Monday:  Stucdents will look back at the Declaration of Independence and specifically the grievances.  How would these affect the framing of a new government to ensure those previous grievances would not surface in a new government.  Assign the Preamble to the Constitution (Test grade:  Must recite next Wednesday, October 23)

The Preamble:  “We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.”

Tuesday:   Students will analyze the arguments of the Federalists and Anti-Federalists.  Warm-up activity (Google Classroom)  As we have on each warm up, students will follow this procedure: Without using your graphic organizer/notes, try answering the questions.  When you finish, and if necessary, check your notes and then submit.

Wednesday:   Students will analyze the 7 Principles of the Constitution.

Thursday:  School Holiday

Friday:   School Holiday

Monday:   Support a point of view on a social studies issue or event. (Desert Survival Situation). The weaknesses of the Articles of Confederation led the Constitutional Framers to review the Articles and determine whether or not to write a new U.S. Constitution.

Tuesday:   Students will summarize the strengths and weaknesses of the Articles of Confederation.  

(Tuesday:  Warm-up activity.   As we have on each warm up, students will follow this procedure: Without using your graphic organizer/notes, try answering the questions.  When you finish, and if necessary, check your notes and then submit.)

Wednesday:   Students will identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.  Introduce the following vocabulary terms:

Articles of Confederation, Northwest Ordinance, Great Compromise, Three-Fifths Compromise, Federalist, Anti-Federalist, Checks and balances 

Thursday:   Review information covered this 9 weeks:  Unit 1:  Thinking like a Historian; Unit 2:  Colonial America; Unit 3:  American Independence for a test on Friday. (Students will study their Study Sheet for this assignment, which is located in the front of their journal.)

Friday:   Assess the information covered this 9 weeks:  Unit 1:  Thinking like a Historian; Unit 2:  Colonial America; Unit 3:  American Independence.  (Students will study their Study Sheet for this assignment, which is located in the front of their journal.)

Monday:  Explain and chart significant major battles that were fought by the Patriots to gain independence.

Tuesday:   Break down the Treaty of Paris and its significance.   If time permits, analyze political cartoons/pictures representative of the struggle for independence.  Warm-up activity (Google Classroom)  As we have on each warm up, students will follow this procedure: Without using your graphic organizer/notes, try answering the questions.  When you finish, and if necessary, check your notes and then submit.

Wednesday:   Review for our Unit 3 American Independence test (Thursday)

Thursday:   Unit 3:  American Independence test

Friday:   Students will begin to chart their progress on the assessments they have taken thus for. (Unit 2 as well as Study Sheet Quiz #1 and #2.). Analyze strengths and areas for improvement.

Monday:  Examine the roles played by significant individuals during the American Revolution.  (Sensory Figure Image was assigned last Thursday and is due Tuesday).   I will assign Unit 3:  American Independence PowerPoint question  today.  The powerpoint will be on the students Google Classroom.  They are not due until Monday and we may answer a few in class throughout the week.   (This will be another tool they can use for a test review for the Unit 3 test, which will be next Tuesday.  Also, Study Sheet quizzes will begin this week over Unit 2 Exploration and Colonization on Tuesday and Unit 3:  American Independence on Thursday.  Study Sheet is in their journal.

Tuesday:   Analyze reasons for and the impact of selected examples of civil disobedience and then identify colonial grievances listed in the Declaration of Independence.  (Turn in the Sensory Figure Image)  Study Sheet Quiz #1: Exploration and Colonization Quiz.  Unlike the warm-up activities, students cannot use their notes.

Wednesday:   Explain the issues surrounding important events of the American Revolution.  (Events will include but not be limited to the Boston Tea Party, the Boston Massacre, Lexington and Concord, Saratoga, Valley Forge, and Yorktown.)  Warm up activity at the beginning of the class. As we have on each warm up, students will follow this procedure: Without using their graphic organizer/notes, try answering the questions.  When they finish, and if necessary, they can check their notes and then submit.

Thursday:   Continue with Wednesday’s objective over important events/ battles of the American Revolution.  Study Sheet Quiz #2:  American Revolution Era (8 questions) and 2 questions from the previous units. (Exploration and Colonization Eras)

Friday:   Explain the issues surrounding important events of the American Revolution, specifically the signing of the Treaty of Paris of 1783 and its significance to the United States. Warm up activity at the beginning of the class. As we have on each warm up, students will follow this procedure: Without using their graphic organizer/notes, try answering the questions.  When they finish, and if necessary, they can check their notes and then submit.

