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 each
b. What happened
c. Key Details and/or Significance
-France and Spain Join the War Effort – skip a slide
-Homework: NONE
Seating Chart
Front of Room
Bayleigh & Amanda
Sage & Madison
Hunter & Kassandra
Matthew & Jayme
& Sophie
Destanie, Janice,
Larsen
Dean & Cassidy
Two Remarkable Europeans – p. 131
Who 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. 131
France
Spain
1. Who went to France
from the U.S. and why?
2. Why did France join the
Patriot side?
1. Why did Spain join the
Patriot side?
3. Name 3 ways that French
helped the Patriots in the war
effort.
2. Who was Galvez and
explain 2 ways in which he
contributed.
Chapter 4 People
1)
2)
3)
4)
5)
6)
7)
8)
George Washington
Thomas Jefferson
Thomas Paine
Marquis de Lafayette
Baron Friedrich von Steuben
Bernardo de Galvez
John Paul Jones
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
3. Summarize
George
Washington’s
quote.
4. What was
the situation
of the men?
2. Why was
Valley Forge
significant?
1. Why was
entry of
France &
Spain so
crucial?
Valley
Forge
5. How many
died? What
did survivors
do?
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 slide
1) S.W.A.P.
a) “War at Sea” – p. 133 – show next slide & take notes
b) “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. 133
War at Sea
Entry of Fr. navy
into war greatly
aided colonists
American
troops/navy
focused on seizing
Br. supply ships
John Paul Jones
War in the West
War at Sea and in the West – p. 133
War at Sea
Entry of Fr. navy
into war greatly
aided colonists
John Paul Jones
War in the West
captured many Br.
supply ships
ship named after
American
Ben. Franklin’s
troops/navy
Poor Richard’s
focused on seizing Almanac –
Br. supply ships
Bonhomme
Richard
captured Br. ship
serapis
War at Sea and in the West – p. 133
War at Sea
Entry of Fr. navy
into war greatly
aided colonists
John Paul Jones
War in the West
captured many Br. George Rogers Clark –
led west. campaign
supply ships
ship named after
American
Ben. Franklin’s
troops/navy
Poor Richard’s
focused on seizing Almanac –
Br. supply ships
Bonhomme
Richard
captured Br. ship
serapis
*led the OverMountain 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 Revolution
2) Key People
3) Key Battle spots
-Homework: 1) Finish “Soldier’s Journal”
A Soldier’s Journal – p. 133
Objectives:
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 Northeast
b. John Paul Jones forces at sea
c. 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.
A Soldier’s Journal – p. 133
Objectives:
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 Northeast
b. John Paul Jones forces at sea
c. 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 Terms
9. Common Sense
10. Declaration of Independence
11. Loyalists
12. mercenaries
13. Battle of Trenton
14. Battle of Saratoga
15. Battle of Yorktown
16. 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 Yorktown
a. Key Generals/leaders – brief explanation of each
b. What happened
c. 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 Defeat
British 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 Questions
1. (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 Questions
1. (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 Hancock
1) 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 Wheatley
1) 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 Galvez
1) 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.
January 17
-Objective: To understand our independence earned
in the American Revolution.
-Bellwork:-Go over & grade documents – yesterday
Clicker Quiz – Ident. Vocab. & Cluster Web
-Pass out Short Answer Review
-Homework: Test TUESDAY
January 20
-Objective: To understand our independence earned
in the American Revolution.
-Bellwork:-Go over & grade documents – yesterday
Clicker Quiz – Ident. Vocab. & Cluster Web
-Pass out Short Answer Review
-Homework: Test TUESDAY
January 21
-Objective: To understand our independence earned in
the American Revolution.
-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 Answer
Using 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
Short Answer
Using 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
January 22
-Objective: To understand our independence earned in
the American Revolution.
-Bellwork: Review Game for Test
-Test – Chapter 4 – American Revolution
*Complete:
1) Short Answer
2) Timelines
3) Primary Source
-Homework: Finish Test TOMORROW
Articles of Confederation – p. 154
2.
