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Creating New Governments
Below find: This Week's Agendas, Current Materials, Past Materials, Past Weeks' Agendas
THIS WEEK
Find necessary materials below under "Current Materials."
Find necessary materials below under "Current Materials."
Monday, 15 December 2019
Topic - Creating a New Government -
Wednesday, 18 December 2019
Topic - Creating a New Government -
- What kind of a government did the 13 Rebel colonies create and why did they create a government like this?
- Remember -
- This first government was not successful and will not last.
- It was replaced by the Constitution.
- Sit with your partners.
- Your partners are there to help you brainstorm ideas about the creation of the new government.
- Your goal is to show active participation with partners and whole class
- Freely sharing ideas
- Sharing a reasonable number of ideas compared to others in group, class
- Ideas Clear - your ideas are clear to your partners, your partners ideas are clear to you, you and your partners can clearly convey ideas to the class
- Ideas Detailed, not too General - your ideas are based on an understanding of the causes of the revolution and of the way the revolution was fought
- Listening - Body Language, Eye Contact, seeking ideas of other, bouncing off ideas of others
- As a class, review -
- What does the Declaration say about creating a new government?
- With your partners,
- Answer the questions
- What would they need to allow this government to do to win the war?
- List at least 4 things.
- What things that Britain had done had they hated that they would prevent this new government from doing?
- List at least 4 things.
- What would they need to allow this government to do to win the war?
- Answer the questions
- Build on our group's ideas abut powers the new government would need and power the new government should be denied. Be ready for graded full class discussion tomorrow during lunch.
- Extra credit Opportunity Memorizing the Declaration passage - See above for download.
- Review with your partners,
- What would they need to allow this government to do to win the war?
- List at least 4 things.
- What things that Britain had done had they hated that they would prevent this new government from doing?
- List at least 4 things.
- What would they need to allow this government to do to win the war?
- Class Discussion
Wednesday, 18 December 2019
- Class Discussion
- Complete the Survey as you discuss the ideas with your partners.
- For each statement, check yes or no
- Notes – Powers of Articles Government
- Discussion of Court in School tomorrow
CURRENT MATERIALS
PAST MATERIALS
Past Weeks' Agendas
Monday, 12/9
- We went over printed instructions for turning in the Visual Notes and Hashtags for each of the ten causes tomorrow. Printed instructions for handing in the Visual Notes and Hashtags for each of the ten causes are loaded below.
- Students watched America: The Story of Us - "Rebels" Episode 1 and completed headings and bulleted details while they watched. The notes sheet of the headings and bulleted details with blanks to fill in is loaded below. Students can use a search engine of their choice to find the episode and complete the notes. Transcripts are also available through a search if a student prefers to read.
- Review Hashtags and Visual Notes for all Causes 1 - 10 - Ready to be collected and graded Tuesday
- 30 point grade - All 10 completed and turned in on time - 10 points, One that I choose graded for quality (same topic for each student) - 10 points, Another that you choose as your best graded for quality - 10 points
- Instructions for Turning in the Visual Notes and Hashtags on the Causes are loaded below. Grading is reviewed on these instructions.
- If students need extra copies of any of the blank cause pages, they can find "Causes of the Revolution Causes 1 - 10 - Key Ideas with Hashtags and Visual Notes to Complete" loaded under "Past Materials" below. All the pages can be printed or just the page for the cause that is missing. Cause # and Page # are the same.
- 30 point grade - All 10 completed and turned in on time - 10 points, One that I choose graded for quality (same topic for each student) - 10 points, Another that you choose as your best graded for quality - 10 points
- Collected - Ten Causes of the Revolution - Hashtags and Visual Notes
- Examined a battle map of the Revolutionary War, which is loaded below.
- Watched America - The Story of Us Episode 2 "Revolution" - British pull out of Boston and develop a plan to split the colonies in two, invade New York, prison ships, Burgoyne who is marching to New York from Montreal is stopped and loses in the Battle of Saratoga - use American long rifle by sharp-shooters, decision of the French to support the colonists, Valley Forge, small pox epidemic, Washington's spy network, Yorktown - the French role, the British end the war
- Discussion - being proactive instead of reactive, Washington's strengths
Thursday 12/12
- Share understanding about what the declaration says about the creation of new governments
- Examine chart of the first steps taken
- Discuss why created state governments first
- Brainstorming - Motivations for creating the national government that they did
Monday, 12/2
- Bring Your Book
- Pick-up
- Introduction to Unit – Causes of the Revolution
- Cause #1 – Immigration – Key Points, Hashtag, Visual Notes – to Complete
- Cause #2 – Mercantilism and Navigation Acts - Key Points, Hashtag, Visual Notes – to Complete
- Discuss
- Cause #1 – Immigration
- Cause #2 – Mercantilism and Navigation Acts
- Review the key points of Cause #1 and write a three-word hashtag that captures the main idea of the cause, and draw simple cartoons that represent all the key points of the notes on the cause visually. See example below.
- Review the key points of Cause #2 and write a three-word hashtag that captures the main idea of the cause, and draw simple cartoons that represent all the key points of the notes on the cause visually. See example below.
- Bring Your Book
- Pick-up
- Cause #3 – Self-Government and the Rights of Englishmen
- Materials to review the topic together in class
- Key Points, Hashtag, Cartoon – to Complete
- Cause #3 – Self-Government and the Rights of Englishmen
- Collect – completed hashtags and visual notes for Cause #1 and Cause #2
- Discuss
- Cause #3 - Self-Government and the Rights of Englishmen
- Review the key points of Cause #3 and write a three-word hashtag that captures the main idea of the cause, and draw simple cartoons that represent all the key points of the notes on the cause visually. See example below.
- Pick up
- Grading Sheet for Hash Tag and Visual Notes – with example
- Cause 4 - French and Indian War
- Materials – Reading
- Key Points, Hash Tag, Visual Notes
- Cause 5 – Tax Acts
- Materials – Reading
- Key Points, Hash Tag, Visual Notes
- Review GS
- Read about Cause 4 - French and Indian War
- Divide into teams – 10 minutes to create Cause 4 Hash Tag and Visual Notes
- Present for Extra Credit
- Review the key points of Cause #4 and do your own write a three-word hashtag that captures the main idea of the cause, and draw simple cartoons that represent all the key points of the notes on the cause visually. See example below.
- Review the key points of Cause #5 and write a three-word hashtag that captures the main idea of the cause, and draw simple cartoons that represent all the key points of the notes on the cause visually. See example below.
- May re-do hash-tags and visual notes for Causes 1-3
- Pick up
- Cause 6 - Sons of Liberty - Materials – Reading, Key Points, Hash Tag, Visual Notes
- Cause 7 – The Boston "Massacre" - Materials – Reading, Key Points, Hash Tag, Visual Notes
- Cause 8 – The Boston Tea Party - Materials – Reading, Key Points, Hash Tag, Visual Notes
- Videos on topics
- Review the key points of Causes #6, #7, #8, and for each write a three-word hash tag that captures the main idea of the cause, and draw simple cartoons that represent all the key points of the notes on the cause visually. See grading sheet with model of visual notes.
- Goal - by Tuesday - have a complete set of hashtags and visual notes for causes 1 - 10.
- Grade will be based on - Having them all done, One that I choose graded for quality (same topic for each student, topic to be announced on Monday), Another that you choose graded for quality, 30 points
- Sit with partner
- Cause 9 - Videos on First and Second Continental Congress
- Cause 10 - Work with partner to read excerpts of John Locke's treatise on Government, the Declaration of Independence, and Common Sense and answer questions (Please Notes - Absent students will need to complete this independently and turn it in. It is loaded below under Materials for Cause 10.)
- Turn in work before end of hour and pick-up Hashtags and Visual Note Sheets to complete for Causes 9 and 10.
- Review the key points of Causes #9 and 10 and for each write a three-word hashtag that captures the main idea of the cause, and draw simple cartoons that represent all the key points of the notes on the cause visually. See grading sheet with model of visual notes.
- Review Hashtags and Visual Notes for all Causes 1 - 10 - Ready to be collected and graded Tuesday
- 30 point grade - All 10 completed and turned in on time - 10 points, One that I choose graded for quality (same topic for each student) - 10 points, Another that you choose as your best graded for quality - 10 points
- Model grading sheet for cause hashtags and visual notes loaded below
- 30 point grade - All 10 completed and turned in on time - 10 points, One that I choose graded for quality (same topic for each student) - 10 points, Another that you choose as your best graded for quality - 10 points
Quiz on Characteristics of Regions , Tuesday 11/26 See Link to Gimkit below.
- Match characteristic to Region(s) that have that have that characteristic
No Homework over the Break - Happy Thanksgiving!
Monday, 11/25
- Played Gimkit as a Review
- I will collect the map after the quiz to give you credit for preparing the map and trying this form of study.
Quiz on Characteristics of Regions Tuesday 11/26
- Match characteristic to Region(s) that have that have that characteristic
Monday 11/18
Review New England Guided Notes together
- Monday's focus - the connection between the physical geography of New England and the farming and economic activity of the region, understanding that the Puritans hose this region knowing the physical geography and knowing exactly how they could be economically successful in the region
Tuesday 11/19
Build Chart of Regional Characteristics – Study Technique - compiling all we learn by reading and taking notes into one chart that allows for direct comparison by placing similar ideas in organized columns
- Reviewed ideas about New England by filling in ideas on Chart: Colonies, Settlement, Physical Geography, Farming, Economic Activity, People, and Where People Live
- As a class, used notes on Middle Colonies to list that regions characteristics in the same categories on the chart
The guided notes for the Southern colonies are posted if students going on the band and choir fieldtrip want to do a little tonight.
Wednesday 11/20
- At the beginning of the hour, students took a brief quiz.
- Then, as many students were not in 2nd, 3rd, and 4th hours due to the band and choir field trip, the students were given a copied reading on the Southern colonies, instead of using the textbook, and had the hour to work on their notes on the characteristics of the Southern colonies. The reading on the Southern colonies and the blank guided notes on the characteristics of the Southern colonies are posted for download both above this agenda and below, under "Current Materials."
- Also, review the characteristics of New England and the Middle Colonies, using your notes and the chart. You can find copies of my completed New England and Middle Colonies notes and the chart completed for these two regions under “Current Materials” below.
I gave students a chart with the characteristics of New England and the Middle Colonies that the classes had focused on typed in, and then students worked in a group of three and added what they believed were characteristics of the Southern colonies found in their notes on the Southern colonies.
Homework - Students should complete the characteristics of the South if they did not do so with their group in class,.
- Also, review the characteristics of New England and the Middle Colonies, using your notes and the chart. You can find copies of my completed New England and Middle Colonies notes and the chart completed for these two regions under “Current Materials” below.
We reviewed the characteristics of the South and students began work on a study map that reviews the material for that has them gather all the ideas on New England, the Middle Colonies and the South in one place. I put a picture of my map at the top of this page as a model.
Homework - Complete the study map as a review of the ideas for Tuesday's quiz on the regions.
- Quiz format - Match characteristic to region/regions that has/have that have that characteristic