Monday:  No School (Teacher Staff Development)

Tuesday:   Constitution Day.  Students will examine the Constitution and its impact on our country.

Wednesday:   Analyze causes of the American Revolution

Thursday:   Analyze reasons for and the impact of selected examples of civil disobedience and then Identify colonial grievances listed in the Declaration of Independence.

Friday:  Explain the roles played by significant individuals during the American Revolution.  Create a sensory figure of one of the individuals who made contributions to American independence. (Due Tuesday)

Monday:   Sourcing (who, what, when, where, why) of various individuals who contributed to the growth of the colonies.  (Impact of women and Enlightenment philosophers including but not limited to: John Locke, Thomas Hooker, Charles Montesquieu, Anne Hutchinson, Eliza Lucas Pinckney, Pocahontas. )

**We will continue to use our unit warm-ups to spiral information from our previous and current unit of study.  As in the past, students will complete the warm-up, following these directions:  Without using their  graphic organizer/notes, answer the questions.  When they finish, and if necessary, they should check their notes (notes and graphic organizer) and then submit.**

Tuesday:  Explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery and how the development of the plantation system began to be central to the economy of Colonial America.

Wednesday:  Students will examine various attacks on the  United States from another country.

Thursday and Friday:  Analyze causes of the American Revolution.

Monday:   Labor Day Holiday.  Labor Day  pays tribute to the contributions and achievements of American workers and is traditionally observed on the first Monday in September. It was created by the labor movement in the late 19th century and became a federal holiday in 1894.

Tuesday:  Explain the reasons for the growth of representative government and institutions during the colonial period.   (Letter Home is due today.  Counts as a test grade). Unit 2:5 Colonization Day 6 Warm-Up. (Without using their graphic organizer/notes, students will answer the questions.  When they are finished, and if necessary, they may check their notes and then submit.)

Wednesday:  Explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery.   Review for our Unit 2:  Colonial America Test on Thursday.  Unit 2:6 Colonization Day 7 Warm-Up. (Without using their graphic organizer/notes, students will answer the questions.  When they are finished, and if necessary, they may check their notes and then submit.)

Review for Unit 2:  Colonial America test tomorrow, Thursday.  (Graphic Organizer, handouts,study sheet.)  If time permits: Kahoot and/or Quizlet Live.  I will share these on Google Classroom as well as a Screencastify unit test review.  Students may come in before school for a short test review as well.  To keep from disrupting the review, students will need to be in our classroom by 7:30AM

Thursday:   Unit 2:  Colonial America Test

Friday:  Unit 2 Colonial America Test Post Review. (Students absent Thursday will take their test today).   Introducing the Student Reporting Category Chart. 

Reteach/Retest for those who may have failed the test will be the next week.  Students will be given a pass to come in for the unit reteach. (Reteach is NOT during the class period.) Students MUST attend the reteach to take the retest.  The highest grade a student can make on a retest is a 70. If a student chooses NOT to attend the reteach, they forfeit the opportunity to take the retest.

Monday:   Compare the physical geography in the American colonies and how it affected settlement and economic patterns in the region. 

13 English Colonies Quiz on Tuesday

(Exit Ticket:  How did the geography of the colonies (New England, Middle, Southern) affect the economy?

Tuesday:   Analyze the effects of physical and human geographic factors such as weather, landforms, waterways, transportation, and communication.  (similarities and differences).  13 English Colony Quiz. 

Assigned Letter Home Essay Writing assignment.  This will count as a test grade and will be due Tuesday, September 3rd.  Information is on our Google Classroom.

Wednesday:   Explain the importance of documents and colonial legislative bodies to the growth of representative government.  How does religion contribute to this as well?  (Compare the impact of Thomas Hooker, Charles de Montesquieu, and John Locke in the development of self-government in colonial America as well as Eliza Lucas Pinckney, Anne Hutchinson, and Pocahontas and the role of women in American society during Colonial times.).   Look over the vocabulary terms from last week.)

Thursday:   Analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.  Exit ticket:  Choose one of the following and briefly explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, Eliza Luca Pinckney, and John Locke in the development of self-government in colonial America.

Exit ticket:  Choose one of the following and briefly explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, Eliza Luca Pinckney, and John Locke in the development of self-government in colonial America.

Friday:  Explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery.