(17) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:
(A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason; and
(B) explain constitutional issues arising over the issue of states’ rights, including the Nullification Crisis and the Civil War.
STAAR Blitz: Each day for 10 days (March 31-April 14), students will review the 11 units we have covered this year. This review is to prepare our students for the Social Studies STAAR Test on April 16. Each day will consist of the following: Warm Up, Lesson, Assignment.
Monday: Today’s unit to be covered is Unit 7: Westward Expansion (Manifest Destiny
Tuesday: STAAR Reading Test (Grades 6,7,8)
Wednesday: Today’s unit to be covered is Unit 8: Industrial Revolution (Part 1)
Thursday: Today’s unit to be covered is Unit 8: Reform Movement (Part 2)
Friday: Today’s unit to be covered is Unit 9: Sectionalism
STAAR Blitz: Each day for 10 days (March 31-April 14), students will review the 11 units we have covered this year. This review is to prepare our students for the Social Studies STAAR Test on April 16. Each day will consist of the following: Warm Up, Lesson, Assignment. There will be a quiz over previous day’s unit at the beginning of the period; assignment assessment at the end of the period.
Monday: Complete reporting category chart and introduce STAAR Blitz.
Tuesday: Today’s unit to be covered is Unit 2: Colonial America
Wednesday: Today’s unit to be covered is Unit 3: American Independence
Thursday: Today’s unit to be covered is Unit 4: Writing the Constitution and the Bill of Rights.
Friday: Today’s unit to be covered is Unit 5: Early Republic: Assessing Challenges
Monday: Analyze Abraham Lincoln’s ideas about liberty, equality, union, and government as contained in his first inaugural addresses and contrast them with the ideas contained in Jefferson Davis’s inaugural address.
Tuesday: Explain significant military and political leaders as well as major military battles/ events of the Civil War. (Students will create a storyboard depicting the major events and leaders of the American Civil War. The storyboard should include six panels. Each panel should include an illustration and explanation of the importance of the illustrated event or leader. Due Friday. Due date has been changed to Monday, March 24)
Wednesday: Students will work on their StoryBoard.
Thursday: Explain significant events of the Civil War, including the Gettysburg Address and the Emancipation Proclamation.
Friday: Analyze both the Gettysburg Address(total of 271 words) and Lincoln’s second inaugural address.
Students will memorize a portion of the Gettysburg Address for a test grade. (By next Thursday, March 27)
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. (30 words)
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. (64 words)
We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. (102 words)
But, in a larger sense, we can not dedicate — we can not consecrate — we can not hallow — this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion — that we here highly resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the earth. (271 words)
Monday: Students will analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era. Students will examine American literature and art during the early part of the 19th century. (Exploring American Cultural Icons). This separate assignment will counts as a test grade. Due Friday.
Tuesday: Students will explain the constitutional issues arising over the issue of states’ rights, including the Nullification Crisis.
Wednesday: Students will summarize arguments regarding protective tariffs, taxation, and the banking system. (2nd National Bank of the United States)
Thursday: Unit 6: Age of Jackson Review. (Powerpoint and questions, Screencastify video, Graphic organizer, notes, vocabulary, Kahoot, Quizlet). Students are encourage to attend a Unit 6: Age of Jackson morning review at 7:30. (Must be in the room before 7:30)
Friday: Unit 6: Age of Jackson Test. Assigned artwork (from Monday) is due today. (Counts as a test)
Monday: Students will analyze the 7 Articles of the Constitution and the 7 Principles of the Constitution.
7 Articles of the Constitution
Article I Legislative Branch.
Article II Executive Branch.
Article III Judicial Branch.
Article IV Relationships Between the States.
Article V Amending the Constitution.
Article VI The Supreme Law.
Article VII Ratification Clause.
7 Principles of the Constitution. (Students will create a graphic illustration for each of the 7 principles. Due Thursday.)
Popular Sovereignty
Limited Government
Separation Of Powers
Federalism
Checks And Balances
Republicanism
Individual Rights
Tuesday and Wednesday: Students will summarize rights guaranteed in the Bill of Rights and the purposes for amending the U.S. Constitution. Students will complete an illustrated handout of each of the first 10 amendments to the Constitution. (Study Sheet #5 Quiz: Constitution Era and the previous eras, including Exploration, Colonial America and American Independence)
Thursday: Review Unit 4: Writing the Constitution for their test on Friday. (Video review, Unit 4: Graphic Organizer, Kahoot, Quizlet, etc. will be posted on our Goggle Classroom.)
Friday: Students will be tested over Unit 4: Writing the Constitution. Students may come in for a last minute review at 7:30. (They MUST be in our room by 7:30. Coaches have been very accommodating to allow them to come in and then return to practice.)
Tuesday: 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. (Warm-Up Day 4: 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, check the notes and then submit.). Reminder: Students must recite the Preamble to the U.S. Constitution this week. (Test grade)
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.
Wednesday: Students will analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason. Study Sheet #4 (Constitution Era and the previous eras, including Exploration, Colonial America and American Independence)
Thursday: Students will analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise.
Friday: Students will analyze the 7 Principles of the Constitution.
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.
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.)
