Cooperative Groups/Roles of the President
November 20, 2009 |
 |
Objective: Working in cooperative groups, students will define and examine the 5 major roles a president must fulfill.
Today's class will require you to research one of the 5 roles a president must fulfill and then share your findings with the class. |
 |
Presidential Vocabulary
November 19, 2009 |
|
Objective: Students will begin their study of the executive branch by defining terms related to the Presidency.
Today's class will introduce us to the terms and details of the job of being President of the United States. |
|
Quiz on Chapter 5, Political Parties and Voting Rights
November 18, 2009 |
|
Objective: Students will take a written summat assessment on political parties and voting rights.
|
|
Review for Quiz on Voting Rights and Political Parties (homework)
Due Date: November 17, 2009 |
|
Objective: Students will complete a written review sheet to prepare for their chapter quiz, and then take part in a Jeopardy-style review game.
Today's class will begin with our review sheets and finish with a quick Jeopardy game to practice for tomorrow's quiz.
Remember to study!! |
|
"Eyes on the Prize" The Struggle for Voting Rights
November 16, 2009 |
|
Objective: Using the documentary, "Eyes on the Prize", students will examine the struggle for voting rights in Mississippi in 1964.
Today's class will conclude the video on civil rights and allow us to complete the questions. |
|
Review Sheet on Voting and Political Parties
November 13, 2009 |
|
Objective: Students will complete a written review sheet in preparation for Monday's quiz. In addition, students will participate in a Jeopardy style review game.
Today we will prepare for Monday's quiz by completing a review sheet and then playing Jeopardy! |
|
Guest Speaker: Dennis Mannion
November 12, 2009 |
|
| Objective: Students will gain an appreciation of the sacrifices made by our veterans by taking part in a presentation made by Dennis Mannion. Mr. Mannion took part in the Tet Offensive and was trapped at Khe Sahn for over 70 days. His amazing story will captivate and inspire our students. |
|
Veteran's Day Holiday No School!
November 11, 2009 |
|
Make sure you take time to remember those whose sacrifice made our freedom possible.
|
|
Examining Voting Parties
November 10, 2009 |
|
Objective: Using exit poll data, students will look for patterns in voting behavior based on job, race, geography, and religion.
Today's class will complete our study of parties by reviewing our homework on political influences, and enabling us to predict how people vote based on a variety of factors. |
|
Group Work on Political Parties
November 9, 2009 |
|
Objective: Students will work in cooperative groups to identify similarities and differences among the Democratic and Republican parties.
Today's class will help you understand what each of the major parties stand for and what types of groups are attracted to each party. |
|
What type of people belong to each party?
November 6, 2009 |
|
Objective: Using exit poll data, students will work in groups to create a profile of the average Democratic and Republican voter using a variety of demographic data.
Today's lesson will introduce us to how things such as jobs, religion, and geography can influence how a person votes in an election. |
|
The 5 Functions of Political Parties
November 5, 2009 |
|
Objectives: Using their textbooks and handouts, students will investigate the history and functions of political parties.
Today we will focus on the similarities, differences, and functions of our major political parties. |
|
Identifying Your Political Roots
November 4, 2009 |
|
Objective: Using a self-survey, students will explore how parents, teachers, and events, have shaped their political views.
Today's class will explore our own recollection of political events and how our interpretation of them helped shape our views of parties and candidates. |
|
Election Day! Make sure your Parents Vote!!
November 3, 2009 |
|
|
|
Completing CAPT Essays
November 2, 2009 |
|
Objective: Using Alternative Team teaching strategies, students will complete a formative CAPT-style essay.
Today class will focus on completing our practice CAPT essays. |
|
Complete Essay Writing/Political Parties
October 30, 2009 |
|
| Today we will finish our essays and begin our next major area of discussion: Political Parties. |
|
Essay Writing
October 29, 2009 |
|
| Today we continue working on our 5 paragraph CAPT essays. |
|
Alternative Teaching for CAPT Formative Assessment Writing
October 28, 2009 |
|
Today we will work in small group and whole group activities as we write our practice CAPT essays.
|
|
Parallel Teaching for CAPT Formative Assessment
October 27, 2009 |
|
| Today we will work in groups to begin preparing for our practice CAPT activity. Each group will work on different sides of the argument and prepare lists to share with the class. |
|
Completing the Katie Sierra Article
October 26, 2009 |
|
Objective: Students will conclude their study of the 1st Amendment by completing questions on Katie Sierra and her struggle to gain her 1st Amendment rights.
Today in class we will conclude the Katie Sierra Article and related questions.
