bellwork Powerpoint link)
Task II: Complete King George Break up letter.
Task III: In "the We the People Book" Read page 93-102 and Answer the Questions (1-6) on page 102
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Task II: Complete the Bellwork (Bellwork Powerpoint link) Task II: Complete King George Break up letter. Task III: In "the We the People Book" Read page 93-102 and Answer the Questions (1-6) on page 102
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11/21-11/22
Task I: Colonial Letter · In the perspective of a colonist students will write a short letter to a friend in a different colony which explains how one or two of England’s policies of 1754-1776 are affecting them. (1-2 paragraphs) You can use your timeline for help. (Timeline Link) Ex: Dear ________, _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ Sincerely, Sign Here Task II: My Reflections Ch 4, Page 45-60 Complete all questions except Take the Challenge "It is like...so over George...we cannot be together anymore and you wanna know why...well...because you've been like a super jerk lately" OK, so the Declaration of Independence was written much more articulately, but you get the idea, the Declaration was one giant break up letter. In it, the colonist explained why they didn't like the way they were being treated, the support and backing for their ideas and of course, a list of things that "the super jerky king guy" did to them. Today, we will be breaking down the Declaration of Independence together to ensure you you understand WHAT the colonist were saying and WHO was influencing their ideas. Before we do, lets stop for a dance break, because it just may be to late to apologize... Task I: Finish and review timeline
11/15-11/18
Learning Goal: Students will understand English policies and responses to colonial concerns led to the writing of the Declaration of Independence Task 1 For task 1, we will read the article titled "Hey, King: Get off Our Backs" as a class. After each paragraph, you will summarize with your Clock Buddy the main idea to each paragraph. Task 2 Video Notes ( 12 Notes) on the Road to the Declaration of Independence Link (http://www.youtube.com/watch?v=lZgc1-nNoYU) ***You and your Clock Buddy may choose how to do this. You may do it on paper, Pic Collage, Padlet, Notes, etc. Just be sure to let me know ahead of time!!! Task 3 Finish Workbook pages 51-54 and 56-59. Be sure all page 45-59 have been completed! 11/13/2013-11/14/2013 Learning Goal: Learning Goal: Students will understand the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense had on the creation of the Articles of Confederation and Constitution.
Video Notes: take notes about the video. Why the Magna Carta.
11/11/2013-11/12/2013 Learning Goal: Learning Goal: Students will understand the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense had on the creation of the Articles of Confederation and Constitution. Task I: Bell Work Carefully examine the source, date,and what the primary source is telling you then respond to the question. Task II: Imagine you are involved in the creation of a new government back in the Enlightenment Era. Your Job is create a poster advertising the need for government. Be sure to provide 4 examples as well as a picture for each. Lastly, your poster must have a catchy title! Rubric: __/10 Catchy Title __/10 Persuasive Tone __/20 Provides 4 Examples __/5 Colorful/Neat __/5 Name, Date, Period __/50 Total Task III: Colonial Influence Today you will read about major documents that influences the forming of our U.S. government. Below you will read the article "Colonial Influences" and you will fill out the graphic organizer below.
Learning Goal: Learning Goal: Students will understand the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense had on the creation of the Articles of Confederation and Constitution. Task I: Bell Work Carwefully examine the source, date,and what the primary source is telling you then respond to the question. Task II: Judicial Branch Quiz
Task III: Ideas for Discussion - p. 15 *** Answer on a sheet of paper. Task IV: Ideas for Discussion - p. 19 *** Answer on a sheet of paper. Task V: Imagine you are involved in the creation of a new government back in the Enlightenment Era. Your Job is create a poster advertising the need for government. Be sure to provide 4 examples as well as a picture for each. Lastly, your poster must have a catchy title! Rubric: __/10 Catchy Title __/10 Persuasive Tone __/20 Provides 4 Examples __/5 Colorful/Neat __/5 Name, Date, Period __/50 Total 11/6-11/7
Learning Goal: Learning Goal: Students will understand the impact that the Magna Carta, English Bill of Rights, Mayflower Compact, and Common Sense had on the creation of the Articles of Confederation and Constitution. 11/7 Periods 1,3,5,7 will be taking the Judicial Branch Quiz Task 1: Complete the "Terms to Understand" on page 14 of We the People Task 2: Ideas for Discussion - p. 15 *** Answer on a sheet of paper. Task 3: Ideas for Discussion - p. 19 *** Answer on a sheet of paper. Task 4: Imagine you are involved in the creation of a new government back in the Enlightenment Era. Your Job is create a poster advertising the need for government. Be sure to provide 4 examples as well as a picture for each. Lastly, your poster must have a catchy title! Rubric: __/10 Catchy Title __/10 Persuasive Tone __/20 Provides 4 Examples __/5 Colorful/Neat __/5 Name, Date, Period __/50 Total 11/04/2013-11/05/2013 Learning Goal: Task I: Bell work Task II: Scot vs. Harrison Today we are going to take a close look at the Supreme Court Cases of Scott v. Harris. This assignment, in which you will act as the Supreme Court, requires you to recall your newly acquired Civics knowledge. We will be taking multiple steps to get to a class verdict. So please pay close attention to the facts so that your ruling is counted when the time comes. Below you will find the facts of the case. With your shoulder partner, read through the facts and record any areas of concern you may have, or think could be a "piece" of the case. Be sure to keep in mind the following question when reviewing the facts of the case? Question 1) Does a police officer who stops a high-speed chase by ramming a fleeing suspect's car violate the Fourth Amendment's protection against unreasonable seizure?
To hear the oral arguments and opinion announcement, click on the links below! Scott v. Harris - Opinion Announcement http://www.oyez.org/cases/2000-2009/2006/2006_05_1631/opinion Scott v. Harris - Oral Argument http://www.oyez.org/cases/2000-2009/2006/2006_05_1631/argument |