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U.S. History & Geography (Period 1,3,4) Assignments

Instructors
Term
Spring 2017
Department
History
Description

Instructor
K.J. Kampschroer
Department
Social Studies
Course Description
Millikan Middle School- 2016-17 U.S. History
Ms. Kampschroer, Instructor

8th GRADE SOCIAL STUDIES: U.S. HISTORY

Dear students, parents, and guardians:
Welcome to 8th grade U.S. History! I hope that you will find this class interesting, informative—and fun! You will be working very hard to develop new skills and understand new concepts this year. I strongly believe in challenging students through a variety of activities that will make history “come alive”. This syllabus will give you information about how to become a productive member of my classroom, so that you become your very best by doing your very best. I am looking forward to what we can accomplish this year. Please review this packet carefully.
CONTENT
This class is an exploration into the birth and development of America with special focus on the geography, economy, government, military, foreign affairs and the people who helped to shape the new nation. The class will begin with a look at Colonial America and the events that lead to revolution and independence from England. Students will examine the United States Constitution and the major debates that helped to shape the young Republic. Students will study Westward Expansion and the affects it had on Native Americans, the land and other nations. We will look at the causes and main events that lead to the American Civil War. Students will study the complex issues connected to American Reconstruction. Students will comprehend the economic and social factors that contribute to American Industrialization. Finally students will be asked to study the major concepts of Democracy. Each assignment will be based on California Content Standards for 8th Grade Social Studies.

TEXTBOOK
The state adopted text is Creating America, A History of the United States, published by McDougal Littell, Inc. The class also uses a variety of other resources, including slides, videos, games, workbooks, simulations, guest speakers, and other texts. Students are held financially responsible for lost materials or any damage they cause to the materials and/or facilities in the classroom
SUPPLIES
Spiral notebook (8 1⁄2” x 11”, 70 pages, college width, NOT wireless) Binder or 2 pockets, 3 prong folder (plastic is suggested)
Binder paper
Highlighter
Box of colored pencils
2 Pencils
School Planner
STUDENTS:
• You are expected to have these supplies with you when you come to class—and to replace any supplies you are missing or have broken as the school year goes along.

• If a student cannot afford items from the supplies list, the student must see me, or place a note in my mailbox at the front office with their name and what they cannot afford within two days of receiving this letter. ALL SUPPLIES ARE DUE ON : Monday 8/21
CLASSROOM EXPECTATIONS
Positive Behavior Interventions and Support (PBIS) is a program supported by LAUSD to promote and maximize academic achievement and behavioral competence. It is a school-wide strategy for helping all students achieve important social and learning goals and we practice it in this class. When good behavior and good teaching come together, students will excel in their learning. As part of PBIS, there are several clear classroom expectations for behavior that will help students Respect all, Achieve their best, and Make good decisions. These expectations include,
1. Keep your hands, feet and inappropriate language to yourself.
2. Raise your hand to speak.
3. Before second bell, be in your seat and prepared to learn
4. Turn off all electronic devices before class.
5. The classroom is a food and drink-free place.
6. Gum belongs at home!
Used gum belongs in trashcans only.
POSITIVE REWARDS
Various incentive programs are used throughout the year, including extra credit and movie days.
CONSEQUENCES
A 3-strikes policy is in effect in my classroom. If a student chooses not to fully participate in class or to misbehave, that choice will be met with real consequences. They are as follows:
1st and 2nd infractions Warning
3rd infraction On-Campus Suspension*
*Please note that sudden, severe misbehavior can be met with an immediate On-Campus Suspension. Expulsion from the classroom may also result in a phone call home, parent conference and/or administrative intervention.
GRADING
Grades are based on a total point percentage scale. Behavior and attitude will be a deciding factor when students are on the border between two grades
A 90% and above
B 80-89%
C 70-79%
D 60-69%
F 59% and below ASSIGNMENTS

Most in-class and homework assignments are combined into a notebook and a portolio of student-assembled unit work.
• The unit work must be kept in a 3-prong folder or binder. All students should write down these due dates into their homework planner and highlight them.
• Planners will be checked regularly for points. HOMEWORK
• Expect homework. Know that I expect your work to be turned in—neat and complete—on the day it is due. NO LATE WORK IS ACCEPTED, unless absent or note from home.
• There is NO excuse for not knowing homework assignments and when they are due—even if you are absent. You can find your homework assignments:
- By reading the screen each day
- Listening to homework announced in class each day
- Writing it down in your student agenda
- Checking my webpage at Millikan or by asking your friends
• Most units also have a major project associated with it, worth equal or more points than the unit test.
*I ALWAYS (daily) post announcements, homework assignments, and other important class information at my Web site. Go to the Millikan Middle School Web site, click the teachers link, and select Ms. Kampschroer. Or, enter the following address in your Web browser:http://www.millikanmiddleschool.org/apps/pages/index.jsp?uREC_ID=195923&type=d&pREC_ID=classes
UPCOMING MAJOR ASSIGNMENT THIS WEEK
Syllabus Parent Signature Supplies
Book Survey
Current Events
LATE WORK
All assignments are expected at the beginning of the period on the day they are due. Completed homework will be stamped on the due date. This means that the page is eligible for full credit. If you know you are going to be away from school, your work is
 
 
Agendas encourage responsibility and decision making skills via daily
prioritization. Weekly goals and monthly planning calendars help
promote student accountability. Students learn to put first things
first, set goals and work on what matters most.
Whenever an assignment is given, please write it in the agenda!!!!Use
it everyday for EVERY period!!!
Your agenda also has a wealth of information in it,a handbook, if you
may, which includes:important dates, our mission statement,core
beliefs, academic class standards, expectations, discipline
policy,and a reference/resource guide in back which is awesome!

Assignment Calendar

Upcoming Assignments RSS Feed

No upcoming assignments.

Past Assignments

Due:

Assignment

 

 

 

Warmup=

  1. The letters to the editor of the New England Courant were all written by Ben Franklin under the name of a woman named___________.

  2. Ben, Abigail, & Riley travel to Ben's father's home just outside what historical city?

  3. Ben & Abigail thought they were too late to see the shadow inside the tower of Independence Hall. However, Riley pointed out that because of Daylight Savings Time, they were actually early. Who was the first person to suggest Daylight Savings time?

  4. While Ben is in FBI custody, he receives a phone call from bad guy Ian. Ian tells Ben to meet him in what city?

  5. What's the Intrepid?

  6. Where did the treasure hunters find Parkington Lane? What secret fraternal organization did Lane, Washington, Franklin, & many Founders belong to?

  7. Ben's father lies to Ian (bad guy) & leads him to the Old North Church in what historical city?

 

After the movie: Get out your dollar bill

  1. The motto on the Great Seal of the U.S. (on the back of the dollar bill) says Novus Ordo Seclorum. Translated, this means “A New Order for the Ages.” What do you think this means?

  2. How many layers of bricks are there in the unfinished pyramid on the dollar? How many olive leaves are there in the eagle's right talon? How many arrows in his left talon? Stripes on the shield? Tail feathers on the eagle? Why this number?

  3. What does the roman numeral at the bottom of the pyramid translate to?

  4. What does # Pluribus Unum mean?

  5. Why was the pyramid left unfinished? What do you think the eye above it represents

 

 

 

________
6/1 Big Idea: National Treasure

 

Warmup= (answer)
1. What is the name of the ship in the Arctic where Ben & his team find the first clue?
2. In what building is the Declaration of Independence held? What city would you find this building?
3. a. Ben Gates summarizes a portion of the Declaration of Independence while he's looking at it. He says, “Those who have the ability to take action have the __________to take action.”
b. Once we figure this out, what does he mean? Can we apply it to our lives today?

 

About the film:
Charles Carroll- did exist! He was the last signer of the Declaration of Indep.
Timothy Matlock- did exist! He was a patriot to asked to inscribe the Declaration of Independence.
Freemasons- do exist! They are 1 of the oldest fraternal organizations that arose from the medieval stone workers, that now represent nearly every profession. Washington, Franklin, Jefferson & other Founders were members. They strive to make the world a better place.
Requirements: to be a man who comes of his own free will, believe in a Supreme Being, be at least 18, of good morals.
Knights Templar- was endorsed by the Catholic Church around 1129 and the Order became a favored charity throughout Europe and grew rapidly in membership & power. The Templar Knights, in their distinctive white mantles with a red cross, were among the most skilled fighting units of the Crusades. The non-combatant members of the order managed the financial infrastructures of Europe. They fell out of favor when the Holy Land was lost to the Muslims.

 

Watch mindfully, look for these answers:
1. The letters to the editor of the New England Courant were all written by Ben Franklin under the name of a woman named___________.
2. Ben, Abigail, & Riley travel to Ben's father's home just outside what historical city?
3. Ben & Abigail thought they were too late to see the shadow inside the tower of Independence Hall. However, Riley pointed out that because of Daylight Savings Time, they were actually early. Who was the first person to suggest Daylight Savings time?
4. While Ben is in FBI custody, he receives a phone call from bad guy Ian. Ian tells Ben to meet him in what city?
5. What's the Intrepid?
6. Where did the treasure hunters find Parkington Lane? What secret fraternal organization did Lane, Washington, Franklin, & many Founders belong to?
7. Ben's father lies to Ian (bad guy) & leads him to the Old North Church in what historical city?

 

_____

 

 

 

 

 

5/31 Big Idea: National Treasure

 

Warmup=

Read

Every family has a piece of history. It could be an heirloom passed from generation to generation. It could be a bundle of old letters or faded photographs. It could be a family recipe or a holiday tradition, a medal that reminds you of a family member's service in a war, or a keepsake from some famous event. You probably have a piece of history in your family. Here's a chance to share your place of history with the class.

Answer:

  1. Describe your family's piece of history. Where does it come from? Why do you treasure it?

  2. Where or how would you hide your family treasure to keep it safe for future generations?

  3. What clues would you leave behind to help future generations to find your treasure?

 

Classwk=

Watch “National Treasure”

Characters:

Ben Franklin Gates- the archaeologist (Nicolas Cage)

Patrick Henry Gates- Ben's father (Jon Voigt)

John Adams Gates- Ben's grandfather

Thomas Gates- Ben's great- great grandfather

Dr. Abigail Chase- employed at National Archives

Ian- financier, investor of treasure hunts

Riley Poole- Ben's friend

 

Plot-

A man sets out to steal a lost fortune in order to save it in this adventure. Benjamin Franklin Gates is an archaeologist who is from the 8th generation of a family who has shared an unusual quest. As Gates-family legend has it, George Washington, Thomas Jefferson, and Ben Franklin hid a massive cache of gold during the waning days of the Rev. War & they left clues as to its whereabouts in the original drafts of the Declaration of Independence & Constitution. With no firm proof that it actually exists, Gates sets out to crack the code that will lead him to the fortune, which as a member of the Gates clan, he's sworn to protect from wrongdoers.

 

The adventure is loosely based on the myth of a code on back of the Declaration of Independence, which leads to a trail of clues and a back-story with the Knights Templar & Freemasons. There are those who claim that the Freemasons constitute a powerful secret brotherhood of darkness that is planning to take over the world.

 

 

_____

 

 

5/30 Big Idea: The Civil War brought great changes & new

challenges to the U.S.

 

Warmup=(copy)

A. Costs of War

    1. 620,000 soldiers lost lives (360,000 Union/260,000 Confederacy). Another 275,000 Union and 260,000 CSA soldiers were wounded.

    2. 3,000,000 men served in armies of No. & So.

    3. Economy-

      a. North- economic boom (agriculture & industry expanded, rr milage doubled)

      b. South-economic disaster (towns, plantations, roads, rr, ruined...finding food was difficult)

B. The Thirteenth Amendment

      1. Introduced in January of 1865 & passed by year's end...Slavery abolished everywhere!

  1. Lincoln's Assassination

    1. John Wilkes Booth shot Lincoln on April 14, 1865 only 5 days after the CW ends .

    2. Terrible shock to nation and a setback for a people faced by the challenge of rebuilding their nation.

 

 

 

 

 

5/24 Big Idea: The Causes of the Civil War

 

 

Warmup=

  1. Causes of the Civil War (1820-1860)...TAKE NOTES!

 

 

Classwk=

1. Brainpop- Causes of Civil War

2. America: Story of US- Watch actively with student study guide

 

______ 

5/23 Big Idea: Tensions grow between North & South

 

***make sure you have all textbooks, we'll be returning them to textbook room after warmup

 

Warmup=

  1. Why did John Brown attack Harpers Ferry? 469

  2. What ultimately happened to John Brown?470

  3. Look at the mural painting of John Brown by John Steuart Curry p. 470. What's the title? What's going on? How is Brown portrayed? Explain. 470

 

Classwk=

  1. Return books

  2. Watch 'Division'- get guide out

  3. Begin 'Civil War' episode?

 

 

_________

5/22   Big Idea: Disagreement over slavery creates the Republican Party

****Bring  your textbooks from ALL CLASSES here tomorrow as we'll be turning them in.

Warmup=

1.  What issues led to the Republican Party? 466

2.  What was the Dred Scott decision about? What consequences did it have for free blacks? 467-8

3.  Why did 'popular sovereignty' come back to haunt Stephen Douglas? 478 

4.  What did Lincoln argue in his 'House Divided Speech'? 478

Classwk=

1. America: Story of Us- Division. Answer questions on film guide.

 

_____

5/19 Big Idea: How much do you remember about US gov't

 

Warmup=

  1. Review for citizenship test

 

Claswk=

  1. Citizenship test- write on paper

  2. Complete sheet on table- both sides: Constitution puzzle & backside

  3. Story of Us?

  4. Impromptu debate

 

_______________

 

5/18 Big Idea: There is tension between the North & South

 

HW=

1. READ pp 466-475. Do # on 470 & 475 AND do 60,61 in wkbk. Period 6 do 153-156.

  1. Study for Citizenship Test to be given tomorrow

 

Warmup=

  1. Which Senator suggested that the issue of slavery in the Nebraska and Kansas Territories be settled by popular sovereignty? 463

  2. How did pro-slave forces insure that Kansas would elect a pro-slavery legislature? 464

  3. What effect did John Brown's action in Kansas have on situation in Kansas? 464-5

  4. If you were sitting in the Senate chamber the day Senator Sumner was attacked how would you react? 465

 

Classwk=

  1. Continue with America: Story of US

  2. review workbk pp 58,59

  3. Dramatic reading of excerpt of Uncle Tom's Cabin

 

 

_________

 

 

 

5/17 Big Idea: Growing tension between the North & South

 

HW=(last book assignment due Friday); Bring Science/History book on Mon/Tues to turn in

  1. Read pp 466-475. Do #1 p. 470 AND #1 475 AND do 60-61 in workbk. Period 6 may do p.153-156 in study guide instead.

 

Warmup=

Answer the following in complete sentences.

1. What were 2 ways that the North and South differed by the mid-1800's? 458-9

2. In what ways was racism common in both the North & South? 458-9

3. What was the Wilmot Proviso and what were its effects? 459

  1. How did the War with Mexico lead to conflict between the North & South? 460

  2. What other compromise/suggestion could you have offered instead of the Compromise of 1850?

Classwk=

  1. Video clip from the “The Story of US: Divison”

  2. Share bio-poems

  3. Begin hw.



 

 

________ 

5/16     Big Idea: The Earlly Women's Rights Movement began in 1840's

HW=

1. Due tomorrow: #1 on pp 461 and 465, as well as wkbk p. 58-59 (period 6-

Warmup=

1. You have 20 minutes ONLY to write your bio-poem. You must have full name of woman at top of your page. Then the poem (follow the template), and draw or cut/paste picture of woman on your paper. Use INK. BE PREPARED TO SHARE WITH CLASS.

2.  If finished do the classwk.

Classwk- Answer the following in complete sentences.

1. What were 2 ways that the North and south differed by the mid-1800's? 458-9

2.  In what ways was racism common in both the North & South? 458-9

3.  What was the Wilmot Proviso and what were its effects? 459

4.  How did the War with Mexico lead to conflict between the North & South? 460

________

 

5/15    Big Idea:  The Early Women's Rights Movement began in 1840's

***I'm doing FINAL grades beginning on Thursday!!!

Period 2, I'm collecting notebooks on Tuesday

Hw=

1. Read pp 457-465. Do #1 on p. 461 and 465 AND wkbk 58 & 59. Due Wednesday NO LATER! 

Warmup=

1. Sojourner Truth speech , "Ain't I a Woman"? as read by Kerry Washington... answer /discuss questions

Classwk=

1. Biopoem...due at end of class!  Drawing/illustration/poem

2. If you finish, begin reading HW.

 

 

________

5/12 Big Idea: The Early Women's Rights Movement

 

Warmup=

  1. Video clip- Women's Rights

 

Classwk=

  1. Finish your timeline quickly!

  2. Read & Compare the Declaration of Sentiments with the Declaration of Independence—highlight or underline the similarities. Why did Elizabeth Cady Stanton use the Declaration of Independence as a template (model) for the declaration for women?

  3. Analyze the Declaration of Sentiments

  4. Biopoem- you will be given a biography of a woman. You may find further info on her, but you must do a bio poem...Use other paper than what I've given you. You must have a picture of illustration. Display it on construction paper. You must have at top of your paper the entire name for your woman. Staple the bio with your poem.

 

_____________

5/11 Big Idea: How much do you know about the women's rights

movement?

 

Period 1- notebk collection tomorrow (Fri)

 

Warmup=

  1. What barriers to equality did women face in the 1800's? 443

  2. How did the abolitionist movement lay the groundwork for the fight for women's rights? 443

  3. What shaped Elizabeth Cady Stanton's outlook in the fight for women's rights? 444

  4. What was the purpose of the Seneca Falls Convention (NY)? 444

 

Classwk=

A. (make educated guess)

_____1. In 1800, how many of the original 13 states allowed women the vote?

_____2. In 1810, how many states allowed women to vote?

_____3. In 1800, how many women attended colleges in the U.S.?

_____4. In 1800, how many states allowed women to serve on juries?

_____5. In 1800, what percentage of married women were able to own property?

 

B. Complete the timeline (student handout 2) by categorizing the date as social (s), economic (e)or political(p).

Social- The way people live in a society

Economic- The production and trade of goods & $

Political-ideas, activities that relate to government, power, law

 

  1. Read 'Brief History of Women's Rights before the Civil War' (Doc. 1)

Make a 'quick' timeline (1807-1851: date/event) in notebook (7 dates)

    1. Re-enact the scene from the cartoon, “The Discord”

E. From Seneca Falls, Read & Compare the Declaration of Feelings w/

Declaration of Independence...circle similarities (Document 2)

F. Analyze the Declaration of Sentiments (student handout 4)

 

 

_______________________________

 5/10       Big Idea: The spread of democracy led the call for freedom for slaves

Hw=

1. Re-read pp 440-445.

Warmup=
1. When did the Abolitionist Movement begin? What success did it have in getting state laws to abolish slavery? 440
2. Name prominent abolitionists in the lesson and be prepared to share their achievements. pp 440-443
3. Choose 1 abolitionist and have him/her complete this prompt: " I wish__________________." (continue him/her to write 3-5 sentences) pp 440-443

Classwk=

1.  Backtrack briefly to look at other reform movements of 1800s- temperance, labor, public education for all , mental health, education for deaf/blind

1.  Review p 57; 145-6 period 6

2.  Video clip on The Abolitionists pt. 1

3. Further questions for you on Garrison, Quincy Adams, Frederick Douglass, Harriet Tubman, etc.

4.  Possible short  or extra credit activity ? Create a certificate of merit (commendation) from the president to give to one of the reformers in the chapter (can abolitionist/womens rights too). Include name, description of problem, person associated w/ fighting , a summary of the person's efforts to fight the problem and signature of the president who was in office during the year the reformer fought for change.