We will also begin discussing our upcoming CAPT essay writing. |
|
Preamble Presentations/Review Sheets for Constitution Tests
October 16, 2009 |
|
Objective: Students will present their posters to the class. The class will try to determine which goal is being depicted via the images created by the students. Additionally, students will complete a written review sheet to help them study for next week's test.
Today's Lesson: Today we will enjoy the creative work of our classmates as we present our posters. If time permits we will begin working on a review sheet for next week's test. |
|
Continued Work on Preamble Posters
October 15, 2009 |
|
| Today's class will allow time for students to complete their Preamble posters. If time allows, students will begin presenting. |
|
Interpreting the Preamble of the Constitution
October 14, 2009 |
|
Objective: Working in groups students will interpret an assign goal from the Preamble and create an original visual representation of the goal using only images and no words. Students will present their work to the class.
Today's Lesson: Today we will use our artistic and creative skills as we accept the challenge of creating a visual representation of one of the goals from the Preamble of the Constitution. |
|
State Populations and the 3/5 Compromise
October 13, 2009 |
|
Objective: Using actual Census data from the 1790 Census, students will work in pairs to illustrate how slave and free populations of the 13 states determined their stance on the 3/5 Compromise.
Today's Lesson: Today we will work in pairs to examine census data to determine which states would support and which states would oppose the 3/5 Compromise. |
|
Performing the Constitution Play
October 9, 2009 |
|
Objective: Today all students will be involved in presenting our play on the Constitution. Major events and personalities will be illuminated through the reading of our play.
Today: Action! Here is our play! |
|
Constitution Play
October 8, 2009 |
|
Objective: Students will be assigned roles of famous participants in the Constitutional Convention.
Today's lesson will call upon your acting skills as we rehearse and plan for our Constitution play! |
|
Station Teaching/Plans for Government
October 7, 2009 |
|
Objective: Students will engage in a station teaching activity where they "visit" stations run by 3 teachers to learn about the Virginia Plan, New Jersey Plan, CT Compromise, and 3/5 Compromise.
Today's lesson will require you to visit 3 stations to learn about the major plans submitted at the Constitutional Convention and how compromise helped settle any dispute. |
|
The Constitutional Convention
October 6, 2009 |
|
Objective: We will work cooperatively on reading pages 56-58 to begin our understanding of the founding fathers and their work at the Constitutional convention.
Today: Who were the men who framed our government? Today we begin to focus on their backgrounds and experiences to see what they each brought to Philadelphia in 1787 and helped shape their views of government. |
|
The Tree of Liberty
October 5, 2009 |
|
Objective: Students will complete their examination of the views Thomas Jefferson held regarding Shay's rebellion.
Today we will finish reading Jefferson's view of Shay's rebellion and how the "Tree of Liberty" needs to be refreshed. |
|
Shay's Rebellion: Young America starts to Unravel
October 2, 2009 |
|
Objective: Using primary and secondary documents students will examine two perspectives on Shay's Rebellion: Thomas Jefferson's sympathetic approach and Sam Adams fiery condemnation. Students will engage in guided discussion and write a response to explain which side they support and why.
Today's Lesson: American veterans unable to pay for their homes take up arms and shut down courthouses and try to capture additional weapons. Sounds like a modern headline, but as we will explore, this was the extreme steps taken by frustrated veterans in 1786 who felt they had no options. We will learn the whole story today. |
|
Cause and Effect: The Weaknesses of the Articles of Confederation
October 1, 2009 |
|
Objective: Students will construct a graphic organizer in which they chart the weaknesses of the Articles of Confederation and predict the impact the problems will have upon the new country.
Today's Lesson will familiarize you with how truly weak our nation was under the Articles of Confederation by having you predict the impact each weaknesses will eventually have upon America. |
|
Quiz Chapter 2/The Critical Period 1777-1787
September 30, 2009 |
|
Objectives: Following the Quiz students will examine the troubling period defined by the adoption and implementation of the Articles of Confederation. Students will engage in whole group reading of short story outlining the troubling impact and specific weaknesses of the Articles of Confederation.
Today's Lesson: Following our Quiz we will begin reading a short story on a little known document called the Articles of Confederation. Afterwords we will complete questions.
|
|
Quiz Review/Jeopardy (homework)
Due Date: September 29, 2009 |
|
Objective: Following a Fast Five initiation exercise, students will engage in a Jeopardy-style review game to prepare for Wednesday's quiz.
Today's Lesson: This is Jeopardy! Today we will divide into teams and play to see who gets the Starburst! Remember to study those review sheets!!