“Congress
could…”
1. “Each
state…”
3.
“Congress
could
also…”
Articles of
Confederation
4.
“However,
states
had…”
5. ”The
government
did not…”
6. When did it pass? Who passed it?
Where was it sent?
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) Discuss
2) 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 - Individuals
1) constitution
2) suffrage
3) Articles of Confedera.
4) ratification
5) Land Ordinance of 1785
6) 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
1. Land Ordinance of 1785
a. What did it create?
a. How was it split up?
b. When & how could a
territory enter Union?
b. Who and how many were the
lots reserved for?
c. What 3 other things did this
do?
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 slide
1) Draw the ship (as best you can)
2) Label the 6 sails as labeled on p. 156-157
3) 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. 154
Strengths
Weaknesses
1.
1.
2.
2.
3.
4.
5.
U.S. Constitution
January 28
-Objective: To understand the goals and outline of the United
States 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. 188
6 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 Rights
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
January 29
-Objective: To understand the goals and outline of the
United States Constitution
-Bellwork: -Schoolhouse Rock: The Preamble
-Notes –
1) Goals of the Constitution – give an example of each
2) Outline of the U.S. Constitution
3) Bill of Rights
-Begin Work on Crossword Puzzle – the 26 Amendments
-Homework: NONE
January 30
-Objective: To understand the goals and outline of the
United States Constitution
-Bellwork: -Schoolhouse Rock: The Preamble
-Notes –
1) Goals of the Constitution – give an example of each
2) Outline of the U.S. Constitution
3) Bill of Rights
-Begin Work on Crossword Puzzle – the 26 Amendments
-Homework: NONE
January 30
-Objective: To understand the goals and outline of the
United States Constitution
-Bellwork: Review:
1) Goals of Constitution
2) Outline of Constitution
3) Bill of Rights
-Crossword Puzzle – the 26 Amendments
*Use Gov’t Textbook
-Homework: 26 Amendments Crossword
January 31
-Objective: To understand the goals and outline of the United
States Constitution
-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
-Bellwork: School House Rock - U.S. 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 TOMORROW
2) Last 27 Amendments Quiz WEDNESDAY
February 4
-Objective: To understand the goals and outline of the United States
Constitution
-Bellwork: School House Rock - U.S. Constitution
-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
February 5
-Objective: To understand the goals and outline of the
United States Constitution
-Bellwork: School House Rock - U.S. Constitution
-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
February 7
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Tree Branches of Government Project
1) Break into Groups
2) 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
February 10
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Tree Branches of Government Project
1) Break into Groups
2) 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
February 11
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Tree Branches of Government Project
1) Break into Groups
2) 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
February 12
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Tree Branches of Government Project
1) Break into Groups
2) 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
February 13
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
-Tree Branches of Government Project
1) Break into Groups
2) 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
February 17
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
*Finish Article of Constitution “leaves”
-Tree Branches of Government Project
*Present & Take Notes - handout
-Homework: NONE
Articles of Constitution
I. Legislative Branch (House of Representatives)
1) Election
2) Qualifications
3) Determining Representation
4) Filling Vacancies
5) Selection of Officers
II. Legislative Branch (Senate)
1) Selection of Members
2) Qualifications
3) President of the Senate
4) Election of Officers
5) Impeachment Trials
6) Penalties Upon Conviction
III. Legislative Branch (Law-Making Process)
1) Tax Bills
2) How a Bill Becomes a Law
3) Resolution Passed by Congress
Articles of Constitution
IV. Executive Branch (President/Vice President)
1) Chief Executive
2) Selection of Electors
3) Electoral College
4) Time of Elections
5) Qualifications
6) Presidential Succession
7) Salary
8) Oath of Office
9) Powers of the President
10) Impeachment and Removal from Office
V. Judicial Branch (Federal/Supreme Courts)
1) Federal Courts
2) Scope of Judicial Power
3) Supreme Court
4) Trial by Jury
5) Treason
February 18
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
*Finish Article of Constitution “leaves”
-Tree Branches of Government Project
*Present & Take Notes - handout
-Homework: NONE
February 19
-Objective: To understand the three branches of
government
-Bellwork: Get Started on the Project
*Finish Article of Constitution “leaves”
-Tree Branches of Government Project
*Present & Take Notes - handout
-Homework: NONE
February 20
-Objective: To understand the three branches of government
-Bellwork: -Finish Constitution Tree Presentations
Create a question for the class from each leaf.