 

 

______

5/9 Big Idea: The U.S. expanded after the War with Mexico

 

Pondering Patriotism? I didn't get all

 

 

 

Warmup=

    1. Who was President in 1845 and what was he committed to? 406

    2. How did the War with Mexico begin? 407-8

    3. Why did Lincoln oppose the war? 408

    4. Which battle ends the war? 410

    5. What is the Treaty that ended the war? 410

    6. What present day states were carved out of the Mexican Cession? 411

    7. What was the purpose of the Gadsden Purchase agreement? How much did it cost us? 411

 

Classwk=

  1. Map of Manifest Destiny... Do you think we accomplished it?

  2. 2 minutes How we got the rest of the west video clip

  3. *****Look at the Reform Movements of 1800's- p434-436

 

___________

5/8      Big idea:  Texas gained independence from Mexico ( 1836)

 HW=(I'm skipping- This is entitled Abolition & Women's Rights ch. 14 section 4)

1.  Read pp 440-445. Do #1 and p. 57. Period 6 can do p -145-146

Warmup=

1.  Review pp 50-51 in workbk

2.  Did Texas have a right to seek independence from Mexico?

Classwk=

1.  Video clip of Tx independence.

2. Powerpoint of War with Mexico

3. President Polk- 2 min clip?

4. Begin HW

 

_________

5/5 Big Idea: Americans & Tejanos led Texas to independence from Mexico

 

**Turn in “Pondering Patriotism” AND Jackson political cartoon/crossword if it's not already in.

***period 1- turn in Oregon Trail challenge NOW!

 

E.C.= Be a pioneer for 24 hours! You must write up report & get parent/guardian to sign

 

Warmup=

  1. 1. How successful was Stephen Austin in creating a colony in Texas? What's an empressario? 401-2

  2. What was the source of tension between American settlers & Tejanos? 401

  3. What happened at the Battle of the Alamo? 402=3

  4. How did Texans win the Battle of San Jacinto? 403

    1. DO YOU THINK TEXAS HAD A RIGHT TO SEEK INDEPENDENCE FROM MEXICO? Explain. 405

 

Classwk=

1. Powerpoint- take notes- period 2,6

2. Video clip on Texan independence.

3. Oregon Trail Play

4. Review 50, 51

 

_________

5/3-4 block schedule Big Idea: Settlers moved west to gain land & make a fortune

 

HW=

  1. Read p 400-405. Do #1 on p. 405 and wkbk 51. Period 1, I'm collecting notebooks on Friday!

 

Warmup=

Period 1- Short intro video clip on Oregon Trail

- Read/Answer questions about Narcissa Whitman (handout)

 

 

Classwk=

A. Answer/Review:

  1. What motivated mountain men to be out west? 393

  2. What's a rendezvous? Why didn't it last too long? 394

  3. See map. How long was the Oregon Trail? Why did the trails run along rivers? 395

  4. Of those who went west, who faced the worst challenges: the mountain men (393-4), Jim Becknell (395-6), the Whitman's & Sager's (396-7) or the Mormons(397)? Explain.

B. Review p. 50

  1. America: the Story of US?

  1. Take the Oregon Trail Challenge? p. 398-9 DUE at end of period! I'm arranging the groups

E. Begin HW

_______

 

 

5/2 Big Idea: Settlers traveled west to gain land & make a fortune

 

***Turn in political cartoon/crossword AND “Pondering Patriotism” asap!

 

Warmup=

  1. Score Tests

     

Classwk=

A. Answer:

  1. What motivated mountain men to be out west? 393

  2. What's a rendezvous? Why didn't it last too long? 394

  3. See map. How long was the Oregon Trail? Why did the trails run along rivers? 395

  4. Of those who went west, who faced the worst challenges: the mountain men (393-4), Jim Becknell (395-6), the Whitman's & Sager's (396-7) or the Mormons(397)? Explain.

B. Review p. 50

C. America: The Story of US- take notes

 

 

_________________

_5/1 Big Idea: Mountain men opened up trails out west for settlers.

 

*Turn in Jackson Assignment (polit. Cartoon or x word) & Pondering Patriotism

 

HW=

  1. Read 393-397 Do #1 on 397 and do p.50 in workbook; period 6 do pp129-130.

 

Warmup=

  1. Define “manifest destiny”- p. 407

  2. Examine John Gast's painting of American ProgressAmerican Progress"

a. What do you see?

b. Who the central character is in the picture? What she is doing?What is she holding? What do these items represent?

  1. How does the painter play with the use of light/dark? positive? Negative?

    d. What does the left side of the painting represent? What is the gentle landscape of the east giving way to?

    e. What is the difference between the east (right side of the painting) and the west (left side of the painting)?

    f. How does John Gast play off American emotions present at the time regarding patriotism and manifest destiny?

    g. What is the ultimate message of the painter John Gast? In other words, what is he trying to say in his painting?

    h. How would we view these people in today's world (2016)?

    I. What would you name this painting from the Anglo-American perspective AND then what would you name this painting from the Native American point of view?

Classwk=

  1. Brainpop- Oregon Trail/clip Oregon trail?

  2. Finish up your Jackson political cartoon/crossword; work on hw?

3. Discus: What motivated mountain men to be out west? 393

What's a rendezvous? Why didn't it last too long? 394

See map p.395. How long was the Oregon Trail? Why did many of the

trails leading out west stay next?

___________________

 

 

4/26 Big Idea: Conflict erupted over the Bank of the U.S.

 

HW=

  1. Study for ch. 12 test on Friday. Refer to classzone.com. Do flipword activity and crossword to help with study. And do check out study guide.

  2. Read pp 379-387. Do #1 on 383 & 387 AND do pp 48 & 49 in workbk. Period 6 may do pp 123-126 in study guide.

  3. Start pushing for the 'final' grade NOW!

 

Warmup=

  1. History Channel video clip of Van Buren, Harrison, and Tyler

     Classwk=

A. Answer:

  1. Why was the 2nd Bank of the U.S. important and what was Nicholas Biddle's role in it? 384

  2. Why did Jackson oppose the bank? (384) ...AND...Why did he veto to renew its charter? 385

  3. How did Jackson 'kill the bank'? 385

  4. Analyze the political cartoon on 385

  5. How did Clay & Webster's views about the economy differ from Van Buren's? 386

  6. Who were the Whigs? 396-7

B.  Jackson political cartoons & video clip on TED Talks: The trial of Andrew  Jackson

 

C. Be Creative (with a partner , no more than 3):

    1. Create a political cartoon about Andrew Jackson with regard to:

      a. nullification , Tariff of Abominations, Jackson's war on the bank, King Andrew, pet

      banks, Whig Party , or ?????

      ****Cartoons must have humor, symbolism, exaggeration, a message, a caption or words of explanation at bottom!AND WRITE 5 QUESTIONS FOR THE VIEWER TO ANSWER. YOU MUST INCLUDE ANSWERS

      1. WHO IS THE FIGURE(S) IN THE CARTOON?

      2. WHAT ELSE DO YOU NOTICE IN THE CARTOON? SYMBOLS, OBJECTS, WORDS.

      3. HOW HAS THE ARTIST PORTRAYED THE PERSON(S) IN THE CARTOON?

      4. WHY DID THE ARTIST PORTRAY CHOOSE TO DEPICT HIM THIS WAY? GIVE HISTORICAL EVIDENCE.

      5. WHAT IS THE MESSAGE?

 

****Cartoons must have humor, symbolism, exaggeration, a message, a caption or words of explanation at bottom!

Or

    1. 20-25 word crossword puzzle on Andrew Jackson. Must include at least 7 clues for

      the section on Jackson on nullification and the bank. I have the graph paper!

      d.  Make a collage of words/images depicting Jackson as hero of the people OR villain of the government

 

 

 

 

 

 

___________________

4/25 Big Idea: Jackson struggles with the South over the tariff issue

* see postings for video clips/study guide

HW=

  1. Read pp 384-387. Do #1 p. 387 AND wkbk p. 49. Period 6 can do study guide p. 125-6.

  2. Study for test Friday on ch. 12

  3. Make up missing work now

 

Warmup=

  1. Why did the 3 sections of the country differ on the sale of land, internal improvements and tariffs? 379-80

  2. Why did nullification threaten the country? 381-3

  3. Who would you have sided with over the issue of nullication: Webster (Jackson) or Hayne (Calhoun)? Explain. 381-2

 

Classwk=

  1. Tariff of Abominations video clip (s)

  2. Bank of the U. S. video clip & Whig Party**** (or show later in week)

  3. Begin homework silently.

 
++++++
 
4/24    Big Idea:  Jackson struggles to keep the South from breaking away
 
HW=
1.  Read pp. 379-383 (ch. 12 section 3) Do #1 on p. 383 AND workbk p. 48. Period 6 can do reading guide instead, pp 123-124
2. Test on Friday for ALL periods. Check my study guide.
3. Get ahead... read pp 384-387 (ch. 12 section 4) Do #1 on p. 387 AND workbk. p. 49. Period 6 can do pp 125-6  instead.
 
Warmup=Copy the vocab
1. Nullify-to legally invalidate, make void, abolish, cancel
2.  Abomination-something that causes hatred
3. Amenable-open and responsive to, persuadable
4. Mandate-official order
5. Rescind-repeal, revoke, abolish
6. Protoge-someone who is supported & guided by an older, more experienced person.
7.  Censure- formally condemn , disapproval or to denounce 
 
Classwk=
1.  Watch part 2 of Andrew Jackson video.  Know the following to discuss:
a.  John C. Calhoun
b.  Tariff of Abominations
c. Why Jackson didn't want to renew the charter (permit) of the Bank of the U.S. 
d.  Who was Nicolas Biddle and how did he, and Clay factor into the chart of the Bank of the U.S.?
e. Pet Banks? What did Congress do when they learned that Jackson had withdrawn $$ from Bank of U.S. and put into state banks?
2.  Disney quick fun clip on Jackson
3. Begin reading/homewk 
 

Due:

Assignment

4/21 Big Idea: The Age of Jackson (1824-1840)

 

HW=

  1. Make ups missing work now!

 

Warmup=

  1. Review workbook pps 46 & 47

 

Classk=

  1. Debate

  2. Play-Trail of Tears?

  3. Cnn student news

 

_______ 

4/19-20 (block schedule)  Big Idea: Under Jackson, Native Americans were forcibly moved west of the Mississippi

 

HW=

  1. Read pp379-387. Do #1 on 383 AND 387; Do p. 48 and 49 workbook. Period 6 to do pp 123-6 in study guide.

    1. Debate teams prepare.

 

Warmup=

A. Video clip on Andrew Jackson. Take notes, be prepared to discuss:

    1. Battle of the Petticoats

    2. Kitchen Cabinet & Spoils System

    3. Indian Removal Act

B. Answer the following questions

  1. What was Sequoyah's contribution to the Cherokee?374-5 (show syllabry)

  2. Why were the Cherokee being pushed off their land? Why should they, in particular, have been able to remain on their tribal lands. 374-6

  3. Pretend you are Andrew Jackson and defend your policy o Indian Removal. 375-6

  4. The Cherokee appealed to the Supreme Court to fight to remain on their land in Georgia. What was the Court's ruling? What happened after the ruling? 376

 

 

Classwk=

  1. Brainpop- Trail of Tears (Cherokee Rose)

  2. With a partner (no more than 3), you can create a poem or acrostic AND picture to describe the Cherokee, Trail of Tears, Indian Removal Act. You must use construction paper and tear the paper no scissors. Should be finished today!

 

_______

4/18      Big Idea: Jackson's presidency brought forth a new type of democracy

hw= 

1.  Read 369-373. Do #1 on 373 &378; also do pp 46 &47 in workbook. Period 6 do study guide on p -

2. Debate teams prepare

 

Warmup=

1. What is the spoils system? 373

2. What might be the advantages/disadvantages of the spoils system (educated guess).

Classwk=

1.  Political cartoon:

"to the victor go the spoils"

a. What do you see? What's going on? What are some images? symbols?

b. In what ways does the image of a statue remind you of monuments dedicated to great or heroic figures?

2.  Take notes, video clip-President- Jackson.

c. What visual symbols in this cartoon go against the idea that the statue is meant to be heroic or admirable?

 

 

________

4/17 Big Idea: Andrew Jackson's presidency in 1828 brought forth a new type

of democracy

 

Hw=

  1. Read pp369-378 (Ch. 12 section 1,2). Do # 1 on pp 373 AND 378. Then DO pp 46AND 47. All are due on Wednesday! No excuses!

  2. Debate teams prepare for Friday.

 

Warmup/Classwk=

A. Answer:

  1. Who were the presidential candidates in 1824 and which sections of the country did they represent? 369

  2. Why didn't Jackson win the presidency of 1824 if he won the popular vote? 369

  3. Who won the election? Why wasn't he an effective president? 370

  4. What qualities made Jackson a popular candidate and leader? Would he be popular today? Explain. 370-1

  5. Describe what Jackson's inauguration was like. Would you have wanted to attend? Explain. 372

B. Watch:

    1. Brainpop- Andrew Jackson

    2. Let's discuss the “spoils system” and the difference between Jefferson's & Jackson's ideas about democracy. 373.

 

____________

 

4/7 Big Idea: Current matters

 

HW=

  1. Make up any missing assignments or do extra credit 'word wall' for ch. 12. It's also about Quality!

Have a wonderful Spring Break! Stay safe!!!

Warmup=

  1. Distribute papers from folders

 

Classwk=

  1. Impromptu debate?

  2. Cnn student news

  3. Brainquest- USA

____________

 

4/6     Big Idea: The Life of Frederick Douglass

HW=

1. Make up any missing work NOW! I will no longer accept late after April 28th.

EC=

1. Get ahead, start reading ch. 12 on Andrew Jackson and do a word wall for the entire chapter.

Warmup=

1. Read about Frederick Douglass and answer the questions.

Classwk=

1. Brainpop- Frederick Douglass & quiz /or/video clip on Douglass

   Abolitionist= a person who wants to abolish, or get rid of slavery

2. Cnn Student news?

_____________

4/5 Big Idea: Big Idea: Patriotic pride united the states, but tension between

the North & South emerged

 

HW=

1.Do the visual summary poster on p. 362. You must have title: National & Regional Growth (1800-1844). Write the sub- headings Early Industry & Inventions, the sentence underneath AND you must write at least 5 or more other sentences to support this heading. Include a graphic . You must do the 2 other sub- headings and repeat the process. Worth 20 points. Put effort into it. Counts as test.

  1. Period 6 write your 20 question / answer test on chapter 11. You must write an additional extended response question ( with answer that should be a paragraph).

 

Warmup=

  1. What countries claimed Oregon Country? 357

  2. Why did tensions develop between Spain & the U.S.? How were they resolved? Also name the treaty that settled the conflict. 357

  3. What is sectionalism? How is that different from nationalism? 357

  4. Why did the question of Missouri becoming a state cause a problem? Who came up with the Missouri Compromise? What did it do? 358

  5. What did the Monroe Doctrine say? What did it warn Europe about in the doctrine? 359

  6. What did the Monroe Doctrine show? 359

 

Classwk=

  1. Period 1- Pop quiz on yesterday's film on Monroe? Disney Monroe

    period 2- Erie Canal/American Presidents/Disney Monroe?

    Period 3-American Presidents- Monroe

    Period 4- American Presidents-Monroe

    Period 6-

  2. Review workbook p. 45

  3. Film clip on Missouri Compromise /Monroe Doctrine

 

__________________

4/4       Big Idea:  Nationalism united the states, but tension grew between the  North & South

Hw= (Due Thursday/Friday)

1. Do the visual summary poster on p. 362.  You must have title: National & Regional Growth (1800-1844). Write the sub- headings Early Industry & Inventions, the sentence underneath AND you must write at least 5 other sentences to support this heading. Include a graphic .  You must do the 2 other sub- headings and repeat the process. Worth 30 points. Put effort into it. Counts as test.

2. Period 6 write your 20 question / answer test on chapter 11. You must write an additional extended response question ( with answer that should be a paragraph).

Warmup=

1. Who created the American System AND what was it? 354-5

2.  Why would improving the country's transportation system be good for the economy? 355

3.  What did the Erie Canal link? How long was it? 355

4.  Why did the creation of the Erie Canal help New York grow? 355

5.  Who was President in 1816? What political party was he? What was the era he was president known as? Why was it called that? 356

6.  How did the Supreme Court ruling on McCulloch v Maryland strengthen the federal government? 356

Classwk=

1. Erie Canal - sing-along w/ Bruce Springsteen . It was proposed in 1808 and completed in 1825. An engineering marvel. It crossed 363 miles of wilderness, 80 locks, had to be built to raise/lower ships where elevation changed along the route. The song was written in 1905 by Thomas Allen after the Erie Canal converted from mule power to engines.

2. The Presidents- film clip- History Channel- get paper out.

 

 

---------

4/3.   Big Idea:  Plantations & slavery spread

Hw=

1. Read pp 354-359. Do vocab #1 p. 359 AND p. 45 in workbook. Period 6 you can do #1 p 345 And pp115-6 in guidebook( ch 11 nationalism & sectionalism). Due tomorrow! 

2.  Get ahead to do illustrated poster (35 points) from  visual summary on p 362. You must write title of headings. Write sentence(s) shown, write 5 additional sentences that further support the heading ( details) AND have 4 graphics that relate with each heading. Will count as test! DUE Thursday! Points will be deducted if late!!! 

EC=

1.  Do Review Questions 1-10 p 362.

warmup=

1.  What were the 3 ways enslaved people resisted slavery? 351-353

2.  What was the largest slave rebellion in the  history of the US? 353

3.  How did Nat Turner's rebellion  affect white people? 353

 

classwork=

1. Video clip-Found voices - ABC Nightline broadcast from 1999 of actual slaves discussing slavery. They were born around 1848. 

2. Crash course history- slavery

3. Hat Turner clip? 

4. Begin reading ch 11 p. 354

Erie Canal

 

 

----------

3/30 Big Idea: The cotton gin & demand for cotton increased the demand for slaves

 

e.c. =

1. Tomorrow is Cesar Chavez Day- Write paper on his contributions to American society. Find out more Hispanic-Americans that also need to be recognized & explain their contributions as well.

2. get example of some “spirituals” and perhaps sing to class (discuss meaning of lyrics)

HW=Make up missing assignments

 

Warmup=

A. Answer the 4 questions from the handout, “The Clock” and turn in.

B. Answer the following:

    1. How did the invention of the cotton gin change life in the South? 349

    2. How did cotton production affect slavery? 349

    3. How widespread was slave-holding in the South? 350

    4. What kinds of work did enslaved African Americans do? 351

 

Classwk=

  1. Debates or impromptu debate

  2. Write 15 questions/answers from pp 341-353. Underline answer, we might play trash ball if time allows

  3. Brainpop- slavery

 

____________

3/29      Big Idea: New machines & factories changed the way people lived in the early 1800's

Hw=

1.  Read pp348-353. Do #1 on 353 And p. 43 wkbk. Period 6 do vocab & pp 113-4 in study guide

2.  Debate groups prepare

warmup=

1. Why was New England a good place to build early factories? 342

2.  What we're the advantages & disadvantages working at the Lowell Mills? 342-4

3.  What were the effects of using interchangeable parts? 343-4

4. How we're different U.S. regions linked economically? 345

classwk=

1.  Lowell Mill Girls film clip

2. PowerPoint on Industrial Revolution

3. Read handout- The Clock

4. Begin reading p348- ( Plantations spread Slavery)

 

 

 

-----------------

3/28 Big Idea: Machines & factories changed the way people lived in late 1700's

and early 1800's

HW=

Debate teams prepare for Thursday!

 

Extra Credit-

Design an American Flag poster with inspiring quotes from famous American figures in the white and/or red spaces.

 

Warmup=

1. What is the difference between an invention and a discovery?
2. What are the most important inventions of the 20th? (make educated guesses) and why?
3. What are some inventions since 2000 that have had an impact on our lives? Which ares the most significant and why?
4. What are some advantages and disadvantages of some technological advancements?
5. copy:
industrial= having to do with industry, business, manufacturing
revolution=a huge change or change in way things are done
industrial revolution= a change from making things by hand to making things in factories

 

Classwk=

Share /Collect Lewis & Clark projects

  1. Short video clip of James Madison- get handout and /or video clip of Lowell girls

  2. Discuss: what were Sam later's contributions to American industry? He was an English employee at the Milford cotton mill and absconded (ran away) to America with details of the cotton processing machinery, where he set up a competing mill. This was a defiance of the British gov't. Should we consider him a hero or villain? Explain? 341-

  3. How did Eli Whitney transform the manufacturing process?

     

______________
 
3/27.                       Aim: Industrial Revolution
e.c. =
Ask parents about their job history: age of first job, what job was, salary (fair? minimum wage:), task, workplace environment, relationship with boss or other workers, hours benefits (paid for overtime, disability, social security, unemployment insurance, workers compensation, family leave), pressure from rest of family to work. Ask if they joined a union, how important are they?  Then ask them about the evolution of their job history. How did they get from that job to their current position. What words of wisdom can they give you about first jobs and career choices. Be prepared to share with class. (Write it out)

HW=
1. Read 341-345. Do #1 p 345 and  p 43 in wkbk.
2. Debate /newsgroups (per. 5 ) prepare for Fri.
 
Warmup=
1. What were the causes of the War of 1812? Chart 329
2. Why should we know Francis Scott Key? 2 reasons- 332
3. What Treaty ended the war? 333
4  what were the effects of the war? Chart- 333

Classwk=
A.   Video clip of War of 1812
(converse w/ neighbor and write question & answer)
B.  Share your Lewis & Clark projects
C. - with partner, answer & discuss questions below:
1. What is the difference between an invention and a discovery?
2. What are the most important inventions of the 20th century? (make educated guesses) and why?
3. What arse some inventions since 2000 that have had an impact on our lives? Which ares the most significant and why?
4. What are some advantages and disadvantages of some technological advancements?
5. copy:
industrial= having to do with industry, business, manufacturing
revolution=a huge change or change in way things are done
industrial revolution= a change from making things by hand to making things in factories

C.-
1. quick powerpoint on Industrial revolution/clip on Lowell factories
2. Discuss: what were Sam later's contributions to American industry? He was an English employee at the Milford cotton mill and absconded (ran away) to America with details of the cotton processing machinery, where he set up a competing mill. This was a defiance of the British gov't. Should we consider him a hero or villain? Explain? 341-2
3. How did Eli Whitney transform the manufacturing process?

Due:

Assignment

4/17 Big Idea: Andrew Jackson's presidency in 1828 brought forth a new type

of democracy

 

Hw=

  1. Read pp369-378 (Ch. 12 section 1,2). Do # 1 on pp 373 AND 378. Then DO pp 46AND 47. All are due on Wednesday! No excuses!

  2. Debate teams prepare for Friday.

 

Warmup/Classwk=

A. Answer:

  1. Who were the presidential candidates in 1824 and which sections of the country did they represent? 369

  2. Why didn't Jackson win the presidency of 1824 if he won the popular vote? 369

  3. Who won the election? Why wasn't he an effective president? 370

  4. What qualities made Jackson a popular candidate and leader? Would he be popular today? Explain. 370-1

  5. Describe what Jackson's inauguration was like. Would you have wanted to attend? Explain. 372

B. Watch:

    1. Brainpop- Andrew Jackson

    2. Let's discuss the “spoils system” and the difference between Jefferson's & Jackson's ideas about democracy. 373.

Due:

Assignment

Lewis & Clark project due

Due:

Assignment

 

3/24 Big Idea: Lewis & Clark Explored the Louisiana Territory

 

HW=

  1. Finish project. Make sure you sign (at bottom of page) all your contributions.

    You need a cover page- title, graphic, your names

    introduction- about Louisiana Territory, biography of Lewis &Clark

    map of territory

    preparations/equipment taken

    Each person gathers their work: event from timeline

    Native American tribe encountered

    plant

animal

results of the trip

what happened to men after the trip?

*make authentic, include illustrations/pictures/ do look at the actual journals

maybe you want to include sign language illustrations

 

Warmup=

  1. Read very short Lewis & Clark play

     

  2. Classwk=

  3. Impromptu debate???

  4. Work on your journals?

 

___________

3/23   Big Idea:  Lewis & Clark explored the Louisiana Territory

  • HW=

    1. Work on journals- due Monday

    Warmup/Classwk= 

    per. 1,2,6- meet in library to work on assignment

    per. 3,4- attend play

_________________

3/22 Big Idea:  Lewis & Clark explored the Louisiana Territory

 

  • HW=

    1. Work on journals

    Warmup=

    1. Who are War Hawks? Also name 2 specific ones in Congress in 1812. Why would they favor war? What other reasons may they felt war was necessary against Britain? 329

    2. Who officially declares war? When was war declared against Britain? 329

    3. Copy the chart on p. 329: Causes of the War of 1812

    Classwk=

    1. Brainpop- Tecumseh

    2. Work on journals

Please include a little biography of Lewis & Clark in the introduction; perhaps, include Sacagawea & York for more credit.

Check: Encyclopedia Britannica online has decent info on L & C AND PBS- Lewis & Clark AND National Geographic- Lewis & Clark

1. Work on project- See also p. 324-5

a booklet and/or memory box. You have been chosen to accompany Lewis & Clark on their expedition through the Louisiana Territory. You must keep a detailed record of this adventure, since you must report back to Pres. Jefferson with your findings. You must write and draw and collect plant/ animal specimens. You must describe the geography (mts., rivers) and the various Native American tribes you encountered. Project cannot be typed! You might want to include Indian beads, pressed flowers, soil samples, etc. put in memory box (decorate box). I have posted a few websites and the video for you to look at. Put all journals in YOUR OWN WORDS!

You must have the following:

A. Cover page

B. Introduction- What is the Louisiana Territory? Include map. When we bought it, from whom, for how much, why was it important to US? Jefferson sending a Corps of Disc. Include a biography of Lewis & Clark

C. Preparations for trip-food, men, boats, medicines, equipment, clothes, mention Camp Wood (1803) etc. See warmup 3/14

D. Fun Facts-?? It was commonly thought there was wooly mammoth out west

E. May 14, 1804- 4pm the Corps sets out on Missouri River, breezy & rainy

F. After this first part, EACH person is to write and draw a page about:

1. An event from the timeline (date it)

2. A Native American tribe you encountered

3. A plant you discovered

4. An animal

G. When Corps return to St. Louis

H. Results of the expedition.

a. Important findings

b. What happened to Lewis, Clark, Sacagawea, after the expedition?

 

Timeline

1803- Camp Wood ( near St. Louis) prepare for trip; hire French-Canadians, York=Clark's slave

May 14, 1804- Corps sets out on breezy, rainy, day, go against current of Missouri

June 1804- heavy rains, on plains, saw buffalo, prairie dogs, bull snake, coyote

Summer 1804- reach Council Bluffs, first mtg w/ Oto & Missouri Indians. Smoke peace pipe/present peace medal

August 1804- Sgt. Charles Floyd dies from ruptured appendix (only casualty on trip)

Sept 1804- confrontation along river with Teton Sioux

November-1804- reach Mandan/Hidatsa villages. Catalog/label specimens, pack boxes to send back to Washington, DC in spring. Meet Sacajawea & husband Toussaint Charbonneau (French trapper) to be guides, interpreter & acquire horses. Jean Baptiste, chilling temps, “Mushi”- the Pretty People

April 1805- sent speciments back to Washington, D.C., onward bound, reach Yellowstone River

Sacagawea show Corps licorice , white apple, wild artichoke & other edible plants

May 1805 – White bluffs (cliffs), mosquitos, bugs, Great Falls of the Missouri. Must detour (portage 17 miles around falls)

Summer 1805- Continental Divide, rapids (rafts tip into river, Sacagawea recovers most important items to the Corps. Corps meet Cameahait (Sacajawea's brother) a Shoshone chief, who provides them with horses.

Fall 1805- Bitteroot Mts. Early snow, Indian guide, Toby, loses his way; Corps is very hungry, resort to eating dogs (not Lewis's dog), horses & candles (starving times)

November 1805- Reach Beacon Rock, Nez Perce Indians, Columbia R., reach Pacific. Set up camp at Ft. Clatsop on the coast. Only 6 days of clear weather. Prepare for return, extract salt from the sea. Salmon, otters, beavers abound.

March 1806- start return to St. Louis

Sept. 1806- reach St. Louis, hailed as heroes!

 

Plants- cactus, wild turnip, grapes, plumb, hawthorne, verbena, morning glory, aspen trees, buffalo grass, bitteroot flower, redwoods, sage, Indian paintbrush, cotton wood, primrose

 

Indians- Mandan, Shoshone, Flatop, Sioux, Nez Perce, Oto, Missouri, Omaha, Chinook, Cheyenne, Crow, Clatsop, Arikira and more.

 

Animals- coyote, badger, grizzly bear, porcupine, mountain sheep, salmon, buffalo, woodpecker, tern, bullsnake, jackrabbit, gray fox, magpie, prairie dog, big horn sheep, elk, meadow lark, deer

 

Geography-Missouri R, Great Plains, Great Falls of the Missouri, Rocky Mts., Bitteroot Range, hoodoos, Continental Divide, Columbia River, Yellowstone River, Madison & Jefferson Rivers, Beacon Rock

 

Leaders- Meriwether Lewis, William Clark,

Sergeants- John Ordway, Patrick Gass, Nathaniel Pryor,

Privates- William Bratton, John Collins, John Colter, Pierre Cruzette, Joseph & Ruben Field, John Shields,

George Drouillard, Baptiste Deschamp

Results of Expedition-Lewis & Clark became heroes of the American West. There were newspaper reports, dinners, parties, parades and speeches in their honor. The expedition gave Americans their first idea of what lay between the Mississippi and the Pacific. Jefferson was absolutely thrilled with the maps, specimens, and wealth of scientific and cultural knowledge that was gained.

 

Lewis & Clark's scientific discoveries were impressive. They encounter 24 Indian tribes, discovered 178 plants, 122 animals then unknown to science. Some of these included grouse, pelican, porcupine and more! They even found the spine of what they thought had been a huge fish and took along some bones for Jefferson. The bones belonged to a prehistoric reptile, though. They did record information that would be helpful in the fur trade &n made suggestions as to how the U.S. could get the better of the British. The hand written detailed descriptions of the customs and languages of the Indians they met were valuable.

 

After hearing the report of the Lewis & Clark Expedition, one newspaper in NY suggest that the country they explored was so wild, it would never be visited again. Some people could hardly believe the things the men encountered....bears that weighed a thousand lbs, mountains higher than the Adirondacks (NY), a river bigger than the Mississippi, and so full of fish, trees taller than church steeples and bison as far as the eyes could see. Today this wild land has been greatly changed. L & C crossed mts, that had no highways and floated rivers that had no dams. Today, most of the prairie has been plowed or paved. Towns and cities are found throughout the west. Bison no longer roam the grasslands. The grizzly bear has almost disappeared, with only a few hundred still remaining. The great falls of the Missouri and the falls & rapids of the Columbia R. have been covered by power dams.

The expedition had hoped to find what had been called the NOWEST passage, an easy water route across the NO. American continent so trade would be easier b/ween the US & China. They found no water route, and that the land route was longer and more difficult than had been previously imagined. Clark's maps were first published in 1814. The maps were used by gov't officials, the military, engineers, settlers, fur traders, schools, & explorers. The captain's survey work helped give the US a solid claim to Oregon Country. The successful completion of the trip started people thinking that perhaps the US could extend all the way from the Atlantic to the Pacific.

Lewis: after the expedition:

He went to Washington DC where there were many banquets, awards in his honor. He was then named governor of the Louisiana Territory, the no. part of the La. Purchase, with headquarters in St. Louis. There were disputes over land and mining claims. Settlers & fur trappers moved onto Indian lands, ignoring the treaties. Gov. Lewis made enemies as he tried to settle land claims & keep fair trade policies with the indians. He made matters worse by drinking too much. He was not able to write his formal report of the expedition that Jefferson requested.

In 1809 Lewis learned that the gov wouldn't pay some of his expenses for funning the Territory. This would bring him to bankruptcy. He left for Washington to personally clear up the problem. On the way, Oct 10, he stopped for the night at Grinders Stand some cabins, in Tennessee. That night 2 shots were heard from the cabin where Lewis was sleeping. Mrs. Grinder was scared. Lewis staggered out of the cabin & begged for water and aide, but she kept the doors closed all night. Lewis died the next morning & was buried beside the road. He died at 35. Suicide? maybe.

Clark: after the expedition:

After having briefings, banquets, and balls, Clark became the Superintendent of Indian Affairs and Brigadier General of the territorial militia of the LA. territory. He worked to keep peace among the Indians. He was liked and trusted by them. The indians who came to St. Louis were always welcomed in his home. They called him Red Head Chief because of his red hair. He defended the area from invasions by other countries in the war of 1812.

 

Clark wrote a letter to Charbonneau on Aug. 20, 1806 saying "as to your litt son Jean Baptiste (Pomp, as Clark called him), you well know my fondness for him and my anxiety to take and raise him as my own child..." In 1808 Charbonneau & Sacagawea arrived in St. Louis with their son. Sacagawea had a baby girl, Lizette, in Aug. 1812. Although historians disagree, some feel that 4 monthss later, Sacagawea died. Clark raised Pomp Lizette, and later Toussaint, a son of Charbonneau by his 2nd Shoshone wilfe.

 

Clark arranged for Nicholas Biddle to rewrite the journals of Lewis & Clark, since at his death, Lewis had not done any of the rewriting. Biddle did a super job and would accept no pay. The 2 volume edition was published in 1814.

 

On June 16, 1813, Pres. James Madison appointed Clark gov of the Missouri Territory. Clark was reappointed 3 x's. Clark was an extremely successful territorial governor, although he didn't enjoy the job. Pres. James Monroe appointed him Superintendent of Indian Affairs again in 1821. He held the job for the rest of his life. Clark was generally well liked, but some people were upset that he wanted to treat the indians so fairly. He didn't want to force indians to leave their lands.

Clark married twice. The first time was to Julia Hancock, and then they had 5 children. He named the oldest Meriwether Lewis after his friend. After Julia died, Clark married Harriet Radford and they had 2 more children. Clark died in 1838 and was buried in St. Louis where his funeral procession was a mile long. At his death he was mourned by whites & Indians alike.

 

_______________

3/21 Big Idea: Lewis & Clark explored the Louisiana Territory

Periods 2,4,6 meet in library today

HW=

  1. Work on journals

  2. Turn in Hamilton v Jefferson essays...some grades have dropped a level

 

Warmup=

  1. Define embargo. 328

  2. Describe the Embargo Act of 1807 and it's results. 328

  3. What was Jefferson's policy toward the Native Americans? Are you surprised ? explain 328

  4. Who was Tecumseh AND what did he hope to achieve by unifying Native Americans? 328

 

Classwk=

  1. Work on your project.

    Please include a little bio . For Lewis & Clark, perhaps, Sacagawea & York for more credit.

 

_____________

 

 

3/20 Big Idea: Lewis & Clark explore the Louisiana Territory

 

HW=

  1. Work on the project

     

Warmup=

  1. How was Jefferson like Washington in relations with other nations? 326

  2. How was Jefferson's desire to stay out of other nation's affairs doomed to fail? 326-7

  3. What caused conflict between the U.S., Britain, and France? 327

  4. Define impressment. 327

  5. Why did American's call for war against Britain? 327

 

Classwk=****You get a grade based on what I what I see you doing in class!

1. Work on project- See also p. 324-5

a booklet and/or memory box. You have been chosen to accompany Lewis & Clark on their expedition through the Louisiana Territory. You must keep a detailed record of this adventure, since you must report back to Pres. Jefferson with your findings. You must write and draw and collect plant/ animal specimens. You must describe the geography (mts., rivers) and the various Native American tribes you encountered. Project cannot be typed! You might want to include Indian beads, pressed flowers, soil samples, etc. put in memory box (decorate box). I have posted a few websites and the video for you to look at. Put all journals in YOUR OWN WORDS!

You must have the following:

A. Cover page

B. Introduction- What is the Louisiana Territory? Include map. When we bought it, from whom, for how much, why was it important to US?