Homework: Study for Quiz!! |
|
Quiz on The Colonies, Taxes, and Declaration of Independence
September 25, 2009 |
|
Objective: Students will engage in a written summative assessment of the material covered in the 1st two sections of Chapter 2.
Today we will finish the week with a quiz on the material we have been engaged with over the past five days. As always, make sure you get enough sleep and eat a good breakfast to make sure you are at your best! |
|
Completing our Declaration of Independence Questions/Quiz Review
September 24, 2009 |
|
Objective: Students will identify the lasting impact of the Declaration of Independence on subsequent generations of Americans and the World Community. Students will engage in a Jeopardy style review game for Friday's Quiz.
Today we will conclude our study of the Declaration of Independence as we examine its impact on such famous people as: Abraham Lincoln, Dr. Martin Luther King Jr., and events such as the push to grant voting rights to women. |
|
The Declaration of Independence
September 23, 2009 |
|
Objective: Students will examine the basic ideas contained within the Declaration of Independence. Students will examine primary documents to extract meaning and understanding.
Today we will read parts of the Declaration and then have some familiar and famous faces share it with us via video. As we examine the video you will be completing questions on a handout. |
|
Boycotts as an Effective Protest Tool
September 22, 2009 |
|
Objective: Students will engage prior knowledge to connect colonial boycotts with others from throughout U.S. History. Students will discuss the roles played by the 1st and 2nd Continental Congress.
Today we engage our creative skills to design a boycott poster to highlight a modern injustice. You will use paper, markers, and your own creativity to call for a boycott of a company, service, agency, or person, whom you feel commits injustice. |
|
How Britiain's Colonial Policies damaged our relationship
September 21, 2009 |
|
Objective: Students will examine how "taxation without representation" led to growing colonial unity and the onset of the Continental Congress and effective boycotts. Students will predict whether or not Britain's decision to repeal the Stamp Tax was wise.
Today's class will begin with a Fast Five, and we will then define the following terms: Boycott, repeal, delegate, Congress, independence. We will then engage in critical thinking regarding the Stamp Act. |
|
What is America? Powerpoint Presentations
September 18, 2009 |
|
Objective: Using PowerPoint as a medium, students will demonstrate creativity and insight as they share their personal definition of American culture through their personally designed slide show.
Today's class will be fun and educational as we come to appreciate how each of us defines American differently through the viewing of the PowerPoint presentations. |
|
Advantages/Disadvantages of Royal, Charter, and Proprietary Colonies
September 17, 2009 |
|
Objective: Students will compare and contrast the advantages and disadvantages of living in each of the three types of colonies by engaging in a parallel teaching exercise.
Today's class will examine the benefits and drawbacks of living in each type of colony. After you have "visited" each colony via the stations we have set up, you will be asked to infer the positive and negative aspects of living in each type of colony and predict, based on today's lesson, which colonies will "cause" the most trouble for the king. |
|
The Three Types of American Colonies
September 16, 2009 |
|
Objective: Students will define vocabulary, engage in guided reading, and complete short answer questions to introduce them to the colonial period prior to the American Revolution.
Today's class will introduce us to the three types of colonies that existed in America prior to the Revolution. Although we tend to group them all together, we will see that they differed in terms of their function, governments, and relations with the king. |
|
Completing our What is America? Powerpoint projects
September 15, 2009 |
|
Objective: Working independently, students will construct a 1-3 slide presentation in which they define What is America? through the depiction of a famous American, food, holiday, phrase, and invention.
Today's class will be in the library as we complete our Powerpoints. Remember to add your summary writing assignment as part of the final slide. |
|
Remembering September 11 Through Creative Expression
September 14, 2009 |
|
Objective: Students will design a creative expression of their thoughts and feelings regarding September 11. Students will construct a poem, drawing, cartoon, or other creative expression using markers and paper provided in class.
Today's class will begin with a brief vocabulary assignment to introduce us to Chapter 2, and then we will engage in a creative expression of our thoughts and feelings regarding September 11. |
|
What is Democracy?