1) Explain how to write a question
2) Give a sample question
3) Have students write question on notecard w/ answer on
opposite side
-Clicker Review - TOMORROW
*Use the Constitutional Tree & Notes to help
-Homework: NONE
February 21
-Objective: To understand the three branches of
government
-Bellwork: Create a question for the class from each leaf.
1) Explain how to write a question
2) Give a sample question
3) 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
February 24
-Objective: To understand the three branches of government
-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 Trees
3) Pass out sheets to use to study for test
TOMORROW
-Homework: 1) Test TOMORROW
February 25
-Objective: To understand the three branches of government
-Bellwork: Finish notes on Constitution Tree – peer questions
-Clicker Review – Articles of Constitution
-Study for Test
1) Skim for
a. key terms
c. Last sentence in paragraph
-Homework: 1) NONE
b. 1st sent. in paragraph
d. Any lists of info
February 26
-Objective: To understand the three branches of
government
-Bellwork: NONE
-Constitution Test
-CNN Student News – if time
-Homework: 1) NONE
February 27
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
Trouble with Britain– p. 158
1. “…hard to
force…”
2. “U.S. wanted
to gain
control…”
Issues
enforcing
Treaty of
Paris of 1783
3. British tell
U.S. to not seize
forts by force or
else…
Trade Issues w/ Britain & Spain – p. 159
Trade w/ Britain
Problems
Issue that faced
the U.S.
1.
Economy…
2.
Trade w/ Spain
3.
1.
2.
National
Government…
February 28
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 official
2) 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
March 3
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
Impact of Closed Markets – p. 160
1. a.
b.
2.
3. a.
b.
4.
Economic Problems – p. 160-161
List the 3 economic problems in U.S. & explain each problem.
2.
Economic
Problems
1.
3.
March 4
Objective: To summarize how economic problems and rebellion was a result of
a weak Articles of Confederation.
-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
Shay’s Rebellion – p. 161
3.Who was Daniel
Shays? When did he
lead the rebellion
2. Who was most
affected and why?
1. According to the
1st few sentences,
how did
Massachusetts try
paying its war debt
Shay’s
Rebellion
4. What was the
reason for the
rebellion?
5. Who defeated
Shay’s forces? What
did the state do with
the rebels?
Calls for Change – p. 162
#1
Weakness
Calls for
Change
#3
Weakness
#2
Weakness
March 5
Objective: To summarize how economic problems and rebellion was a
result of a weak Articles of Confederation.
-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 6
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 7
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.
-CNN Student News – if time
Homework: NONE
Constitutional Convention – 164
Constitutional
Convention – p.
164
1. What was the
Constitutional
Convention &
why was it held?
2. Who were
some of the
delegates? Who
was president?
3. Who was not
at the
convention and
why?
Constitutional Scenarios
Rhode Island = 1 people
New Hampshire = 2 people
Massachusetts = 3 people
South 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
Virginia & New Jersey Plan – p. 164-165
Virginia Plan
1. Leader
New Jersey
Plan
2. Supreme Power?
3. legislature =
bicameral or
unicameral?
4. Representation
based on…
5. Fear(“believed…)
1. Leader
2. legislature =
bicameral or
unicameral?
3. In terms of
voting, each
state…
*Favors big or small
states?
*Favors big or
small states?
March 10
Objective: To summarize how economic problems and rebellion
was a result of a weak Articles of Confederation.