C. Preparations for trip-food, men, boats, medicines, equipment, clothes, mention Camp Wood (1803) etc. See warmup 3/14

D. Fun Facts-?? It was commonly thought there was wooly mammoth out west

E. May 14, 1804- 4pm the Corps sets out on Missouri River, breezy & rainy

F. After this first part, EACH person is to write and draw a page about:

1. An event from the timeline (date it)

2. A Native American tribe you encountered

3. A plant you discovered

4. An animal

G. When Corps return to St. Louis

H. Results of the expedition.

a. Important findings

b. What happened to Lewis, Clark, Sacagawea, after the expedition?

 

Timeline

1803- Camp Wood ( near St. Louis) prepare for trip; hire French-Canadians, York=Clark's slave

May 14, 1804- Corps sets out on breezy, rainy, day, go against current of Missouri

June 1804- heavy rains, on plains, saw buffalo, prairie dogs, bull snake, coyote

Summer 1804- reach Council Bluffs, first mtg w/ Oto & Missouri Indians. Smoke peace pipe/present peace medal

August 1804- Sgt. Charles Floyd dies from ruptured appendix (only casualty on trip)

Sept 1804- confrontation along river with Teton Sioux

November-1804- reach Mandan/Hidatsa villages. Catalog/label specimens, pack boxes to send back to Washington, DC in spring. Meet Sacajawea & husband Toussaint Charbonneau (French trapper) to be guides, interpreter & acquire horses. Jean Baptiste, chilling temps, “Mushi”- the Pretty People

April 1805- sent speciments back to Washington, D.C., onward bound, reach Yellowstone River

Sacagawea show Corps licorice , white apple, wild artichoke & other edible plants

May 1805 – White bluffs (cliffs), mosquitos, bugs, Great Falls of the Missouri. Must detour (portage 17 miles around falls)

Summer 1805- Continental Divide, rapids (rafts tip into river, Sacagawea recovers most important items to the Corps. Corps meet Cameahait (Sacajawea's brother) a Shoshone chief, who provides them with horses.

Fall 1805- Bitteroot Mts. Early snow, Indian guide, Toby, loses his way; Corps is very hungry, resort to eating dogs (not Lewis's dog), horses & candles (starving times)

November 1805- Reach Beacon Rock, Nez Perce Indians, Columbia R., reach Pacific. Set up camp at Ft. Clatsop on the coast. Only 6 days of clear weather. Prepare for return, extract salt from the sea. Salmon, otters, beavers abound.

March 1806- start return to St. Louis

Sept. 1806- reach St. Louis, hailed as heroes!

  1.  

    Plants- cactus, wild turnip, grapes, plumb, hawthorne, verbena, morning glory, aspen trees, buffalo grass, bitteroot flower, redwoods, sage, Indian paintbrush, cotton wood, primrose

     

    Indians- Mandan, Shoshone, Flatop, Sioux, Nez Perce, Oto, Missouri, Omaha, Chinook, Cheyenne, Crow, Clatsop, Arikira and more.

     

    Animals- coyote, badger, grizzly bear, porcupine, mountain sheep, salmon, buffalo, woodpecker, tern, bullsnake, jackrabbit, gray fox, magpie, prairie dog, big horn sheep, elk, meadow lark, deer

     

    Geography-Missouri R, Great Plains, Great Falls of the Missouri, Rocky Mts., Bitteroot Range, hoodoos, Continental Divide, Columbia River, Yellowstone River, Madison & Jefferson Rivers, Beacon Rock

     

    Leaders- Meriwether Lewis, William Clark,

    Sergeants- John Ordway, Patrick Gass, Nathaniel Pryor,

    Privates- William Bratton, John Collins, John Colter, Pierre Cruzette, Josephy& Ruben Field, John Shields,

    George Drouillard, Baptiste Deschamp

    Results of Expedition-Lewis & Clark became heroes of the American West. There were newspaper reports, dinners, parties, parades and speeches in their honor. The expedition gave Americans their first idea of what lay between the Mississippi and the Pacific. Jefferson was absolutely thrilled with the maps, specimens, and wealth of scientific and cultural knowledge that was gained.

     

    Lewis & Clark's scientific discoveries were impressive. They encounter 24 Indian tribes, discovered 178 plants, 122 animals then unknown to science. Some of these included grouse, pelican, porcupine and more! They even found the spine of what they thought had been a huge fish and took along some bones for Jefferson. The bones belonged to a prehistoric reptile, though. They did record information that would be helpful in the fur trade &n made suggestions as to how the U.S. could get the better of the British. The hand written detailed descriptions of the customs and languages of the Indians they met were valuable.

     

    After hearing the report of the Lewis & Clark Expedition, one newspaper in NY suggest that the country they explored was so wild, it would never be visited again. Some people could hardly believe the things the men encountered....bears that weighed a thousand lbs, mountains higher than the Adirondacks (NY), a river bigger than the Mississippi, and so full of fish, trees taller than church steeples and bison as far as the eyes could see. Today this wild land has been greatly changed. L & C crossed mts, that had no highways and floated rivers that had no dams. Today, most of the prairie has been plowed or paved. Towns and cities are found throughout the west. Bison no longer roam the grasslands. The grizzly bear has almost disappeared, with only a few hundred still remaining. The great falls of the Missouri and the falls & rapids of the Columbia R. have been covered by power dams.

    The expedition had hoped to find what had been called the NOWEST passage, an easy water route across the NO. American continent so trade would be easier b/ween the US & China. They found no water route, and that the land route was longer and more difficult than had been previously imagined. Clark's maps were first published in 1814. The maps were used by gov't officials, the military, engineers, settlers, fur traders, schools, & explorers. The captain's survey work helped give the US a solid claim to Oregon Country. The successful completion of the trip started people thinking that perhaps the US could extend all the way from the Atlantic to the Pacific.

    Lewis: after the expedition:

    He went to Washington DC where there were many banquets, awards in his honor. He was then named governor of the Louisiana Territory, the no. part of the La. Purchase, with headquarters in St. Louis. There were disputes over land and mining claims. Settlers & fur trappers moved onto Indian lands, ignoring the treaties. Gov. Lewis made enemies as he tried to settle land claims & keep fair trade policies with the indians. He made matters worse by drinking too much. He was not able to write his formal report of the expedition that Jefferson requested.

    In 1809 Lewis learned that the gov wouldn't pay some of his expenses for funning the Territory. This would bring him to bankruptcy. He left for Washington to personally clear up the problem. On the way, Oct 10, he stopped for the night at Grinders Stand some cabins, in Tennessee. That night 2 shots were heard from the cabin where Lewis was sleeping. Mrs. Grinder was scared. Lewis staggered out of the cabin & begged for water and aide, but she kept the doors closed all night. Lewis died the next morning & was buried beside the road. He died at 35. Suicide? maybe.

    Clark: after the expedition:

    After having briefings, banquets, and balls, Clark became the Superintendent of Indian Affairs and Brigadier General of the territorial militia of the LA. territory. He worked to keep peace among the Indians. He was liked and trusted by them. The indians who came to St. Louis were always welcomed in his home. They called him Red Head Chief because of his red hair. He defended the area from invasions by other countries in the war of 1812.

     

    Clark wrote a letter to Charbonneau on Aug. 20, 1806 saying "as to your litt son Jean Baptiste (Pomp, as Clark called him), you well know my fondness for him and my anxiety to take and raise him as my own child..." In 1808 Charbonneau & Sacagawea arrived in St. Louis with their son. Sacagawea had a baby girl, Lizette, in Aug. 1812. Although historians disagree, some feel that 4 monthss later, Sacagawea died. Clark raised Pomp Lizette, and later Toussaint, a son of Charbonneau by his 2nd Shoshone wilfe.

     

    Clark arranged for Nicholas Biddle to rewrite the journals of Lewis & Clark, since at his death, Lewis had not done any of the rewriting. Biddle did a super job and would accept no pay. The 2 volume edition was published in 1814.

     

    On June 16, 1813, Pres. James Madison appointed Clark gov of the Missouri Territory. Clark was reappointed 3 x's. Clark was an extremely successful territorial governor, although he didn't enjoy the job. Pres. James Monroe appointed him Superintendent of Indian Affairs again in 1821. He held the job for the rest of his life. Clark was generally well liked, but some people were upset that he wanted to treat the indians so fairly. He didn't want to force indians to leave their lands.

    Clark married twice. The first time was to Julia Hancock, and then they had 5 children. He named the oldest Meriwether Lewis after his friend. After Julia died, Clark married Harriet Radford and they had 2 more children. Clark died in 1838 and was buried in St. Louis where his funeral procession was a mile long. At his death he was mourned by whites & Indians alike.

     

     

 

______________________

 

3/17 Big Idea: Lewis & Clark explored the Louisiana Territory

 

Warmup=

  1. Review p. 40 in workbook AND map questions 1-7 from handout

 

Classwk=

  1. Finish Lewis & Clark film if we didn't already

  2. Debate

  3. Work on project- worth 50 points- useful websites:

    http://www.pbs.org/lewisandclark/      http://www.nationalgeographic.com/lewisandclark/      

     

    a booklet and/or memory box. You have been chosen to accompany Lewis & Clark on their expedition through the Louisiana Territory. You must keep a detailed record of this adventure, since you must report back to Pres. Jefferson with your findings. You must write and draw and collect plant/ animal specimens. You must describe the geography (mts., rivers) and the various Native American tribes you encountered. Project cannot be typed! You might want to include Indian beads, pressed flowers, soil samples, etc. put in memory box (decorate box). I have posted a few websites and the video for you to look at. Put all journals in YOUR OWN WORDS!

    You must have the following:

    A. Cover page

    B. Introduction- What is the Louisiana Territory? Include map. When we bought it, from whom, for how much, why was it important to US?

    C. Preparations for trip-food, men, boats, medicines, equipment, clothes, mention Camp Wood (1803) etc. See warmup 3/14

    D. Fun Facts-?? It was commonly thought there was wooly mammoth out west

    E. May 14, 1804- 4pm the Corps sets out on Missouri River, breezy & rainy

    F. After this first part, EACH person is to write and draw a page about:

    1. An event from the timeline (date it)

    2. A Native American tribe you encountere

    3. A plant you discovered

    4. An animal

    G. When Corps return to St. Louis

    H. Results of the expedition.

    a. Important findings

    b. What happened to Lewis, Clark, Sacagawea, after the expedition?

     

    Timeline

    1803- Camp Wood ( near St. Louis) prepare for trip; hire French-Canadians, York=Clark's slave

    May 14, 1804- Corps sets out on breezy, rainy, day, go against current of Missouri

    June 1804- heavy rains, on plains, saw buffalo, prairie dogs, bull snake, coyote

    Summer 1804- reach Council Bluffs, first mtg w/ Oto & Missouri Indians. Smoke peace pipe/present peace medal

    August 1804- Sgt. Charles Floyd dies from ruptured appendix (only casualty on trip)

    Sept 1804- confrontation along river with Teton Sioux

    November-1804- reach Mandan/Hidatsa villages. Catalog/label specimens, pack boxes to send back to Washington, DC in spring. Meet Sacajawea & husband Toussaint Charbonneau (French trapper) to be guides, interpreter & acquire horses. Jean Baptiste, chilling temps, “Mushi”- the Pretty People

    April 1805- sent speciments back to Washington, D.C., onward bound, reach Yellowstone River

    Sacagawea show Corps licorice , white apple, wild artichoke & other edible plants

    May 1805 – White bluffs (cliffs), mosquitos, bugs, Great Falls of the Missouri. Must detour (portage 17 miles around falls)

    Summer 1805- Continental Divide, rapids (rafts tip into river, Sacagawea recovers most important items to the Corps. Corps meet Cameahait (Sacajawea's brother) a Shoshone chief, who provides them with horses.

    Fall 1805- Bitteroot Mts. Early snow, Indian guide, Toby, loses his way; Corps is very hungry, resort to eating dogs (not Lewis's dog), horses & candles (starving times)

    November 1805- Reach Beacon Rock, Nez Perce Indians, Columbia R., reach Pacific. Set up camp at Ft. Clatsop on the coast. Only 6 days of clear weather. Prepare for return, extract salt from the sea. Salmon, otters, beavers abound.

    March 1806- start return to St. Louis

    Sept. 1806- reach St. Louis, hailed as heroes!

  4.  

    Plants- cactus, wild turnip, grapes, plumb, hawthorne, verbena, morning glory, aspen trees, buffalo grass, bitteroot flower, redwoods, sage, Indian paintbrush, cotton wood, primrose

     

    Indians- Mandan, Shoshone, Flatop, Sioux, Nez Perce, Oto, Missouri, Omaha, Chinook, Cheyenne, Crow, Clatsop, Arikira and more.

     

    Animals- coyote, badger, grizzly bear, porcupine, mountain sheep, salmon, buffalo, woodpecker, tern, bullsnake, jackrabbit, gray fox, magpie, prairie dog, big horn sheep, elk, meadow lark, deer

     

    Geography-Missouri R, Great Plains, Great Falls of the Missouri, Rocky Mts., Bitteroot Range, hoodoos, Continental Divide, Columbia River, Yellowstone River, Madison & Jefferson Rivers, Beacon Rock

     

    Leaders- Meriwether Lewis, William Clark,

    Sergeants- John Ordway, Patrick Gass, Nathaniel Pryor,

    Privates- William Bratton, John Collins, John Colter, Pierre Cruzette, Josephy & Ruben Field, John Shields,

    George Drouillard, Baptiste Deschamp

    Results of Expedition-Lewis & Clark became heroes of the American West. There were newspaper reports, dinners, parties, parades and speeches in their honor. The expedition gave Americans their first idea of what lay between the Mississippi and the Pacific. Jefferson was absolutely thrilled with the maps, specimens, and wealth of scientific and cultural knowledge that was gained.

     

    Lewis & Clark's scientific discoveries were impressive. They encounter 24 Indian tribes, discovered 178 plants, 122 animals then unknown to science. Some of these included grouse, pelican, porcupine and more! They even found the spine of what they thought had been a huge fish and took along some bones for Jefferson. The bones belonged to a prehistoric reptile, though. They did record information that would be helpful in the fur trade &n made suggestions as to how the U.S. could get the better of the British. The hand written detailed descriptions of the customs and languages of the Indians they met were valuable.

     

    After hearing the report of the Lewis & Clark Expedition, one newspaper in NY suggest that the country they explored was so wild, it would never be visited again. Some people could hardly believe the things the men encountered....bears that weighed a thousand lbs, mountains higher than the Adirondacks (NY), a river bigger than the Mississippi, and so full of fish, trees taller than church steeples and bison as far as the eyes could see. Today this wild land has been greatly changed. L & C crossed mts, that had no highways and floated rivers that had no dams. Today, most of the prairie has been plowed or paved. Towns and cities are found throughout the west. Bison no longer roam the grasslands. The grizzly bear has almost disappeared, with only a few hundred still remaining. The great falls of the Missouri and the falls & rapids of the Columbia R. have been covered by power dams.

    The expedition had hoped to find what had been called the NOWEST passage, an easy water route across the NO. American continent so trade would be easier b/ween the US & China. They found no water route, and that the land route was longer and more difficult than had been previously imagined. Clark's maps were first published in 1814. The maps were used by gov't officials, the military, engineers, settlers, fur traders, schools, & explorers. The captain's survey work helped give the US a solid claim to Oregon Country. The successful completion of the trip started people thinking that perhaps the US could extend all the way from the Atlantic to the Pacific.

    Lewis: after the expedition:

    He went to Washington DC where there were many banquets, awards in his honor. He was then named governor of the Louisiana Territory, the no. part of the La. Purchase, with headquarters in St. Louis. There were disputes over land and mining claims. Settlers & fur trappers moved onto Indian lands, ignoring the treaties. Gov. Lewis made enemies as he tried to settle land claims & keep fair trade policies with the indians. He made matters worse by drinking too much. He was not able to write his formal report of the expedition that Jefferson requested.

    In 1809 Lewis learned that the gov wouldn't pay some of his expenses for funning the Territory. This would bring him to bankruptcy. He left for Washington to personally clear up the problem. On the way, Oct 10, he stopped for the night at Grinders Stand some cabins, in Tennessee. That night 2 shots were heard from the cabin where Lewis was sleeping. Mrs. Grinder was scared. Lewis staggered out of the cabin & begged for water and aide, but she kept the doors closed all night. Lewis died the next morning & was buried beside the road. He died at 35. Suicide? maybe.

    Clark: after the expedition:

    After having briefings, banquets, and balls, Clark became the Superintendent of Indian Affairs and Brigadier General of the territorial militia of the LA. territory. He worked to keep peace among the Indians. He was liked and trusted by them. The indians who came to St. Louis were always welcomed in his home. They called him Red Head Chief because of his red hair. He defended the area from invasions by other countries in the war of 1812.

     

    Clark wrote a letter to Charbonneau on Aug. 20, 1806 saying "as to your litt son Jean Baptiste (Pomp, as Clark called him), you well know my fondness for him and my anxiety to take and raise him as my own child..." In 1808 Charbonneau & Sacagawea arrived in St. Louis with their son. Sacagawea had a baby girl, Lizette, in Aug. 1812. Although historians disagree, some feel that 4 monthss later, Sacagawea died. Clark raised Pomp Lizette, and later Toussaint, a son of Charbonneau by his 2nd Shoshone wilfe.

     

    Clark arranged for Nicholas Biddle to rewrite the journals of Lewis & Clark, since at his death, Lewis had not done any of the rewriting. Biddle did a super job and would accept no pay. The 2 volume edition was published in 1814.

     

    On June 16, 1813, Pres. James Madison appointed Clark gov of the Missouri Territory. Clark was reappointed 3 x's. Clark was an extremely successful territorial governor, although he didn't enjoy the job. Pres. James Monroe appointed him Superintendent of Indian Affairs again in 1821. He held the job for the rest of his life. Clark was generally well liked, but some people were upset that he wanted to treat the indians so fairly. He didn't want to force indians to leave their lands.

    Clark married twice. The first time was to Julia Hancock, and then they had 5 children. He named the oldest Meriwether Lewis after his friend. After Julia died, Clark married Harriet Radford and they had 2 more children. Clark died in 1838 and was buried in St. Louis where his funeral procession was a mile long. At his death he was mourned by whites & Indians alike.

     

     

 

 

 

____________

 

3/16 Big Idea: Lewis & Clark explore the Louisiana Territory

 

HW=

  1. Essay due tomorrow

  2. Debate teams prepare

  3. Work on Lewis & Clark project

 

Warmup=

  1. Read/answer both sides from the Lewis & Clark Journals. Begin with June entry first.

  2. Review p. 40 wkbk and map?

 

Classwk=

A. Finish watching National Geographic

B. Begin project- a booklet and/or memory box. You have been chosen to accompany Lewis & Clark on their expedition through the Louisiana Territory. You must keep a detailed record of this adventure, since you must report back to Pres. Jefferson with your findings. You must write and draw and collect plant/ animal specimens. You must describe the geography (mts., rivers) and the various Native American tribes you encountered. Project cannot be typed! You might want to include Indian beads, pressed flowers, soil samples, etc. put in memory box (decorate box). I have posted a few websites and the video for you to look at. Put all journals in YOUR OWN WORDS!