September 3, 2009 |
|
| Although we live in a democratic nation, few Americans know the origins and history of this unique form of government. Today we will begin our exploration of the evolution of democracy, from its origins in Ancient Greece, to its applications in modern town halls across America. In addition to reading and completing a Fast Five, we will practice distinguishing between Direct Democracy and Representative Democracy. |
|
America: A True Melting Pot
September 2, 2009 |
|
| Today we will share the results of our family history research assignment and plot on the world map where our families originated from. Using post-it tabs, we will flesh out the world map and illustrate the diversity of our nation via the many countries we and our ancestors immigrated from. |
|
Immigration Vocabulary and Reading (homework)
Due Date: September 1, 2009 |
|
| Following a Fast Five, we will read parts of Chapter 1, and define the following terms: Immigrant, Policy, Alien. For tonight's homework complete the family history handout and bring it to class tomorrow. |
|
Class Rules/Grading Policy and Expectations (homework)
Due Date: August 31, 2009 |
|
| Today we will begin with a Fast Five and then distribute copies of our class grading policy and expectations. We will then begin our 1st Unit on Immigration. For tonight's homework you will begin researching your own family history and work on completing the family history handout we will provide |
|
Quiz on the Presidency
May 22, 2009 |
|
| Today's quiz will complete our study of the Presidency, its qualifications, responsibilities, and some of the fascinating men who have held this position throughout American history. Remember to study your Presidential evaluation packet to help prepare for the essay question which will pertain to your assigned President. |
|
Review Packet/Jeopardy for Presidental Quiz
May 21, 2009 |
|
| Today we will complete a review packet for tomorrow's quiz and then engage in Jeopardy for a whole class review. The winning team gets Starburst Candy as always! |
|
The Vice Presidency of the United States
May 20, 2009 |
|
| There is an old joke that states that a woman had two sons; one became a fisherman, while one became Vice-President and neither were ever heard from again. Does this joke still apply to the 21st Century VPs? Today we will discuss the evolving role of the 2nd most powerful person in America. |
|
Complete Presidential Evaluations
May 19, 2009 |
|
| Today we will conclude our presentations and work on correlating some of the evidence to look for common strengths and weaknesses across three centuries of American Presidents. |
|
Presentation of Presidential Evaluations
May 18, 2009 |
|
| Today we will begin presenting our posters and powerpoints on the Presidents. |
|
Presentation Rubric
May 18, 2009 |
|
|
| Downloads |
 Document 1 (13.68 KB)
|
|
Final Library Day
May 15, 2009 |
|
| Today we conclude our reseach/creative time for our Presidential Evaluation. Make certain to save your project CAREFULLY on your own account so that we can access it and view it in class. |
|
Library Research for Presidential Evaluation
May 14, 2009 |
|
|
|
Presidential Evaluation Research Cont.
May 13, 2009 |
|
| Report to the library and continue working on the assignment. Utilize all the diverse resources we have available. |
|
Library Research for Presidential Evaluation
May 13, 2009 |
|
| Today you should have completed your research and begun creating your project. Choose a format that allows you to include the required information while being creative. |
|
Library Research for Presidential Evaluation Project
May 12, 2009 |
|
| Today report directly to the library to begin researching your assigned President. Remember to incorporate ALL the resources our library offers and not just websites. |
|
Inside the Secret Service
May 11, 2009 |
|
| Today we will conclude our inside look at the responsibilities and training of the Secret Service. Following this activitiy we will distribute instructions and assign Presidents for our next major project |
|
Eyes on the Prize: Is this America?
April 30, 2009 |
|
| Today we will conclude the documentary and questions. Beginning in class I want you to write a reflection on the events and people you have witnessed in the film. Specific details regarding the assignment will be handed out in class. |
|
Injustice anywhere is injustice everywhere
April 29, 2009 |
|
| Using this quote from Dr. Martin Luther King, we will revisit a time when African Americans were deliberately and systematically denied the right to vote. The excellent documentary, "Eyes on the Prize" we will be our tool for understanding and appreciating the unique rights we now all share. |
|
Voting and Voting Rights
April 28, 2009 |
|
| Today we will begin discussing a right that many take for granted: the right to vote. Beginning with a discussion of the qualifications for voting, we will practice completing a voting applicaition and see how quick and painlesss it acutally is! |
|
Registering to Vote
April 27, 2009 |
|
| Today we will complete a vocabulary sheet introducing us to unique but often unappreciated right to vote. If time allows we will begin completing acutal applications to familiarize you with the process of voter registration. |
|
What are the 5 Functions of a Political Party?
April 24, 2009 |
|
| What do political parties do? Now that we know their history, symbols, and ideology, what are their formal functions? After discussing our third party scavenger hunt, we will chart the 5 major functions of political parties. |
|
3rd Party Scavenger Hunt
April 23, 2009 |
|
| Today in the library we will use the computers to learn more about the structure and goals of some well known and lesser known 3rd parties. Each of you will be given a party to investigate. Take careful notes so that you can share all your information with the class. |
|
Donkey, Elephant and ?