-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
Virginia & New Jersey Plan – p. 164-165
Virginia Plan
1. Leader
New Jersey
Plan
2. Supreme Power?
3. legislature =
bicameral or
unicameral?
4. Representation
based on…
5. Fear…
1. Leader
2. legislature =
bicameral or
unicameral?
3. In terms of
voting, each
state…
*Favors big or small
states?
*Favors big or
small states?
Great Compromise – p. 165
Virginia Plan
1. Leader
2. Supreme Power?
3. legislature =
bicameral or
unicameral?
4. Representation
based on…
5. Fear…
*Favors big or small
states?
Great
Compromise
1. Leader
2. How was
legislative
branch
composed?
3. Representation
in Senate and
House?
New Jersey
Plan
1. Leader
2. legislature =
bicameral or
unicameral?
3. In terms of
voting, each
state…
*Favors big or
small states?
Three-Fifths Compromise – p. 166
3.What did
Northerners want?
4. What agreement
did they come up
with?
2. What did
Southerners want?
1. What was the
major issue with
enslaved Africans
& representation?
Three-Fifths
Compromise
6. What were the
Commerce
Compromises?
5. List and explain
another major issue.
March 11
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
Debate over Slavery – p. 161
In favor of:
1) 3/5 Compromise
2) Foreign Slave Trade
*Actual Agreement
Opposed to:
1) 3/5 Compromise
2) Foreign Slave Trade
*Actual Agreement
The Living Constitution – p. 167
Popular Sovereignty?
Federalism?
State Government?
National Government?
Role of
States?
1.
2.
3.
Legislative?
Executive?
Judicial?
March 12
Objective: To explain the important features of the new Constitution.
-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 slide
4) Debate your point of view
-S.W.A.P. p. 167 - The Living Constitution – skip a slide
-Clicker Quiz – Constitutional Convention
Homework: NONE
March 13
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 slide
1) Federalist Paper #15 – Handout
Homework: Federalist Paper #15 W.S.
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
3.What did
they argue?
2. Authors?
Federalist
Papers
1. What were
they?
4. Where
were they
printed?
5. What did
they become?
March 17
Objective: To explain the important features of the new
Constitution.
-MAPS TEST
Commemorative Stamp Project
*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
*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
March 18
Objective: To explain the important features of the new Constitution.
-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
Debate Over Ratification – p. 172
Questions
1) 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?
Bill of Rights – p. 173
Antifederalists beliefs?
Federalists beliefs?
James Madison
What did he want and
encourage?
Ideas came
from where?
What were the steps for an
amendment to be added?
When?
(2 dates)
Bill of
Rights?
March 19
Objective: To explain the important features of the new
Constitution.
-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 20
Objective: To explain the important features of the new
Constitution.
-Bellwork: Work on Stamp Projects
-Project Stamp Projects
-Franklin Addresses the Constitutional Convention W.S.
1) Questions on next slide
2) Write the answers on the worksheet.
-Ratification of the New Constitution Worksheet
-Homework: Complete Worksheet Questions
March 21
Objective: To explain the important features of the new
Constitution.
-Bellwork: -Benjamin Franklin W.S. & Grade
-Ratification of New Constitution W.S.
-Pass out Short Answer Review - Handout
Homework: TEST TUESDAY
“Benjamin Franklin Addresses the Constitutional Convention”
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?
Short
Answers
for the
Testnew Constitution to
1. Pretend as though
you are
explaining
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 the
Testnew Constitution to
1. Pretend as though
you are
explaining
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?
March 24
Objective: To explain the important features of the new
Constitution.
-Bellwork: -Finish Ratification W.S. & Grade
-Short Answer Review
-Clicker Quiz – Review Chapter 5
-Review Game – Chapter 5
Homework: TEST TOMORROW
March 25
Objective: To explain the important features of the new
Constitution.
-Bellwork: Review for Test
*Make sure short answers are ready
-Chapter 5 Test
-Finish Commemorative Stamp Projects
Homework: TEST
Short Answers for Test
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
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
March 26
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 27
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 - definition
2) First Cabinet – Names of Offices
3) Judiciary Act of 1789 – Courts established
-Begin Chapter 7 Vocab. – Quizlet
Homework: Corrections on Chapter 5 Test
“Organizing the Government”
Precedent
An act or decision that sets
an example for others to
follow
“Organizing the Government”
First Cabinet
Cabinet - 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
“Organizing the Government”
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
March
31
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 Offices
3) S.W.A.P. p. 235-236 - Judiciary Act of 1789 – Courts
established
4) 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
“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” - HANDOUT
1. 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?
April 1
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
Jefferson v. Hamilton – Differing Views – p. 240-242
Thomas Jefferson
Alexander Hamilton
1) Political
Similarities
a.
2) Economic
a.
b.
c.
3) National Bank
a.
b.
c. Elastic clause…
d. Strict construction
1) Political
a.
2) Economic
a.
b.
c.
3) National Bank
a.
b.
c. Elastic clause…
d. Loose construction
April 2
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 3
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
Election of 1796 – p. 250-251
What are political parties? What was Washington’s views
on political parties?
Federalist Party
1. Founder(s)
2. Goal
3. Candidates
Party
Differences
1. How did
people
choose
their party
2. Who
became
Pres. &
VP
DemocraticRepublican Party
1. Founder(s)
2. Goal
3. Candidates
April 4
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 – NOTES
2. S.W.A.P. p. 253 - Alien & Sedition Acts – NOTES
-Short Answer Questions1) Create groups of 4 – One student should open & share Google
Document
2) 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
John Adams – 2nd President of the U.S.
I. XYZ Affair
A. Conflict with France
1. French seize U.S. neutral ships & upset w/ Jay’s Treaty
2. Three French agents
a. Fr. Minister Talleyrand – wants $250,000 bribe to
discuss treaty
b. want $12 million loan – to pay for war w/ Britain
*U.S. diplomats refuse demands
3. 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
John Adams – 2nd President of the U.S.
II. Alien & Sedition Acts
A. 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
Short Answer #1
#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)
XYZ Affair – p. 252
3.Explain the events
that took place when
U.S. diplomats
arrived in France.
2. What did Adams
do to achieve goal?
1. What was Adam’s
1st goal as
President?
XYZ
Affair
4. What were terms
X,Y,Z used for?
5. What was the XYZ
Affair?
April 17
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 Diagram
1) 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 government
3. 1 similarity between Democratic-Republicans &
Federalists
-Homework – Graphic Organizer COMPLETE
Short Answer Assignment
-Short Answer Questions1) Create groups of 4 – One student should open & share
Google Document
2) 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?
*(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)
-Homework – 1) Short Answer - TOMORROW
Short Answer #1
#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)
April 18
Objective: Each student will determine the significance of the case of
Marbury v. Madison.
-Bellwork –Discuss Short Answers (*INVITE ME TO YOUR GOOGLE
DOC – dlahm@esu2.org
-Notes – Jefferson & the Supreme Court – next slide
1) S.W.A.P. p. 269 “Marbury v. Madison” (only this page)
2) Notes
3) Marbury OR Madison – discussion next slide
4) Notes
-John Marshall Handout
*Answer Questions
-Homework – 1) John Marshall Handout
rd
3
Thomas Jefferson –
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?
April 19
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 22 - Monday
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 23 - Monday
Objective: Each student will create a green screen movie in which
they will analyze the movement westward in the United States.
-Bellwork -Discuss “Westward” Handouts
– Begin watching news shows from previous year
-Expanding West – Chapter 11 – News Show
1) 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
Objective: Each student will create a green screen movie in which
they will analyze the movement westward in the United States.
-Bellwork – Begin watching news shows from previous year
-Expanding West – Chapter 11 – News Show
1) 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
News Show Preparation
1. Trails West – Include info about the following people
A. John Jacob Astor
B. the mountain men
C. the Oregon Trail
D. the Santa Fe Trail
E. Mormons
F. 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.
Words
Images
Sounds
News Show Preparation – (Continued)
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.