You must have the following:

1. Cover page

2. Introduction- What is the Louisiana Territory? Include map. When we bought it, from whom, for how much, why was it important to US?

3. Preparations for trip-food, men, boats, medicines, equipment, clothes, mention Camp Wood (1803) etc. See warmup 3/14

4. Fun Facts-?? It was commonly thought there was wooly mammoth out west

5. May 14, 1804- 4pm the Corps sets out on Missouri River, breezy & rainy

6. After this first part, EACH person is to write and draw a page about:

a. An event from the timeline (date it)

b. A Native American tribe you encountered

        1. A plant you discovered

        1. An animal

      1. When Corps return to St. Louis

      2. Results of the expedition.

      3. What happened to Lewis, Clark, Sacagawea, after the expedition?

 

Timeline

1803- Camp Wood ( near St. Louis) prepare for trip; hire French-Canadians, York=Clark's slave

May 14, 1804- Corps sets out on breezy, rainy, day, go against current of Missouri

June 1804- heavy rains, on plains, saw buffalo, prairie dogs, bull snake, coyote

Summer 1804- reach Council Bluffs, first mtg w/ Oto & Missouri Indians. Smoke peace pipe/present peace medal

August 1804- Sgt. Charles Floyd dies from ruptured appendix (only casualty on trip)

Sept 1804- confrontation along river with Teton Sioux

November-1804- reach Mandan/Hidatsa villages. Catalog/label specimens, pack boxes to send back to Washington, DC in spring. Meet Sacajawea & husband Toussaint Charbonneau (French trapper) to be guides, interpreter & acquire horses. Jean Baptiste, chilling temps, “Mushi”- the Pretty People

April 1805- sent speciments back to Washington, D.C., onward bound, reach Yellowstone River

Sacagawea show Corps licorice , white apple, wild artichoke & other edible plants

May 1805 – White bluffs (cliffs), mosquitos, bugs, Great Falls of the Missouri. Must detour (portage 17 miles around falls)

Summer 1805- Continental Divide, rapids (rafts tip into river, Sacagawea recovers most important items to the Corps. Corps meet Cameahait (Sacajawea's brother) a Shoshone chief, who provides them with horses.

Fall 1805- Bitteroot Mts. Early snow, Indian guide, Toby, loses his way; Corps is very hungry, resort to eating dogs (not Lewis's dog), horses & candles (starving times)

November 1805- Reach Beacon Rock, Nez Perce Indians, Columbia R., reach Pacific. Set up camp at Ft. Clatsop on the coast. Only 6 days of clear weather. Prepare for return, extract salt from the sea. Salmon, otters, beavers abound.

March 1806- start return to St. Louis

Sept. 1806- reach St. Louis, hailed as heroes!

 

Plants- cactus, wild turnip, grapes, plumb, hawthorne, verbena, morning glory, aspen trees, buffalo grass, bitteroot flower, redwoods, sage, Indian paintbrush, cotton wood, primrose

 

Indians- Mandan, Shoshone, Flatop, Sioux, Nez Perce, Oto, Missouri, Omaha, Chinook, Cheyenne, Crow, Clatsop, Arikira and more.

 

Animals- coyote, badger, grizzly bear, porcupine, mountain sheep, salmon, buffalo, woodpecker, tern, bullsnake, jackrabbit, gray fox, magpie, prairie dog, big horn sheep, elk, meadow lark, deer

 

Geography-Missouri R, Great Plains, Great Falls of the Missouri, Rocky Mts., Bitteroot Range, hoodoos, Continental Divide, Columbia River, Yellowstone River, Madison & Jefferson Rivers, Beacon Rock

 

Leaders- Meriwether Lewis, William Clark,

Sergeants- John Ordway, Patrick Gass, Nathaniel Pryor,

Privates- William Bratton, John Collins, John Colter, Pierre Cruzette, Josephy & Ruben Field, John Shields,

George Drouillard, Baptiste Deschamp

Results of Expedition-Lewis & Clark became heroes of the American West. There were newspaper reports, dinners, parties, parades and speeches in their honor. The expedition gave Americans their first idea of what lay between the Mississippi and the Pacific. Jefferson was absolutely thrilled with the maps, specimens, and wealth of scientific and cultural knowledge that was gained.

 

Lewis & Clark's scientific discoveries were impressive. They encounter 24 Indian tribes, discovered 178 plants, 122 animals then unknown to science. Some of these included grouse, pelican, porcupine and more! They even found the spine of what they thought had been a huge fish and took along some bones for Jefferson. The bones belonged to a prehistoric reptile, though. They did record information that would be helpful in the fur trade &n made suggestions as to how the U.S. could get the better of the British. The hand written detailed descriptions of the customs and languages of the Indians they met were valuable.

 

After hearing the report of the Lewis & Clark Expedition, one newspaper in NY suggest that the country they explored was so wild, it would never be visited again. Some people could hardly believe the things the men encountered....bears that weighed a thousand lbs, mountains higher than the Adirondacks (NY), a river bigger than the Mississippi, and so full of fish, trees taller than church steeples and bison as far as the eyes could see. Today this wild land has been greatly changed. L & C crossed mts, that had no highways and floated rivers that had no dams. Today, most of the prairie has been plowed or paved. Towns and cities are found throughout the west. Bison no longer roam the grasslands. The grizzly bear has almost disappeared, with only a few hundred still remaining. The great falls of the Missouri and the falls & rapids of the Columbia R. have been covered by power dams.

The expedition had hoped to find what had been called the NOWEST passage, an easy water route across the NO. American continent so trade would be easier b/ween the US & China. They found no water route, and that the land route was longer and more difficult than had been previously imagined. Clark's maps were first published in 1814. The maps were used by gov't officials, the military, engineers, settlers, fur traders, schools, & explorers. The captain's survey work helped give the US a solid claim to Oregon Country. The successful completion of the trip started people thinking that perhaps the US could extend all the way from the Atlantic to the Pacific.

Lewis: after the expedition:

He went to Washington DC where there were many banquets, awards in his honor. He was then named governor of the Louisiana Territory, the no. part of the La. Purchase, with headquarters in St. Louis. There were disputes over land and mining claims. Settlers & fur trappers moved onto Indian lands, ignoring the treaties. Gov. Lewis made enemies as he tried to settle land claims & keep fair trade policies with the indians. He made matters worse by drinking too much. He was not able to write his formal report of the expedition that Jefferson requested.

In 1809 Lewis learned that the gov wouldn't pay some of his expenses for funning the Territory. This would bring him to bankruptcy. He left for Washington to personally clear up the problem. On the way, Oct 10, he stopped for the night at Grinders Stand some cabins, in Tennessee. That night 2 shots were heard from the cabin where Lewis was sleeping. Mrs. Grinder was scared. Lewis staggered out of the cabin & begged for water and aide, but she kept the doors closed all night. Lewis died the next morning & was buried beside the road. He died at 35. Suicide? maybe.

Clark: after the expedition:

After having briefings, banquets, and balls, Clark became the Superintendent of Indian Affairs and Brigadier General of the territorial militia of the LA. territory. He worked to keep peace among the Indians. He was liked and trusted by them. The indians who came to St. Louis were always welcomed in his home. They called him Red Head Chief because of his red hair. He defended the area from invasions by other countries in the war of 1812.

 

Clark wrote a letter to Charbonneau on Aug. 20, 1806 saying "as to your litt son Jean Baptiste (Pomp, as Clark called him), you well know my fondness for him and my anxiety to take and raise him as my own child..." In 1808 Charbonneau & Sacagawea arrived in St. Louis with their son. Sacagawea had a baby girl, Lizette, in Aug. 1812. Although historians disagree, some feel that 4 monthss later, Sacagawea died. Clark raised Pomp Lizette, and later Toussaint, a son of Charbonneau by his 2nd Shoshone wilfe.

 

Clark arranged for Nicholas Biddle to rewrite the journals of Lewis & Clark, since at his death, Lewis had not done any of the rewriting. Biddle did a super job and would accept no pay. The 2 volume edition was published in 1814.

 

On June 16, 1813, Pres. James Madison appointed Clark gov of the Missouri Territoroy. Clark was reappointed 3 x's. Clark was an extremely successful territorial governor, although he didn't enjoy the job. Pres. James Monroe appointed him Superintendent of Indian Affairs again in 1821. He held the job for the rest of his life. Clark was generally well liked, but some people were upset that he wanted to treat the indians so fairly. He didn't want to force indians to leave their lands.

Clark married twice. The first time was to Julia Hancock, and then they had 5 children. He named the oldest Meriwether Lewis after his friend. After Julia died, Clark married Harriet Radford and they had 2 more children. Clark died in 1838 and was buried in St. Louis where his funeral procession was a mile long. At his death he was mourned by whites & Indians alike.

 

 

 

_____________

3/15 Big Idea: The Corps of Discovery Explore Louisiana Territory

 

HW=

  1. Essay

  2. Make up missing work

  3. Debate teams prepare

     

Warmup= read the info below & then write paragraph

 

What was the daily routine like on the Missouri River? The men were up at sunrise and on the river by 7am. Captain Clark was the better riverboat man, so he usually stayed on the keelboat drawing maps & supervising the men. Capt. Lewis was the better naturalists, so he usually waled along the shore or rode 1 of their 2 horses. He investigated plants, animals, & minerals.

 

There were 3 sergeants on board the keelboat who looked for Native Americans, watched for obstacles in the river, reported islands & streams to the Captain, and kept the men working.

It was hard work for the privates who had to row, pole, or tow the boas against the current. George Drouillard & John Shields spent each day hunting for deer or other game. They hung their quarry from the trees along the river for the men to find. In the afternoon, scouts looked ahead for a good campsite. In the evening, the men secured the boats, gathered firewood, & pitched their tents. York gathered salad greens & cooked their supper. Some men were on guard duty each night. If the men weren't too tired, they wrote in journals or danced & sang as Pierre Cruzatte played the fiddle.

 

WRITE A PARAGRAPH (5 SENTENCES) EXPLAINING WHICH JOB YOU'D HAVE LIKED TO DO (MAYBE NOT LISTED) AND EXPLAIN WHY YOU WOULD HAVE BEEN GOOD FOR THAT JOB.

 

Classwk=

  1. Sign language sheet

  2. Continue watching the video & take notes. You will be asked to write journals & make illustrations

  3.  

  4. Timeline

    1803- Camp Wood ( near St. Louis) prepare for trip; hire French-Canadians, York=Clark's slave

    May 14, 1804- Corps sets out on breezy, rainy, day, go against current of Missouri

    June 1804- heavy rains, on plains, saw buffalo, prairie dogs, bull snake, coyot3

    Summer 1804- reach Council Bluffs, first mtg w/ Oto & Missouri Indians. Smoke peace pipe/present peace medal

    August 1804- Sgt. Charles Floyd dies from ruptured appendix (only casualty on trip)

    Sept 1804- confrontation along river with Teton Sioux

    November-1804- reach Mandan/Hidatsa villages. Catalog/label specimens, pack boxes to send back to Washington, DC in spring. Meet Sacajawea & husband Toussaint Charbonneau (French trapper) to be guides, interpreter & acquire horses. Jean Baptiste, chilling temps, “Mushi”- the Pretty People

    April 1805- sent speciments back to Washington, D.C., onward bound, reach Yellowstone River

    Sacagawea show Corps licorice , white apple, wild artichoke & other edible plants

    May 1805 – White bluffs (cliffs), mosquitos, bugs, Great Falls of the Missouri. Must detour (portage 17 miles around falls)

    Summer 1805- Continental Divide, rapids (rafts tip into river, Sacagawea recovers most important items to the Corps. Corps meet Cameahait (Sacajawea's brother) a Shoshone chief, who provides them with horses.

    Fall 1805- Bitteroot Mts. Early snow, Indian guide, Toby, loses his way; Corps is very hungry, resort to eating dogs (not Lewis's dog), horses & candles.

    November 1805- Reach Beacon Rock, Nez Perce Indians, Columbia R., reach Pacific. Set up camp at Ft. Clatsop on the coast. Only 6 days of clear weather. Prepare for return, extract salt from the sea. Salmon, otters, beavers abound.

    March 1806- start return to St. Louis

    Sept. 1806- reach St. Louis, hailed as heroes!

Plants- cactus, wild turnip, grapes, plumb, hawthorne, verbena, morning glory, aspen trees, buffalo grass, bitteroot flower, redwoods, sage, Indian paintbrush, cotton wood, primrose

 

Indians- Mandan, Shoshone, Flatop, Siouxx, Nez Perce, Oto, Missouri, Omaha, Chinook, Cheyenne, Crow, Clatsop, and more.

 

Animals- coyote, badger, grizzly bear, porcupine, mountain sheep, salmon, buffalo, woodpecker, tern, bullsnake, jackrabbit, gray fox, magpie, prairie dog, big horn sheep, elk, and more!

 

Results of Expedition-Lewis & Clark became heroes of the American West. There were newspaper reports, dinners, parties, parades and speeches in their honor. The expedition gave Americans their first idea of what lay between the Mississippi and the Pacific. Jefferson was absolutely thrilled with the maps, specimens, and wealth of scientific and cultural knowledge that was gained.

 

Lewis & Clark's scientific discoveries were impressive. They encounter 24 Indian tribes, discovered 178 plants, 122 animals then unknown to science. Some of these included grouse, pelican, porcupine and more! They even found the spine of what they thought had been a huge fish and took along some bones for Jefferson. The bones belonged to a prehistoric reptile, though. They did record information that would be helpful in the fur trade &n made suggestions as to how the U.S. could get the better of the British. The hand written detailed descriptions of the customs and languages of the Indians they met were valuable.

 

After hearing the report of the Lewis & Clark Expedition, one newspaper in NY suggest that the country they explored was so wild, it would never be visited again. Some people could hardly believe the things the men encountered....bears that weighed a thousand lbs, mountains higher than the Adirondacks (NY), a river bigger than the Mississippi, and so full of fish, trees taller than church steeples and bison as far as the eyes could see. Today this wild land has been greatly changed. L & C crossed mts, that had no highways and floated rivers that had no dams. Today, most of the prairie has been plowed or paved. Towns and cities are found throughout the west. Bison no longer roam the grasslands. The grizzly bear has almost disappeared, with only a few hundred still remaining. The great falls of the Missouri and the falls & rapids of the Columbia R. have been covered by power dams.

The expedition had hoped to find what had been called the NOWEST passage, an easy water route across the NO.American continent so trade would be easier b/ween the US & China. They found no water route, and that the land route was longer and more difficult than had been previously imagined.Clark's maps were first published in 1814. The maps were used by gov't officials, the military, engineers, settlers, fur traders, schools, & explorers. The captain's survey work helped give the US a solid claim to Oregon Country. The successful completion of the trip started people thinking that perhaps the US could extend all the way from the Atlantic to the Pacific.

Lewis: after the expedition:

He went to Washington DC where there were many banquets, awards in his honor. He was then named governor of the Louisiana Territory, the no. part of the La. Purchase, with headquarters in St. Louis. There were disputes over land and mining claims. Settlers & fur trappers moved onto Indian lands, ignoring the treaties. Gov. Lewis made enemies as he tried to settle land claims & keep fair trade policies with the indians. He made matters worse by drinking too much. He was not able to write his formal report of the expedition that Jefferson requested.

In 1809 Lewis learned that the gov wouldn't pay some of his expenses for funning the Territory. This would bring him to bankrupctcy. He left for Washington to personally clear up the problem. On the way, Oct 10, he stopped for the night at Grinders Stand some cabins, in Tennessee. That night 2 shots were heard from the cabin where Lewis was sleeping. Mrs. Grinder was scared. Lewis staggered out of the cabin & begged for water and aide, but she kept the doors closed all night. Lewis died the next morning & was buried beside the road. He died at 35. Suicide? maybe.

Clark: after the expedition:

After having briefings, banquets, and balls, Clark became the Superintendent of Indian Affairs and Brigadier General of the territorial militia of the LA. territory. He worked to keep peace among the Indians. He was liked and trusted by them. The indians who came to St. Louis were always welcomed in his home. They called him Red Head Chief because of his red hair. He defended the area from invasions by other countries in the war of 1812.

 

Clark wrote a letter to Charbonneau on Aug. 20, 1806 saying "as to your litt son Jean Baptiste (Pomp, as Clark called him), you well know my fondness for him and my anxiety to take and raise him as my own child..." In 1808 Charbonneau & Sacagawea arrived in St. Louis with their son. Sacagawea had a baby girl, Lizette, in Aug. 1812. Although historians disagree, some feel that 4 monthss later, Sacagawea died. Clark raised Pomp Lizette, and later Toussaint, a son of Charbonneau by his 2nd Shoshone wilfe.

 

Clark arranged for Nicholas Biddle to rewrite the journals of Lewis & Clark, since at his death, Lewis had not done any of the rewriting. Biddle did a super job and would accept no pay. The 2 volume edition was published in 1814.

 

On June 16, 1813, Pres. James Madison appointed Clark gov of the Missouri Territoroy. Clark was reappointed 3 x's. Clark was an extremely successful territorial governor, although he didn't enjoy the job. Pres. James Monroe appointed him Superintendent of Indian Affairs again in 1821. He held the job for the rest of his life. Clark was generally well liked, but some people were upset that he wanted to treat the indians so fairly. He didn't want to force indians to leave their lands.



Clark married twice. The first time was to Julia Hancock, and then they had 5 children. He named the oldest Meriwether Lewis after his friend. After Julia died, Clark married Harriet Radford and they had 2 more children. Clark died in 1838 and was buried in St. Louis where his funeral procession was a mile long. At his death he was mourned by whites & Indians alike.