April 22, 2009 |
|
| Today we will examine the use of symbols to represent political parties. After examining the origins of the Donkey and Elephant you will propose a modern symbol for each party. |
|
Finding Your Political Roots
April 21, 2009 |
|
| What are your political roots? What events have shaped you views of politics? How does Television affect you? Do you believe the same things as your parents when it comes to politics? The answers may surprise you. Today we will explore via a questionaire how all of the above shape your political views. |
|
Introduction to the Two Party System
April 20, 2009 |
|
| Today we will begin our discussion of the two party system by completing a word association task on the terms Democrat and Republican. Following this activity we will complete a vocabulary sheet that will introduce you to terms associated with the study of political parties. |
|
The Role/Function of the Secret Service
April 9, 2009 |
|
| In response to student requests today we will be viewing the documentary on the training and operation of the Secret Service. The video is provided courtsey of Derek Dunn, U.S. Secret Service, New Haven Office. |
|
Flag Burning and the 1st Amendment
April 8, 2009 |
|
| Our study of the 1st Amendment will conclude today will the viewing of a documentary regading the constitutionality of flag burning. We will view the issue through the perspectives of Joey Johnson of the Revolutionary Communist Youth Brigade, and Red McDaniel Vietnam prisoner of war. |
|
Dress Code/Uniform Debate
April 7, 2009 |
|
| Today we will engage in our debate on the role of dress codes and uniforms in public schools. Following the debate each of you will write your own personal opinion essay in which you weigh the evidence you heard presented and draw your own conclusion. |
|
Preparation for Dress Code Debate
April 6, 2009 |
|
| Today we will meet in A308 and then divide by groups,Pro and Con, to continue our debate preparation. Each member should have their debate evidence form completed prior to the end of class and must have it approved by Mr.Osborn, Mrs. Carmody or Mr. Coss |
|
The Saga of Katie Sierra (Dress Code Issues)
April 3, 2009 |
|
| Today our exploration of the 1st Amendment will introduce us to Katie Sierra, a high school student from West Virginia who challenged the values of her school and community and became a 1st Amendment icon. |
|
Joey Johnston vs. Red McDaniel (homework)
Due Date: April 2, 2009 |
|
| Today our discussion and writing assignments will focus on the points of view of these two men in regards to flag burning. For homework you will have to "poll" your friends and relatives and ask them their opinions on whether or not flag burning should be constitutional. You will need to include their responses in your essay assignment. |
|
Quiz on the Constitution/Begin 1st Amendment (homework)
Due Date: April 1, 2009 |
|
| Today we will take our quiz on the Constitution. If time allows we will begin a documentary on Flag Burning and the 1st Amendment. As you will come to see, the 1st Amendment is the most dynamic and controversial aspect of our "living" Constitution. For homework look for an article detailing some current issue impacting our 1st Amendment rights. |
|
Complete Review Sheet on Constitution and Jeopardy Review
March 31, 2009 |
|
| Today we will review for Wednesday's quiz by completing a review sheet and engaging in a Jeopardy style game. Make sure to bring your review sheet home with you and spend some "quality time" reviewing it so that you do well on the quiz |
|
Gallery Walk for Preamble Posters
March 30, 2009 |
|
| Today we will finish our Preamble posters and have a gallery walk to evaluate how each group interpreted thier assigned goal. Following our walk, we will complete our reading on the Constitutional Convention with an emphasis on the ratification process. |
|
Completing and presenting our Preamble Posters
March 27, 2009 |
|
| Today we will finish working on our posters and present them to the class. Students will be asked to analyze and discuss via a peer review the work of other groups and the accuracy of their interpretation. |
|
Preamble Poster Assignment
March 26, 2009 |
|
| Students will work in assigned groups to interpret a goal of the Preamble and create a contemporary visual interpretation of that goal on posterboard. |
|
Constitution Play
March 25, 2009 |
|
| Today students will take on assigned roles of the various founding fathers as we "act out" the major events that unfolded in the summer of 1787 in Philadelphia. |
|
Station Teaching on The Constitution
March 24, 2009 |
|
Today we will analyze the plans presented to establish a new Constitutional Government. As we will see, states were looking out for their own interests which almost doomed the whole convention to failure.
|
|
Opposing Views on Shay's Rebellion
March 23, 2009 |
|
| Today's lesson will introduce us to two different perspectives on Shay's Rebellion. We will analyze the viewpoints of Samuel Adams and Thomas Jefferson and see how this two founding fathers disagreed on how to solve the growing crisis in the new nation |
| Downloads |
 Document 1 (22.53 KB)
|
|
Presidential State of the Union Address (homework)
Due Date: February 24, 2009 |
|
| Students should plan on watching the State of the Union Address at 9:00 p.m. |
|