Words
Images
Sounds
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.
April 25 - Wednesday
Objective: Each student will create a green screen movie in which they will
analyze the movement westward in the United States.
-Bellwork – -Study Habits Survey
*Choose a topic (as a group) that you find most interesting
-Expanding West – Chapter 11 – News Show – Creating an Outline
1) 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 include
1. Scene – Provide a descriptive title, the main idea, and the
duration of the scene
2. 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
Objective: Each student will create a green screen movie in which they will
analyze the movement westward in the United States.
-Bellwork – -Study Habits Survey
*Choose a topic (as a group) that you find most interesting
-Expanding West – Chapter 11 – News Show – Creating an Outline
1) 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 include
1. Scene – Provide a descriptive title, the main idea, and the
duration of the scene
2. 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 26 - Friday
Objective: Each student will create a green screen movie in which they will
analyze the movement westward in the United States.
-Bellwork – NONE
-Expanding West – Chapter 11 – News Show – Creating an Outline
1) Be sure outline is complete
2) 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
Objective: Each student will createApril
a green29
screen movie in which they will
analyze the movement westward in the United States.
-Bellwork – NONE
-Expanding West – Chapter 11 – News Show – Creating an Outline
Preparation 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 Imovie
2) Props – figure out who is bringing what and what to bring
3) Creative Ideas for Green Screen
4) How to Produce the Scenes
Begin Rehearsals
a. Go over some key things students need to remember when
rehearsing
b. 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 30
Objective: Students gone to track
-Bellwork – NONE
-CNN Student News
-Newspaper Work
-Homework – Be sure EVERYTHING is
ready to go for TOMORROW
May 1
Objective: Each student will create a green screen movie in which they will
analyze the movement westward in the United States.
-Bellwork – NONE
-Expanding West – Chapter 11 – News Show – Creating an Outline
1) Begin Rehearsals
a. Go over some key things students need to remember when
rehearsing
b. Rehearse – write down key info on scripts including changes
2) Record at least 1 scene so Mrs. Seagren can help students learn
how to use IMovie
***BRING IN PROPS by TOMORROW.
-Homework – Be sure EVERYTHING is ready to go for TOMORROW
May 2
Objective: Each student will create a green screen movie in which
they will analyze the movement westward in the United States.
-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
Outline
1) Get any outside class running around completed
2) Rehearse Quickly
3) Record at least 2 more pieces today and upload on
video for TOMORROW
***BRING IN PROPS by TOMORROW.
-Homework – Be sure EVERYTHING is ready to go for
TOMORROW
May 3
Objective: Each student will create a green screen movie in which
they will analyze the movement westward in the United States.
-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
Outline
1) Get any outside class running around completed
2) Rehearse Quickly
3) Record at least 2 more pieces today and upload on
video for TOMORROW
***BRING IN PROPS by TOMORROW.
-Homework – Be sure EVERYTHING is ready to go for
TOMORROW
May 6 – NEXT YEAR – done by today
Objective: Each student will create a green screen movie in which
they will analyze the movement westward in the United States.
-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
Outline
1) Record at least 2 more pieces today and upload on
video for TOMORROW
***BRING IN PROPS by TOMORROW.
-Homework – Be sure EVERYTHING is ready to go for
TOMORROW
May 7
Objective: Each student will create a green screen movie in which
they will analyze the movement westward in the United States.
-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
Outline
1) Record at least 2 more pieces today and upload on
video for TOMORROW
***BRING IN PROPS by TOMORROW.
-Homework – Be sure EVERYTHING is ready to go for
TOMORROW
May 8
Objective: Each student will create a green screen movie in which
they will analyze the movement westward in the United States.
-Bellwork – Be sure you complete your video by today
-Finishing Green Screen Project
1) Finalize project
2) Create quiz – 2 questions to be answered during playing of
your project
3) Upload finalized video to DVD
-Homework – 1) DVD and Quiz FINALIZED
May 9
Objective: Each student will create a green
screen movie in which they will analyze the
movement westward in the United States.