 

 

__________________

3/14 Big Idea: Lewis & Clark explored the Louisiana Territory (1803-1806)

 

HW=

  1. Essay due Friday- Who had the better idea for the nation: Hamilton or Jefferson?

  2. Make up missing work

EC= Create a “Wanted Ad” for men (it's 1803) to explore the new Louisiana Territory

 

Warmup=

A. Read the partial list of supplies that Lewis & Clark took on the expedition & answer the questions below.

 

List of supplies: (You may want to copy some of this down, or refer to it later, for project)

1 mariner's compass vises brass buttons

4 tin blowing trumpets 15 rifles silver peace medals

6 copper kettles portable soup bells

1 microscope 1 lb of ointment (blisters) tobacco

rope 2 crayon calico shirts

1 tape measure dried/salted rations needles

nails mosquito curtain thread

blank paper 2 medicine chests thimbles

ink powder 1 pair pocket pistols scissors

spades 30 linen shirts 45 hand axes

4 metal pens knives gunpowder

science/math equipment air gun trumpets

blacksmith tools cannons for boat oil cloth tent

blanket socks fishing line

coats books on animals ribbons/beads

mirrors 20 sheep skins 50 lbs of pork

 

 

B. Anwer:

  1. Which items did you NOT expect to see on the list? Explain.

  2. Which items do you think would be important to take that aren't on the list? Explain.

  3. What kinds of items would you take on an expedition today that were not available in 1804?

  4. If you were asked by Captain Lewis to join the expedition (knowing you had to endure many hardships, but you would have a chance to see new places, discover new people, animals, and plants), how would you have responded to Captain Lewis. Write a few sentences

 

Classwk=

1. Watch the Lewis & Clark dvd and take notes!

___________

 

3/13 Big Idea: Lewis & Clark Expedition opens up the West

 

HW=

  1. Complete map activity (label & color). Refer to p. 320.

  2. Turn in the essay: Who had the best plan for developing the US: Hamilton or Jefferson?

  3. Make up missing work now!

 

Warmup=

  1. What 2 geographic features was the Louisiana Territory between? 318

  2. Who was the leader of France in 1803? 319

  3. Why did Jefferson choose to purchase Louisiana? 319

  4. Why did Napolean sell the Louisiana Territory to the U.S.? 319

  5. What were the different skills of Lewis & Clark that qualified them as co- leaders of the expedition? 321

 

Classwk=

  1. Periods 3,4,6- Finish Hamilton Musical, then #2 below

  2. Per. 1- Take notes on the Lewis & Clark Expedition- You will be doing a group project.

 

_____________

 3/10    Big Idea: Jefferson Presidency

HW=

1. Write an 3-5 paragraph essay: Who had the better idea for developing the nation: Hamilton or Jefferson?

***Make up missing assignments

Warmup=

1. Write your thoughts (cite evidence from book, documents) on who had the better ideas for developing the nation: Hamilton or Jefferson

2. Jefferson clip on History Channel- take out handout with questions, 'The Presidents'

Classwk=
1. Hamilton Musical-
a. Election of 1800-
obfuscate= unclear, to dance around something
francophile= someone who loves everything French
b. Your Obedient Servant
equivocate- unclear, ambiguous
c. Best of Wives & Best of Women
d. How did Alexander Hamilton die?
e. The Duel Commandments
f. Who Lives Who Dies To Tell Your Story


2. Impromptu debate?

3. Brainpop?

___________ 

3/9 Big Idea: Jefferson undid many Federalist Programs

 

HW=

  1. Debate Teams prepare

  2. Make up missing assignments. Grade window opens today

 

Warmup=

  1. Finish up Who's the Speaker- Hamilton v Jefferson: Be prepared to WRITE on this: “Who had the better plan for developing our country, Hamilton or Jefferson?”

 

Classwk=

1. Hamilton Musical-

a. Election of 1800-

obfuscate= unclear, to dance around something

francophile= someone who loves everything French

b. Your Obedient Servant

equivocate- unclear, ambiguous

c. Best of Wives & Best of Women

2. How did Alexander Hamilton die?

d. The Duel Commandments

e. Who Lives Who Dies To Tell Your Story

3. Jefferson- History Channel- Get out your History Channel guide/ Brainpop?

 

___________________

3/8 Big Idea: Jefferson replaces Federalists programs with his own

 

HW=

  1. Read 318-323. Do #1 on p. 323 AND p. 40 in workbk

  2. Debate groups prepare

 

Warmup=

  1. In what areas did Jefferson excel besides politics? 314-5

  2. How did Jefferson plan to unite Americans? What do you think of that plan? 316

 

Classwk=

  1. Review p. 39 in workbook

  2. Work on Who's the Speaker- Hamilton v Jefferson: Be prepared to write on "Who had the better plan for developing the country: Hamilton or Jefferson?"

  3. Hamilton Musical-

a. Election of 1800-

obfuscate= unclear, to dance around something

francophile= someone who loves everything French

b. Your Obedient Servant

equivocate- unclear, ambiguous

c. Best of Wives & Best of Women

2. How did Alexander Hamilton die?

d. The Duel Commandments

e. Who Lives Who Dies To Tell Your Story

3. Jefferson- Brainpop?

 

_____________

 

3/7 Big Idea: Jefferson replaces Federalists programs with his own

 

HW=

  1. Debate Teams prepare (period 1- you can still do it or do impromptu debate Friday)

  2. Make up missing work NOW!

 

Warmup=

  1. How did the political positions of the Federalists and Democratic Republicans differ further by 1800? 313

 

Classwk=

  1. Score Tests.

  2. Complete & review Hamilton v Jefferson

  3. Review p. 39 in workbk

  4. Cnn Student News if we finish up ?

 

_________________

3/6 Big Idea: More differences between Hamilton & Jefferson

 

HW=

  1. Read pp 313-317. Do #1p. 317 AND p. 39 in workbook

  2. Make up missing assignments, as I'm doing grades on Thursday!

 Warmup=

Disney review clip on presidents

Review- George Washington Farewell Address

 Classwk=

  1. Read/discuss w/ a partner the handout on Hamilton & Jefferson. Complete the part “Student Handout” 3 & 4 (conversation bubbles) AND “Document 3” (Who Said It?). ****BE PREPARED TO ANSWER A PROMPT: WHO HAD THE BETTER IDEAS FOR THE DEVELOPMENT OF THE NATION: HAMILTON OR JEFFERSON?

  2. If finished begin reading homewk

  3. Review assignment

________________

 

 

 

3/3 Big Idea: A closer look at Washington's Farewell Address

 

 

Warmup=

  1. Periods 1,3,4-Begin working with a partner and reading aloud, then silently Washington's Farewell Speech. Complete the questions on the backside of the handout.

  2. Periods 2,6- Begin comparing Hamilton v Jefferson

 

Classwk=

  1. Debate

  2. Cnn Student News

 

___________

3/2 Big Idea: What do you know about “Launching our Gov't”?

 

E.C.=

  1. Create a 20 q/a test for ch. 9 PLUS 1 essay q/a

  2. Word Wall ch. 9

  3. Review questions p. 307 and/or Critical Thinking questions as well

 

HW=

Work on the George Washington Farewell Address questions

 

Warmup=

  1. Review for test

    a. Think about the extended responses

    1. What led to the growth of political parties?

    2. How did Washington maintain neutrality during the war b/ween Fr. & Br. ?

 

Classwk=

  1. Take test

  2. When finished you MUST take the Washington Farewell Address , read it 1-2 times and answer the questions on the back of the sheet. You may work with a partner when most of the class has completed the test. This assignment IS GRADED!

 

________

3/1 Big Idea: Review of Launching a New Republic (1789-1800)

 

HW=

  1. Study for test tomorrow (ch. 9) pp 293-307.

  2. Make up missing assignments

 

Warmup=

  1. How does the “states rights' theory” undermine the federal government? 307

  2. Why was it important for the government to tax goods coming into the country?296

  3. Explain why/how the Alien & Sedition act was a huge mistake for John Adams? 306-7

 

Classwk=

  1. Hamilton Musical (period 6-Did we hear “One Last Time”?)

    a. “I Know Him”- Sung by King George about John Adams

    b. “Adams Administration”- Burr/Madison/Jefferson

    vocab: protean= changeable

  2. Review p. 37, 38

  3. Trashball?

  4. George Washington Farewell- work with partner to read/answer questions

 

______________

2/28 Big Idea: John Adams becomes the 2nd President

 

E.C. = Word Wall for ch. 9

 

HW=

  1. Study for test Thursday ch 9 (293-307). Look at post from my web page & scroll below

 

Warmup=

  1. How was the election of 1796 different from the previous election? 305

  2. How did Jefferson, Adams's rival, become VP? 305

  3. What caused the XYZ Affair? How did it affect relations with France? 305-6

  4. What led Congress to pass the Alien & Sedition Act? 305-6

 

Classwk=

  1. Hamilton Musical- “I Know Him” (sung by King George III)

  2. 5 minute video clip of John Adams Presidency- take out video guide handout“

  3. Cinque-tetes” or...”The Paris Monster” is the title of this political cartoon...satirizing (denouncing/attacking) the XYZ affair. On the right, the five members of the French Directory (ruling executive body) are shown. The three American representatives, Elbridge Gerry, Charles Pinckney, and John Marshall, are on the left, exclaiming “Cease bawling (shouting out), monster! We will not give you sixpence”. The monster is saying, “Money is required, money, money, money”.

    a. What is the artist's point of view? Does he favor the French or the Americans?

    b. How would you compare the cartoon's portrayal (what it shows) of the U.S. representatives versus how it shows the French representatives? What are some other details in the cartoon that show the cartoonist's attitude toward the French?

    c. What is the central idea of this cartoon?

     

    Test prep for Thursday!

Know:

Kentucky & Virginia Resolution

Alien/Sedition Act

political parties

Federalists v Democratic Republicans

foreign policy

Mad Anthony Wayne

Ohio Valley

Little Turtle

Treaty of Greenville

Whiskey Rebellion

Trans-Appalachian West

Battle of Fallen Timbers

Jay's Treaty

importance of Ohio and Mississippi R. valley's

Federal Judiciary Act

Hamilton's plan

tariff v. excise tax

cabinet of GW

1. Why was it important to the nation that Congress tax goods that were imported to the US?

2. Should the US have remained neutral during the French Revolution?

3. Was the law that Congress passed against sedition in 1798 a violation of American's right to freedom of speech? Explain.

4. *** (I'll probably ask you this): What led to the growth of political parties?

______________________________________



 

 
 
______
2/27     Big Idea:  Political Parties emerge during Washington's Presidency
 
HW=
1. Read p. 303-307. Do #1 vocal on p. 307 and p. 38 in workbook A AND B!
2. Study for test to be given on Thursday ch. 9 (p. 293-307)
 
Warmup=
1.  During Washington's 2nd term, why was he attacked by some people? 303
2.  What was Washington's advice on  foreign policy? 304 How do you feel about that? What do you think of our policy today  (2017) towards other countries?
3.  Why did Jefferson resign as Sec. of State?  Who took his place? 304
4. What's a political party? 304
5. What were the first political parties? What did they each stand for? 304
 
Classwk=         period 2- GW video?///per. 4 debate?
1. Hamilton Musical
    Schulyer Defeated
    Cabinet Battle #2
    Washington On Your Side
    One Last Time 
    I Know Him 
2. Video clip - GW and foreign policy
3. Begin HW
4.  Think about group tableau?
 
 

Study Guide for ch. 9 test

Kentucky & Virginia Resolution

Alien/Sedition Act

political parties

Federalists v Democratic Republicans

foreign policy

Mad Anthony Wayne

Ohio Valley

Little Turtle

Treaty of Greenville

Whiskey Rebellion

Trans-Appalachian West

Battle of Fallen Timbers

Jay's Treaty

importance of Ohio and Mississippi R. valley's

Federal Judiciary Act

Hamilton's plan

tariff v. excise tax

cabinet of GW

1. Why was it important to the nation that Congress tax goods that were imported to the US?

2. Should the US have remained neutral during the French Revolution? Explain.

3. Was the law that Congress passed against sedition in 1798 a violation of American's right to freedom of speech? Explain.

4.  What led to the growth of political parties?

 

Due:

Assignment

3/13 Big Idea: Lewis & Clark Expedition opens up the West

 

HW=

  1. Complete map activity (label & color). Refer to p. 320.

  2. Turn in the essay: Who had the best plan for developing the US: Hamilton or Jefferson?

  3. Make up missing work now!

 

Warmup=

  1. What 2 geographic features was the Louisiana Territory between? 318

  2. Who was the leader of France in 1803? 319

  3. Why did Jefferson choose to purchase Louisiana? 319

  4. Why did Napolean sell the Louisiana Territory to the U.S.? 319

  5. What were the different skills of Lewis & Clark that qualified them as co- leaders of the expedition? 321

 

Classwk=

  1. Periods 3,4,6- Finish Hamilton Musical, then #2 below

  2. Per. 1- Take notes on the Lewis & Clark Expedition- You will be doing a group project.

Due:

Assignment

3/6 Big Idea: More differences between Hamilton & Jefferson

 

HW=

  1. Read pp 313-317. Do #1p. 317 AND p. 39 in workbook

  2. Make up missing assignments, as I'm doing grades on Thursday!

 

Warmup=

  1. Disney review clip on presidents

  2. Review- George Washington Farewell Address

 

Classwk=

  1. Read/discuss w/ a partner the handout on Hamilton & Jefferson. Complete the part “Student Handout” 3 & 4 (conversation bubbles) AND “Document 3” (Who Said It?)**** BE PREPARED TO ANSWER THE QUESTION: WHO HAD THE BETTER IDEAS FOR THE DEVELOPMENT OF THE NATION: HAMILTON OR JEFFERSON?

  2. If finished begin reading homewk

  3. Review assignment

 

_________________

3/3 Big Idea: A closer look at Washington's Farewell Address

 

 

Warmup=

  1. Periods 1,3,4-Begin working with a partner and reading aloud, then silently Washington's Farewell Speech. Complete the questions on the backside of the handout.

  2. Periods 2,6- Begin comparing Hamilton v Jefferson

 

Classwk=

  1. Debate

  2. Cnn Student News

Due:

Assignment

3/6 Big Idea: More differences between Hamilton & Jefferson

 

HW=

  1. Read pp 313-317. Do #1p. 317 AND p. 39 in workbook

  2. Make up missing assignments, as I'm doing grades on Thursday!

 

Warmup=

  1. Disney review clip on presidents

  2. Review- George Washington Farewell Address

 

Classwk=

  1. Read/discuss w/ a partner the handout on Hamilton & Jefferson. Complete the part “Student Handout” 3 & 4 (conversation bubbles) AND “Document 3” (Who Said It?)

  2. If finished begin reading homewk

  3. Review assignment

Due:

Assignment

Study for ch. 9 test tomorrow 3/2. PP 293-307

Know:

Kentucky & Virginia Resolution

Alien/Sedition Act

political parties

Federalists v Democratic Republicans

foreign policy

Mad Anthony Wayne

Ohio Valley

Little Turtle

Treaty of Greenville

Whiskey Rebellion

Trans-Appalachian West

Battle of Fallen Timbers

Jay's Treaty

importance of Ohio and Mississippi R. valley's

Federal Judiciary Act

Hamilton's plan

tariff v. excise tax

cabinet of GW

1. Why was it important to the nation that Congress tax goods that were imported to the US?

2. Should the US have remained neutral during the French Revolution?

  1. Was the law that Congress passed against sedition in 1798 a violation of American's right to freedom of speech? Explain.

  2. ***What led to the growth of political parties?



Due:

Assignment

 

2/24 Big Idea: Challenges to the new government

 

HW=

  1. Make up any missing assignments

 

Warmup=

  1. Why didn't Washington support France's revolution? 301-2

  2. Why did war between the French & British put the U.S. in a difficult position? 301-2

  3. How did Jefferson & Hamilton think the U.S. should respond to the war between the French & English? Who do you side with? Explain. 302

  4. What problem did Jay's Treaty solve? 302

 

Classwk=

  1. Debate

  2. Review p. 37 in workbook & questions from Thursday's video.

  3. Hamilton musical – Schuyler Defeated

    Cabinet Battle #2

    Washington on your side

 

_

2/23                   Big Idea:  Challenges to the new gov't

HW=

1. Debate teams prepare

2. Amendment #28 past due

 

Warmup=

1. what was a source of trouble between Spain & the U.S.? 298-299

2. Why did Washington send groups to the Ohio Valley to fight the forces led by Chief Little Turtle? 299

3. What was the result of the Battle of Fallen Timbers? 300

4.  Why were farmers angry about the Whiskey tax? How was this 'rebellion' resolved? 300-301

Classwk=

1. Video clip on Washington

2. Review p. 36 & 37

3. Hamilton musical- Schuyler defeated?

4. Discuss: French Revolution p. 301( Were we obligated to support France?  After all, we signed a wartime alliance & treaty with them in 1778) and Jay's Treaty ( What did we get from Britain?) and Pinckney's Treaty (how we benefit)  p. 302 

 

 

 

__________

2/22 Big Idea: Launching the New Government

 

HW=

  1. Read pp 298-302. Do #1 p. 302 and pp 36/37 in workbook

  2. Debate teams prepare

 

E.C.= Word Wall for ch. 9

 

Warmup=

  1. Why might merchants & manufacturers support a strong central government? 295

  2. How did Hamilton get the southern states (who already paid their war debts off) to kick in more money to help the northern states with their debt? 295-6

  3. How did Hamilton & Jefferson differ in their interpretation of the Constitution? Who would you have sided with? 297

  4. Which member of Washington's cabinet had the most responsibilities? 294

 

Classwk=

  1. Hamilton musical- (copy)

    a. What' d I miss?-

    1. Jefferson, Burr, Madison, Washington

    2. vocab: Monticello- Jefferson's home in Virginia

    status quo- existing state of affairs

    abyss- bottomless pit (chasm)

    Sally (Hemmings)- Jefferson's slave

    b. Cabinet Battle #1

    1. Washington, Jefferson, Madison, Hamilton

    2. vocab: enterprising-showing creativity, imagination

    intransigent- refusing to change views

  2. Do p. 36 in workbook- we will review within the hour

  3. Begin reading pp 298-

  4. Brainpop Washington?

  5. President's video- Washington

_________

 

 

2/21        Big Idea: Launching the government

Debate teams:

 

Turn in your #28th Amendment if you haven't done so 

Warmup=

1.  Imagine it's 1789 & George Washington has been inaugurated president. If you were he, what kinds of people would you choose to help you run the new constitutional government? ( What sort of positions & responsibilities would you want them to have. Think about personalities/character of these men)

2. Again, if you were GW, what are some goals you might have as president? What would you like to do? This Is a new country founded on freedom, liberty for all. 

3. Read " A Voice from the Past"  on p. 293. According to Thomson, why was GW chosen as president?

4. What does Thomson mean by " the voice of America?"

Classwk=

1. 25 interesting facts about GW clip

2. Begin reading p. 293

 

 

--------------------------------

2/17 Big Idea: Reviewing the Constitution

 

HW=

  1. Make up missing work

 

Warmup

  1. Work on your 28th amendment quietly and efficiently. Prepare to share

 

Classwk=

  1. Debate (period 3- impromptu)

  2. Read & analyzeJunior Scholastic about THE SUPREME COURT pp.8-9 AND pp. 10-11 on CASES UNDER CONSIDERATION and answer:

    a. Why has the Supreme Court been operating with only 8 justices?

    b. How is Trump's appointment likely to affect the court?

    c. How does the author support the claim that a decision in the case Star Athletica v Varsity Brands could have a big impact on the fashion industry?

    d. Compare the constitutional questions the Supreme Court will weigh in Gloucester County School Board v G.G. And Trinity Lutheran v Pauley? How could the Trump administration affect the Gloucester County School Board v G.G. Case?

    e. Why did the U.S. Patent & Trademark Office refuse to grant Simon Tan a trademark for the name of his band?

