(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
(A) identify different points of view of political parties and interest groups on important historical issues;
(B) describe the importance of free speech and press in a constitutional republic; and
(C) summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act.
Monday: Students will understand how political, economic, and social factors led to the growth of sectionalism and the Civil War. ** Test over Unit 9: Sectionalism on Friday**
Tuesday: Examine the impact of landmark Supreme Court decision Dred Scott v. Sandford, the Missouri Compromise, the Compromise of 1850, Fugitive Slave Act, and Kansas-Nebraska Act. (Summarize historical events prior to the Civil War.)
Wednesdsay: Mock STAAR Algebra I Test (Benchmark Test). Remainder of students: Sectionalism map and chart. Review for Unit 9: Sectionalism test on Friday
Thursday: Mock STAAR Math Test (Benchmark Test). All grades
Monday: Unit 8: Test Reform Movement (This is part 2 of the Industrial Revolution Era). Since we will not be in class Tuesday and Wednesday (Mock STAAR tests), students will be assigned Unit 9: Sectionalism Powerpoint and questions. Due Friday/Quiz Friday over powerpoint and questions.
Tuesday: Mock STAAR Science Test
Wednesday: Mock STAAR Social Studies Test
Thursday: Students will understand how political, economic, and social factors led to the growth of sectionalism and the Civil War.
Friday: Examine the impact of landmark Supreme Court decision Dred Scott v. Sandford, as well as the Missouri Compromise, the Compromise of 1850, Fugitive Slave Act, and Kansas-Nebraska Act. Quiz over the powerpoint and questions which were assigned Monday.
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 summarize arguments regarding protective tariffs, taxation, banking system, as well as judicial review. (President’s Cabinet assignment is due today.)
Tuesday: Examine “Free Enterprise” and Laissez-Faire
Wednesday: Review notes, graphic organizers, notes, etc for the test Thursday on Unit 5 (Part 1): Early Republic. (Students may come in Thursday morning by 7:30 for another test review. Students will have access to a review video and notes posted on their Google Classroom. These are additional tools that may help them be more successful on the test.)
Thursday: Unit 5: (Part 1) Early Republic Test
Friday: Introduce “Student Progress Chart”. (Identifying strengths/ areas to address by analyzing the unit tests and study sheet data.)
Monday: Students will examine responsible citizenship in regards to upcoming presidential election. Students will be able to answer the following:
What responsibilities are expected of American citizens?
Why is it important for Americans to understand their rights and responsibilities?
Students will look at the 2 main candidates for president: Vice President Kamala Harris and Former President Donald Trump. (Students will vote tomorrow in class.). Examine Article II of the Constitution (Executive Branch)
Tuesday: Students will summarize rights guaranteed in the Bill of Rights and the purposes for amending the U.S. Constitution. Students will be able to answer the following:
What rights are specifically protected in the Bill of Rights?
Why has the U.S. Constitution been amended?
Wednesday: Students will trace the development of religious freedom in the United States and analyze the impact of the First Amendment guarantees (5 freedoms) on the American way of life.
Thursday: Test Review Unit 4: Writing the Constitution, focusing on the first 10 Amendments to the Constitution.
Friday: Unit 4: Writing the Constitution (Bill of Rights) Test
**There is always an opportunity for our students to come in at 7:30AM on test day for a last minute review. I will also post a test review video and other tools for our kids to look at the day/night before to help them be successful on each test. Sadly, the percentage of students taking advantage of these opportunities is not where it needs to be. Example: For the Screencastify video review (11 minutes and 44 seconds), there were only 3 students who watched the video prior to 7:30 Friday morning. The 7:30 am last minute test day review had only 15 students. That is out of approximately 120 total students. Coaches have been very accommodating for the students to come in for the 7:30am review. However, they must let the coaches know well in advance and they will let them leave practice and return when the review is finished. (usually 15-20 minutes). Please encourage your student to take advantage of these extra help tools.**
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.