-Bellwork – Begin watching videos
-Answer quiz questions – from video
-Homework – 1) Finish Quiz
May 10
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 13
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
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)
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)
May 14
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 15
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
-Creating iBooks on Primary Source v. Secondary Sources
*Rubric Next Slide
-Homework – Begin iBook
Primary v. Secondary Sources – H3-H5
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
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
May 16
Objective: Each student will debate whether the North and/or
South was more responsible for the Civil War
-Bellwork –Get Started on iBook
-Creating iBooks on Primary Source v. Secondary Sources
*Rubric Next Slide
-Homework – Primary & Secondary Sources iBook
May 17
Objective: Each student will debate whether the North and/or
South was more responsible for the Civil War
-Bellwork –NONE
-Complete Keynote – Primary v. Secondary Sources
-Read p. 484-487 – “The Kansas-Nebraska Act
1) Complete Cause & Effect Chart Next Slide
-Begin Debate Project – Rubric SKIP A SLIDE
-Homework – Complete Cause & Effect chart
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 - Rubric
You 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 LincolnDouglas 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 debate
2. At least 1 secondary source excerpt – used in debate
3. At least 2 images (primary and/or secondary) of the time period shown in debate
4. A brief summary and/or history of the event
5. A rebuttal (defense statement) using factual info to oppose what
opponent stated
6. 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
May 20
Objective: Each student will debate whether the North and/or South was
more responsible for the Civil War
-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 21
Objective: Each student will debate whether the North and/or South was
more responsible for the Civil War
-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 22
Objective: Each student will debate whether the North and/or
South was more responsible for the Civil War
-Bellwork – Prepare to Debate
-Debates Begin
-Homework – Have a FUN & SAFE Summer
S.W.A.P. these pages in groups assigned
1) 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 Expedition
d. Lewis & Clark Expedition
e. Influence of Sacajawea and Native Americans
f. Pike’s Exploration
3) p. 332-333 – “Indian Removal Act”
g. Indian Removal Act
4) p. 333-334 – “Cherokee Resistance”
h. Cherokee Resistance
i. 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”
Requirements for Reenactments
_____/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
_____/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
APRIL 23 - TUESDAY
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
May 8
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
Requirements for Live Chats
_____/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
Key People for Live Chats
1) p. 273-274 – “Louisiana”
1. Napoleon
2. Thomas Jefferson
2) p. 275-277 – “Explorers Head West”
1. Meriwether Lewis
2. Sacajawea
3) p. 332-333 – “Indian Removal Act”
1. Andrew Jackson
2. Pushmataha (Choctaw leader) and feelings against U.S. gov’t
4) p. 333-334 – “Cherokee Resistance”
1. Andrew Jackson
2. 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 Aster
2. Jedediah Smith
6) p. 348-349 – “The Oregon Trail” & “The Santa Fe Trail”
1. Ezra Meeker
2. Sarah Keyes (The Donner Party)
7) p. 349 – “Mormons Travel West”
1. Joseph Smith
2. 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” Handout
9) p. 366-367 – “Staking a Claim” & “Life in the Mining Camps”
1. Levi Strauss – Levi Straus Handout
2. Biddy Mason – Biddy Mason Handout
May 9
Objective: Each student will analyze a figure in history in the
movement of U.S. citizens to the west.
-Bellwork – Finish Filming Reenactments
-Edit Reenactments
-Whether filming live chats or not, begin piecing together
newscast
-Homework: NONE
May 10
Objective: Each student will analyze a figure in history in the
movement of U.S. citizens to the west.
-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 11
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 14
Objective: Each student will prepare a newscast that includes the
reenactment and the interviews as part of the script.
-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 15
Objective: Each student will prepare a newscast that includes the
reenactment and the interviews as part of the script.
-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 16
Objective: Each student will prepare a newscast that includes the
reenactment and the interviews as part of the script.
-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 17
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!