  3. Pick one of the cases from the article. Imagine you are a Supreme Court Justice. Write a decision (opinion) about the case. Be detailed in your explanation.

  4. Cnn Student news?

_______

 

 

2/16 Big Idea: Review of Constitution and Launching the Gov't

 

HW=

  1. Debate teams prepare

 

Warmup=

  1. Complete Constitution Search (p. 249-277)

  2. Share & collect the Amendment t-shirts

  3. Review p. 268/277 HW from Monday

 

Classwk=

  1. With a partner, write a new amendment that you feel might be needed.

  2. Also with a partner, write about this: The year is 1789 and George Washington has been elected president. If you were he,what kind of person(s) would you choose to help you run the government?

  3. 25 Facts about George Washington

  4. Video Clip- History Channel- George Washington

__

2/15 Big Idea: There are 27 amendments to the Constitution

 

HW=

  1. Amendment T-shirts due tomorrow. # of Amendment, title,graphic and explanation IN YOUR OWN WORDS! (10 points)

  2. Debate groups prepare

     

*e.c.=: https://quizlet.com/55025/test ( I've got a link on my web page). Print out. There are flashcards as well on the site

 

Warmup=

A. Per. 2,4- Let's first review Monday's HW

 

B. Know your Bill of Rights (266-278). Only give # of amendment.

  1. You are arrested for grand theft auto and your lawyer advises you not to testify at your trial.

  2. You can state your point of view at a town meeting.

  3. You can wear a t-shirt that reads: “Save the Whales!”

  4. States have the right to regulate businesses.

  5. You are arrested and taken directly to court to be tried for your alleged crimes.

  6. You have the right to attend college if you want to.

    1. A policeman, unannounced, walks into your house & begin a search without a search warrant.

  1. Copy Amendment categorization

* Bill of Rights: 1-10

* Voting : 19, 26, 23

* Civil War/Civil rights: 13,14,15,24

* President: 12,20,22,25

*alcohol: 18,21

* Federal laws: 11,16,17, 27

 

Classwk=

  1. You are going to be assigned an amendment. I am also giving you a paper t-shirt. You are to design an “amendment t-shirt”. Please include the following:

    a. # (number of the amendment)

    b. Title of the amendment

    c. Explanation in your own words of the amendment. Be descriptive. I don't want you copying the words of the amendment.

    d. A graphic that illustrates the amendment. Color up. More fun to draw.

  2. If finished, with shirt then do this:

    With a partner write a 1-2 amendments you'd like to have included as #28 and 29 in the Constitution. Give the title of the amendment, give an explanation, provide reason for this amendment.

 

 

 

 

_________

2/14 Big Idea: There are 27 amendments to the Constitution

 

Happy Valentine's Day!

 

*Bring colored pencils/markers tomorrow

Warmup=

  1. Review the pre-test handout on amendments

 

Classwk=

  1. Score Test

  2. Brainpop- The Bill of Rights

  3. Know your Bill of Rights -pp 266-268 (which amendment)

    a. A bail of $500 is set for writing bad checks.

    b. The speed limit on state highways is 65 mph.

    c. A gun enthusiast can keep a collection of guns in his/her home.

    d. You can attend the Jewish synagogue

 

____________

2/13 Big Idea: There are 27 Amendments (changes) to the Constitution

 

 

HW=

  1. Refer to pp 266-277 -The Amendments and DO #1,2 p. 268 AND DO #1,2 p. 277

  2. Debate groups prepare: per 1- Bryan & Joe v Sydney & Aaliyah

    per. 2-Allen & Dominic v Kfir & Kirill

    per. 3- Skylar & Sophie v Kacey & Mila

    per. 4- Marcus & Aidan v Anna & Annie

    per. 6- Edwin & Xavier v Brain & Rosey- You must do on Friday

Warmup=

  1. Amendment rap

 

Classwk=

  1. Amendment pre-test (refer to pp 266-277) & Review

  2. Look more closely at the Amendments

  3. Brainpop?

 

______

 

2/10 Big Idea: The Constitution is the Supreme Law of the Land

 

 

HW=

  1. Make up missing assignments

 

warmup=

  1. Take out the handout for ranking the President's qualities and let's discuss.

 

Classwk=

  1. Debate

  2. Amendments- p. 266-277.... Amendment pre-test?

 

_____________

2/9 Big Idea: The Constitution is the Supreme Law of the Land

 

HW=

  1. Debate teams prepare

  2. Finish handouts on the president if you didn't do so (after the test)

 

Warmup=

  1. Take 3 minutes to review/ Constitution rap?

 

Classwk=

  1. Take test

  2. When done, do both sides of handout: “Want to run for Office”? AND do other side ranking the qualifications you see fit the president should have. Write explanation in space to right. This will be collected for grade!

  3. Open to p.266-278. These are the “amendments to the Constitution”. Do p. 35 in workbk.

  4. Handout on the 27 Amendments- t-shirt assignment. Number of Amendment, Name of Amendment, Explanation of Amendment & graphic

_______

2/8 Big Idea: Article 2 of the Constitution outlines the Executive Powers

 

HW=

  1. Study pp 256-261 for test tomorrow (see study guide on line)

  2. Debate groups prepare for Friday

 

Warmup=

The president has real responsibilities. Rank the tasks in each list from 1(hardest) to 3 (easiest). There is no correct answer, then explain your selection.

 

Task List A

___Lead weekly meetings where I ask the leaders of executive branch departments for advice on how to handle the country's most difficult problems.

___Go to Congress & give my yearly “State of the Union” speech on what's happening in the U.S., which is broadcast on television.

___Decided whether to approve or reject a bill Congress has sent me that would cut research funding for a serious disease that not many people have.

 

Task List B

___Follow the Constitution and the law even if I disagree with it.

___Decide whether to send more troops into war knowing that some will die, but it will keep the country safe.

___Make sure the Department of Homeland Security carries out new safety laws at airports even though I know many travelers will be angry.

 

Task List

___Answer difficult questions from reporters at a press conference where I'm asking Congress to spend a lot of money on space exploration.

___Try to negotiate an agreement with another country that would lower the taxes each one adds to the sale of items from the other country.

___Choose a new Supreme Court justice to replace one who is retiring.

 

Classwk=

  1. The President wears many Hats- handout

  2. The check list for characteristics we value in our presidents...rank!

  3. Review test??

 

Study Guide

1. If a president vetoes a bill, how can a bill still become a law?

2. The law-making branch of government consists of Congress, also known as the _____ branch.

3. A majority of the Senate & House can vote on a bill, only if it has a majority of members present. this is known as____?

4. What is the term (years) a member of the House of Representative serves?

5. What are the 2 houses of Congress called?

6. What is meant by bi-cameral?

7. Who heads the Senate (who calls it to order)?

8. What is the leader of the House of Representatives called?

9. If an official is accused of wrongdoing, the House will act as the accuser, but the Senate will act as jury and try the person in question. This process is known as ___?

10. What's the most important duty of the president as defined by the Constitution?

11. Be prepared to name a power of the president?

12. The president , according to the Constitution, can make treaties, appoint ambassadors (our representatives in foreign countries), Supreme Court Judges with approval of ___?

13. What is the role of the Electoral College?

extended response-

To protect the country from foreign influences....(you give examples)

 

1. Why do you think the Constitution requires the president to be a natural born citizne? To protect the country from foreign influences....(you give examples)

2. Why do you think Article 1 (Legislative Branch) in the Constitution is long and detailed?

The framers felt that this branch is the most important. Article 1 defines the powers & limitations of Congress. It lists both houses. The founders wanted to make sure the legislature had the right amount of power. If there was not a long description, there'd be too much 'wiggle room' for the government.

Article 1 section 2 describes the House (it's requirements for election, the number per state, the qualifications for representatives).Section 3 describes the Senate. Section 4 describes when elections take place. Section 5 describes the rules & proceedings. Section 6 describes privileges for Congresspeople. Section 7 Describes how a bill becomes a law. Section 8 lists powers (like coin $). Section 9 says you can't create titles of royalty. Section 10 limits the powers of the states (they can't create money)

 

Due:

Assignment

2/6    Big Idea: The Executive Branch enforces the law
 
HW=
1. Complete p. 33 in workbook (A & B) pp 256-261 AND the President Qualifications handout!
2. Test most likely Wednesday/Thursday on Legislative & Executive Branch pp 248-259
3. Debate groups prepare
 
If you want to contact the White House, you can do so by going to 
or
The White House
1600 Pennsylvania Ave NW
Washington, DC 20500
Phone=202.456.1414
 
Warmup-(President trivia)(educated guess)
1. Which was the first president to wear trousers?
2. How many presidents (who were they) died on the 4th of July?
3. Which president carried a bullet in his arm for nearly 20 years?
4. Which president increased the popularity of jelly beans because he incessantly snacked on them.
5. How many hands did President Theodore Roosevelt shake in the White House while holding a New Year's celebration? 
6.  Which president hates broccoli?
7. Was there ever a president for just 1 day?
8. Who was the first to wear trousers (long pants)?
 
Classwork=
1. Let's examine p 256-269
2. Crash Course History: Presidential Power 1 (part 2 Tuesday)
3.  Qualifications of the President-handout?
4. President wears many hats handout?
 
Test study guide
 
1. If a president vetoes a bill, how can a bill still become a law?
2. The law-making branch of government consists of Congress, also known as the _____ branch.
3. A majority of the Senate & House can vote on a bill, only if it has a majority of members present. this is known as____?
4. What is the term (years) a member of the House of Representative serves?
5. What are the 2 houses of Congress called? 
6. What is meant by bi-cameral?
7. Who heads the Senate (who calls it to order)?
8. What is the leader of the House of Representatives called?
9. If an official is accused of wrongdoing, the House will act as the accuser, but the Senate will act as jury and try the person in question. This process is known as ___?
10. What's the most important duty of the president as defined by the Constitution?
11. Be prepared to name a power of the president?
12. The president , according to the Constitution, can make treaties, appoint ambassadors (our representatives in foreign countries), Supreme Court Judges with approval of ___?
13. What is the role of the Electoral College? 
extended response-
1. Why do you think the Constitution requires the president to be a natural born citizen? 
2. Why do you think Article 1 (Legislative Branch) in the Constitution is long and detailed?
 

Due:

Assignment

592/3      Big Idea:  The Legislative Branch makes the laws

 

HW=

Make up any assignments NOW!

Prepare for test given next week on Legislative & Executive Branch pp 249-265

 

Warmup=

1. Senate v House (249-255)

 

Classwk=

1. Debate

2. Legislative Branch review sheet

3. CNN student news

_______

2/2 Big Idea: The Legislative Branch makes the laws

 

HW=

  1. Debate team prepare

  2. Make up missing work

  3.  

    Complete questions 1-9 from handout given on legislative branch. Refer to pp 249-255

 

*I will stamp workbk & handout

 

Warmup=

  1. Do questions 1-9 as review for test next week on Article 1

 

Classwk=

  1. Review p. 32 and “Under the Dome”

  2. School House Rock- “How a bill becomes a Law”/ SNL?

  3. Brainpop- How a Bill becomes a law

 

 

_______________

2/1 Big Idea: The Legislative Branch makes the laws

 

E.C.=

Make a hanging 'mobile' using a coat hanger or something more attractive describing the 3 branches- their function & get a picture. Look up and eastward to see hanging example in room

 

HW=

1. Do p. 32 part “B”. Refer to pp. 249-255 with special attention to chart on 255.

2. Complete "Under the Dome" handout as well. Refer to pp 249-255 .

3. Debate groups prepare

 

Warmup=

  1. Three Branches guide. Read both sides, answer questions 1-8

 

Classwk=

  1. School House Rock- “Three Ring Circus”

  2. “Under the Dome” - handout- refer to pp 249-255 in textbook.

  3. Begin workbook p. 32

Due:

Assignment

2/1 Big Idea: The Legislative Branch makes the laws

 

E.C.=

Make a hanging 'mobile' using a coat hanger or something more attractive describing the 3 branches- their function & get a picture. Look up and eastward to see hanging example in room

Look up dumblaws.com for some fun (these are not federal "dumb" laws, but rather state / municipal (city)

 

HW=

1. Do p. 32 part “B”. Refer to pp. 249-255 with special attention to chart on 255.

2. Also complete "Under the Dome" - refer to pp 249-255 and word key on paper

3. Debate groups prepare

 

Warmup=

  1. Three Branches guide. Read both sides, answer questions 1-8

 

Classwk=

  1. School House Rock- “Three Ring Circus”

  2. “Under the Dome” - handout- refer to pp 249-255 in textbook.

  3. Begin workbook p. 32

 

 

___________

1/31   Big Idea:  The Constitution is the Supreme Law of the Land

HW=

1. Make up missing assignments

2. Debate groups prepare

 

Warmup=

1. Review HW from last night. Preamble  and Articles v Constitution and 3 Branches questions.

Classwk=

1. Brainpop- Branches of Government

2. School House Rock- "3 Ring Circus"

3. Distribute the Branches of Gov't handout (questions 1-5)

4. Review "A" on p. 32 in workbook

 

__________

1/30    Big Idea: The Constitution is the Supreme Law of the Land

EC=

1. Write the Preamble in your own words, and/or write in another language

HW=

1. To complete both sides of We the People paper . For Preamble refer to p. 248; for backside- Articles v Constitution or both, refer to p. 224; for bottom section of 3 branches, refer to pp 249-263. ALSO DO p. 32 in workbk. "A".

     

2. Debate groups prepare

Warmup=

1. Present group project: "7 Principles of the Constitution"

Classwk=

1. School House Rock- Preamble

2. Examine Preamble on p. 248 and answer questions on both sides.

___________

1/27 Big Idea: The 7 Principles of the Constitution form the

foundation of the United States government

 

HW=

  1. Make up missing work! I'm doing grades next week!

 

Warmup=

  1. You've got 15 minutes to work on your project. Proofread. Prepare to share in front of class after the debate.

  2. If you've finished, your group can each take a “Preamble” analysis sheet and begin doing that. Turn to p248. Flip to other side of handout and complete using pp 249-261 and p224 (Articles of Confederation)

 

Classwk=

  1. Debate

  2. Present your Principle of the Constitution

_____________________

1/26 Big Idea: The 7 Principles of the Constitution form the

foundation of the United States government

 

HW=

  1. Complete team project!

  2. Debate groups prepare for tomorrow

 

Warmup=

  1. How do the rights and responsibilities of U.S. citizenship reflect our American national identity? (educated guess- Think about what makes us unique and our responsibilities toward others in this country)

 

Classwk-

  1. You are going to be assigned a group to work with to demonstrate your knowledge of your given “principle of the Constitution”. Your group will be presenting in front of the class.

     

    a. You are to make a poster (write term, definition, drawing on how it works or what it means-look at the pictures next to the term in the textbook...p. 244-247

    or

    b. You can create your own 'rap' of that principle....using the ideas from the rap we watched yesterday.

    or

    c. Create a “skit” demonstrating how the principle works.

Or

        1. Illustrated Metaphor.. A metaphor is a word or phrase that is used to make a comparison between two people, things, animals, or places.

Her lovely voice was music to his ears.

Life is a roller coaster.

The alligator’s teeth are white daggers.

Their home was a prison.

The slide on the playground was a hot stove.

  1. If you finish, turn to p. 248. Here is the PREAMBLE to the CONSTITUTION. Read carefully and complete the handout (on front table).

 

 

_____________

1/25 Big Idea: The 7 Principles of the Constitution form the

foundation of the United States government

 

HW=

  1. Work on team project

  2. Debate groups prepare

 

Warmup=

  1. Why did the Framers include a “checks & balances” system in the Constitution? 246

  2. Brainpop- 7 principles of the Constitution

  3. Take out your “7 Principles” sheet, let's review

 

Classwk

  1. a. Your group will be given one particular principle & will demonstrate it as an “Illustrated Metaphor” in a mini poster. Read the card I will be giving your group, brainstorm ideas on ways to draw your principle into an illustrated analogy or metaphor using symbols or labels. Once you are ready, use paper (on table) to illustrate your principle in a way that will help explain it to others in the class. Make sure you label your principle on your poster.

    *Metaphor is a word or phrase that is used to make a comparison between 2 people, things, animals, places.

  2. ****on paper, you WRITE your Principle AND DEFINE it! Then you must provide an illustrated metaphor and explain it!

    Example: Tanya's hair is a white as snow!

    Gary is a night owl

    My brother was boiling mad!

    The assignment was a breeze!

    ***** If that is difficult for you, create a skit, a rap, a tableau to demonstrate the meaning of your principle. You are teaching the class.

    2.  

    A metaphor is a word or phrase that is used to make a comparison between two people, things, animals, or places. They can be very helpful for kids who are learning the meaning of specific words because they provide a more visual description of the word or thought.

    Kid-Friendly Metaphors

    Check out these examples of metaphors. Look for the comparison being made:

    • The snow is a white blanket.

    • The hospital was a refrigerator.

    • The classroom was a zoo.

    • America is a melting pot.

    • Her lovely voice was music to his ears.

    • Life is a roller coaster.

    • The alligator’s teeth are white daggers.

    • Their home was a prison.

    • The slide on the playground was a hot stove.

    • His heart is a cold iron.

    • She is a peacock.

    • He is a shining star.

    • Time is money.

    • My teacher is a dragon.

    • Tom’s eyes were ice.

    • The detective’s face was wood as he listened to her story.

    • She feels that life is a fashion show.

    • The world is a stage.

___________________

1/24 Big Idea: There are 7 principles or truths of the Constitution

 

*Turn in your Citizenship Oaths

HW=

  1. If you didn't finish the handout on the “7 Principles of the Constitution” do it!

  2. Debate teams prepare

 

Warmup=

  1. What are the “7 Principles of the Constitution” AND the questions they ask? 244-247

 

Classwk=

  1. Fun video clip of 7 principles (collage of words)

  2. Read 244-247 answer the handout- Principles of the Constitution2. You are being divided into groups (of my choice) and you will take a closer look at the basic ideas that the Founders believed were important to include in the creation of the new U.S. government. These Founders wrote these principles into the U.S. Constitution. What basic ideas or principles govern the actions of doctors, teachers, writers, etc?

  3. a. Your group will be given one particular principle & will visualize it in an Illustrated Metaphor. Read the card I will be giving your group, brainstorm ideas on ways to draw your principle into an illustrated analogy or metaphor using symbols or labels. Once you are ready, use paper (on table) to illustrate your principle in a way that will help explain it to others in the class. Make sure you label your principle on your poster.

    *Metaphor is a word or phrase that is used to make a comparison between 2 people, things, animals, places. E.G. Tanya's hair is a white as snow!

    b. You will share your mini poster and teach the rest of the class the main points about your constitutional principle. Take notes on other group's illustrated metaphors. As we share, do you have questions to ask a particular group?

    c. Extension= create a tableaux (freeze frame...props/tags, etc. on your principle) or more fun, a short skit! (for more credit, of course!)

    d. Which group did the best at explaining their principle in your opinion, why? Which 3 were the most important points you learned today?

     

______________

1/23     Big Idea: Being informed & active ensures an effective democracy

 

HW=

1. OATH OF CITIZENSHIP- BOTH SIDES/

2. COMPLETE THE CARTOON/LETTER: ONE NATION

3. Finish Reading the “Key Principles” of the Constitution 244-247

 

* period 1,2- debates? Finish up the letter/cartoon about “One Nation”

 

Warmup=

  1. Read the Kennedy quote on p. 280. Why do you think he wanted all persons to be active citizens?

  2. Why does a country have rules about who is considered a citizen? (ed. Guess- 281?)

  3. How do you become a citizen? 281

  4. What are the 3 categories of rights? Name a couple from each category. 282

  5. As a minor (under 18) what are responsibilities as a citizen? 283

 

Classwk=

(I will read examples from past)

  1. With a partner, answer the 6 questions “My Oath of Citizenship”. After you've answered those questions (each person answers their own to turn in), then turn to the other side and write your own “Oath of Citiznship”

  2. Begin reading about the “7 principles of the Constitution” p. 244-247...discuss; complete analysis handout.

Due:

Assignment

extra credit:
 
1
INAUGURAL ADDRESS Read and analyze past inaugural addresses
a. Prior to the inauguration, read past presidential inauguration speeches of Presidents throughout history and when available, listen or watch them on audio or video....if you desire       
or.....
b.  Reflect on some of the past presidential inaugural addresses and help them explore the different speeches’ content, tone and perspective.
or.....
c. Answer these questions if you  read or listened to the current inaugural  speech.  What was inspirational about it?  What concerns do you have?  What topics and issues were covered and what was left out?  What was the tone and mood of the speech?  What are your hopes and fears for the next four years?  What do you think is the most important thing that he said? :  What do you notice about the words?  If you look at the words over time, how do they change?  What do the words tell you about what the President at the time hoped to do and cared most about?  Are the words mostly positive and inspiring or do they focus more on fear and problems?
or.....
d.  Analyze Trump's inaugural address. Create your own word clouds that include the words they hope to hear in the upcoming inaugural address. As . Based on all of this, have  write  your thoughts and ideas about the speech.
or...
2 LETTER TO THE PRESIDENT
a.  Presidents obviously have a great deal of power—this includes signing and vetoing legislation, assigning cabinet positions, issuing Executive Orders and rules and regulations for federal agencies, commanding the armed forces, nominating all Federal judges, including Supreme Court justices, engaging in international relations, using the bully pulpit to speak to American people, etc. At the same time, in a democracy, it is also the people who have collective power in holding our government, elected officials and the President accountable for the decisions he or she makes. There are a variety of ways citizens keep elected officials accountable; one is to contact them to express support or disagreement with their ideas and policies.
b. Based on your prior knowledge of the Presidents, their policy positions and inaugural addresses,  write a letter to President Trump. You can include such  questions as:  What did you hear, see and feel during the President’s election campaign?  What did you hear in their inaugural address that made you hopeful?  What did you hear that concerns you?  What tone and demeanor do you hope the President takes?  What are the most important issues you think should be addressed in their presidency? c.  Write, revise (with feedback from classmates, parents, or friends) and re-write your  letter. You  can be send your letter to the President in a variety of ways including sending it to them through regular mail: The White House, 1600 Pennsylvania Avenue NW, Washington, DC 20500 or...www.whitehouse.gov
 
I'm not sure if this president will have a poet laureate, but if there is a poem read, consider this:
3 INAUGURAL POETRY In many inaugurations, Presidents have asked poets to write and recite a poem during the ceremony. The introduction of inaugural poetry began in 1961 when Robert Frost was the first poet invited to be part of the official swearing-in of an American President, John F. Kennedy.
a. Use the Presidential Inauguration Poems webpage to find all the inaugural poems that have been read since 1961. Choose one or two to read together as a class, comparing and contrasting the poems and reflecting on their form, meaning, tone and significance.
b. In addition, you can find videos of inaugural poems such as Maya Angelou in 2009 and  Richard Blanco in 2013.
c. Answer:  
who was the poet?  What was the main message of the poem?  Who is the speaker and what is their tone?  What connotative words are used?  What images does the poet use?

Due:

Assignment

 

1/24 Big Idea: Being informed & active ensures an effective democracy

 

HW=

  1. Finish Reading the “Key Principles” of the Constitution 244-247

 

* period 1,2- debates? Finish up the letter/cartoon about “One Nation”

 

Warmup=

  1. Read the Kennedy quote on p. 280. Why do you think he wanted all persons to be active citizens?

  2. Why does a country have rules about who is considered a citizen? (ed. Guess- 281?)

  3. How do you become a citizen? 281

  4. What are the 3 categories of rights? Name a couple from each category. 282

  5. As a minor (under 18) what are responsibilities as a citizen? 283

 

Classwk=

(I will read examples from past)

  1. With a partner, answer the 6 questions “My Oath of Citizenship”. After you've answered those questions (each person answers their own to turn in), then turn to the other side and write your own “Oath of Citiznship”

  2. Begin reading about the “7 principles of the Constitution” p. 244-247...discuss; complete analysis handout.

 

 

______________

1/20 Big Idea: The Presidential Inauguration takes place on Jan. 20th

 

E.C. =Scroll down

  1. Go to my webpage and see an assignment regarding the Inauguration Address. Do one of the suggestions. You can get your parents assessment.

  2. Get the gold handout- watch clips/read speech and answer & discuss the Inauguration.

 

HW=

  1. Make up missing assignments

 

Warmup=

  1. What is an inauguration?

  2. Which amendment tells us when the president takes office? When was it originally? Why was that so? 273

  3. What does the president have to say upon taking office? Write it down. Where in the Constitution does it say that? 257 (see p. 256 top for 2nd part of the question)

 

Classwk=

  1. Finish up cartoon

  2. Debates

  3. Watch clips of Inauguration

 

 

 

Extra Credit- Presidential Inaugural Address Analysis

 

1

INAUGURAL ADDRESS Read and analyze past inaugural addresses

a. Prior to the inauguration, read past presidential inauguration speeches of Presidents throughout history and when available, listen or watch them on audio or video....if you desire

or.....

b. Reflect on some of the past presidential inaugural addresses and help them explore the different speeches’ content, tone and perspective.

or.....

c. Answer these questions if you read or listened to the current inaugural speech. What was inspirational about it? What concerns do you have? What topics and issues were covered and what was left out? What was the tone and mood of the speech? What are your hopes and fears for the next four years? What do you think is the most important thing that he said? : What do you notice about the words? If you look at the words over time, how do they change? What do the words tell you about what the President at the time hoped to do and cared most about? Are the words mostly positive and inspiring or do they focus more on fear and problems?

or.....

d. Analyze Trump's inaugural address. Create your own word clouds that include the words they hope to hear in the upcoming inaugural address. As . Based on all of this, have write your thoughts and ideas about the speech.

or...

2 LETTER TO THE PRESIDENT

a. Presidents obviously have a great deal of power—this includes signing and vetoing legislation, assigning cabinet positions, issuing Executive Orders and rules and regulations for federal agencies, commanding the armed forces, nominating all Federal judges, including Supreme Court justices, engaging in international relations, using the bully pulpit to speak to American people, etc. At the same time, in a democracy, it is also the people who have collective power in holding our government, elected officials and the President accountable for the decisions he or she makes. There are a variety of ways citizens keep elected officials accountable; one is to contact them to express support or disagreement with their ideas and policies.

b. Based on your prior knowledge of the Presidents, their policy positions and inaugural addresses, write a letter to President Trump. You can include such questions as:  What did you hear, see and feel during the President’s election campaign?  What did you hear in their inaugural address that made you hopeful? What did you hear that concerns you? What tone and demeanor do you hope the President takes? What are the most important issues you think should be addressed in their presidency? c. Write, revise (with feedback from classmates, parents, or friends) and re-write your letter. You can be send your letter to the President in a variety of ways including sending it to them through regular mail: The White House, 1600 Pennsylvania Avenue NW, Washington, DC 20500 www.whitehouse.gov

 

I'm not sure if this president will have a poet laureate, but if there is a poem read, consider this:

3. INAUGURAL POETRY In many inaugurations, Presidents have asked poets to write and recite a poem during the ceremony. The introduction of inaugural poetry began in 1961 when Robert Frost was the first poet invited to be part of the official swearing-in of an American President, John F. Kennedy.

a. Use the Presidential Inauguration Poems webpage to find all the inaugural poems that have been read since 1961. Choose one or two to read together as a class, comparing and contrasting the poems and reflecting on their form, meaning, tone and significance.

b. In addition, you can find videos of inaugural poems such as Maya Angelou in 2009 and Richard Blanco in 2013.

c. Answer:

who was the poet? What was the main message of the poem? Who is the speaker and what is their tone? What connotative words are used? What images does the poet use?

 
 
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1/19  Big Idea: How much do you know about the Confederation-Constitution govt?
 
HW=
1. Make up missing work
 
Warmup-
1. Score tests from yesterday
 
Classwk-
1. With a partner, examine the political cartoon: "One Nation". Answer the four questions, then either create your own cartoon showing that the nation has been (unfortunately) divided over the election OR how you think we should mend the country together, OR...do the writing prompt. Be prepared to share with class OR write the president a letter about your concerns or hopes for the nation during his presidency. Be respectful & professional.
2. Role of Citizen -pp. 280-287 and your oath.
 
 
 
 
 
 
__________________

1/18 Big Idea: How much do you know about the Confederation-Constitution govt?

 

HW=

  1. Debate teams prepare for Friday

  2. Make up any missing work ( p. 225 #1, p.233 #1&3, p. 238 #1 and wkbk p. #29,#30,#31 and political cartoon about the Revolutionary War).

 

Warmup=

  1. Take 5 to review.

 

Classwk=

  1. Take Test.

  2. Read Scholastic Magazine.

    a. Examine political cartoon on back page and answer the questions!

    b. Make your own cartoon showing how it's important to “Bind the Wounds” of the country.

    c. Read pp 2,3,8,9 and then other parts of magazine on world affairs & learn about statistics from other nations. Turn to cartoon on back. Read/answer the questions and you can (with a partner) create your own political cartoon concerning “One Nation” or write a letter concerning the new president who is about to take office. (Write professionally & respectfully.

  3. Read pp. 280-287 (easy read filled with graphics) about “Role of the Citizen”. Be prepared to discuss your role & responsibilities by completing the 'Oath of Citizenship' and write your own Oath on back!

     

     

 
________________
Be studying for ch. 8 test next Wed, 1/18.
 
Know:
A.
1. Where the Constitutional Convention was held?
2. Which group opposed the ratification of the Constitution?
3. What issue had to be settled before the smaller states agreed to ratify the Articles of Confederation (first gov of US)?
4. Who had most power under the Articles of Confed.?
5. How was Kentucky settled (how did pioneers travel there)?
6. What lead to a need for a Constitutional Convention? several factors
7. What important power did the national gov't lack under the articles?
8. What issue did the 3/5 compromise address?
9. Who should have been represented at the Constitutional Convention?
10. Why was there a need to add a Bill of Rights to the Constitution?
B. 
You will be given a chart to look at regarding the Ratification of the Constitution and you must answer some questions regarding the vote per state, month/yr ratified
C.
You will also be given a map to look at regarding the ratification of the Constitution and answer several questions. Make sure you look at map 'key' or 'legend'.
D.
Extended Response: Choose 1
1. Why was the Northwest Ordinance of 1787 important to the growth of the U.S. ?
2. Were the Founding Fathers for/against slavery?
3. How did the smaller states and the larger states resolve their differences at the Constitutional Convention in 1787?
 
 

Due:

Assignment

1/17 Big Idea: From Confederation to Constitution (1776-1791)

 

HW=

  1. Study for test tomorrow, pp 221-237. Please see my school webpage

  2. Make up missing work!

  3. Debate teams prepare for Friday

  4. Bring book tomorrow and daily

 

E.C.

  1. Create an illustrated timeline from Confederation to Constitution. See p. 240

 

Warmup=

  1. Turn to page 241. See Standard based assessment at top. Do 1,2,3

 

Classwk=

  1. Hamilton musical song- “Non Stop”

  2. 3 minutes to complete “Founding Fathers” handout from Friday. Review to determine based on Madison's notes, how 'founders' felt about the slave trade.

  3. Powerpoint review per 2/6? on Constitutional Convention.

  4. Trashball (if time allows) for review test.

  5. Know for ch. 8 test Wednesday

    A.

    1. Where the Constitutional Convention was held?

    2. Which group opposed the ratification of the Constitution?

    3. What issue had to be settled before the smaller states agreed to ratify the Articles of Confederation (first gov of US)?

    4. Who had most power under the Articles of Confed.?

    5. How was Kentucky settled (how did pioneers travel there)?

    6. What lead to a need for a Constitutional Convention? several factors

    7. What important power did the national gov't lack under the articles?

    8. What issue did the 3/5 compromise address?

    9. Who should have been represented at the Constitutional Convention?

    10. Why was there a need to add a Bill of Rights to the Constitution?

    B.

    You will be given a chart to look at regarding the Ratification of the Constitution and you must answer some questions regarding the vote per state, month/yr ratified

    C.

    You will also be given a map to look at regarding the ratification of the Constitution and answer several questions. Make sure you look at map 'key' or 'legend'.

    D.

    Extended Response: Choose 1

    1. Why was the Northwest Ordinance of 1787 important to the growth of the U.S. ?

    Were the Founding Fathers for/against slave trade'

    ?

    3. How did the smaller states and the larger states resolve their differences at the Constitutional Convention in 1787?

     

Due:

Assignment

1/17 Big Idea: From Confederation to Constitution (1776-1791)

*****Collect  Freedom Bell 

HW=

  1. Study for test tomorrow,Ch. 8,  pp 221-237. Please see my school webpage

  2. Make up missing work!

  3. Debate teams prepare for Friday

  4. Bring book tomorrow and daily

 

E.C.

  1. Create an illustrated timeline from Confederation to Constitution. See p. 240

 

Warmup=

  1. Turn to page 241. See Standard based assessment at top. Do 1,2,3

 

Classwk=

  1. Hamilton musical song- “Non Stop”

  2. 3 minutes to complete “Founding Fathers” handout from Friday. Review to determine based on Madison's notes, how 'founders' felt about the slave trade.

  3. Powerpoint review per 2/6? on Constitutional Convention.

  4. Trashball (if time allows) for review test.

  5. Know for ch. 8 test Wednesday

    A.

    1. Where the Constitutional Convention was held?

    2. Which group opposed the ratification of the Constitution?

    3. What issue had to be settled before the smaller states agreed to ratify the Articles of Confederation (first gov of US)?

    4. Who had most power under the Articles of Confed.?

    5. How was Kentucky settled (how did pioneers travel there)?

    6. What lead to a need for a Constitutional Convention? several factors

    7. What important power did the national gov't lack under the articles?

    8. What issue did the 3/5 compromise address?

    9. Who should have been represented at the Constitutional Convention?

    10. Why was there a need to add a Bill of Rights to the Constitution?

    B.

    You will be given a chart to look at regarding the Ratification of the Constitution and you must answer some questions regarding the vote per state, month/yr ratified

    C.

    You will also be given a map to look at regarding the ratification of the Constitution and answer several questions. Make sure you look at map 'key' or 'legend'.

    D.

    Extended Response: Choose 1

    1. Why was the Northwest Ordinance of 1787 important to the growth of the U.S. ?

    Were the Founding Fathers for/against slave trade'

    ?

    3. How did the smaller states and the larger states resolve their differences at the Constitutional Convention in 1787?

     

________________________

1/13 Big Idea: Were the Founding Fathers for/against  the slave trade?

 

EC=

  1. Participate in any MLK, Jr. event going on in town.

  2. Ask your parents/grand parents how the work of Dr. Martin Luther King, Jr. has contributed to our society. It's been over 50 years since the Civil Rights Act was enacted in Congress. Why have we moved too slow as a nation to ensure those rights? What is our job now, to truly fulfill MLK, Jr. 's dream?

  3. Memorize an excerpt of the “I Have a Dream” speech.

HW=

  1. You are being given a “Let Freedom Ring” Bell to reflect on the notion of 'freedom' for MLK, Jr. Day. Write a paragraph, color it up (preferably red/white/blue). Cut it out. Name in center of sheet.

  2. Make up missing assignments

  3. Test on ch. 8 Wednesday

 

Warmup/Classwk=

  1. Read “Notes from the Constitutional Convention.” Identify whether the speaker is for/against the slave trade to answer the question: “Were the Founding Fathers for or against slavery and the slave trade?”

  2. Debates

  3. Cnn student news

  4. Begin hw?

    Know for ch. 8 test to be given Wednesday

    A.

    1. Where the Constitutional Convention was held?

    2. Which group opposed the ratification of the Constitution?

    3. What issue had to be settled before the smaller states agreed to ratify the Articles of Confederation (first gov of US)?

    4. Who had most power under the Articles of Confed.?

    5. How was Kentucky settled (how did pioneers travel there)?

    6. What lead to a need for a Constitutional Convention? several factors

    7. What important power did the national gov't lack under the articles?

    8. What issue did the 3/5 compromise address?

    9. Who should have been represented at the Constitutional Convention?

    10. Why was there a need to add a Bill of Rights to the Constitution?

    B. 

    You will be given a chart to look at regarding the Ratification of the Constitution and you must answer some questions regarding the vote per state, month/yr ratified

    C.

    You will also be given a map to look at regarding the ratification of the Constitution and answer several questions. Make sure you look at map 'key' or 'legend'.

    D.

    Extended Response: Choose 1

    1. Why was the Northwest Ordinance of 1787 important to the growth of the U.S. ?

    2. Were the Founding Fathers for/against slavery?

    3. How did the smaller states and the larger states resolve their differences at the Constitutional Convention in 1787?

Due:

Assignment

1/12 Big Idea: After the Convention, the delegates had to take the Constitution to their home states for ratification

 

E.C.=

  1. Create a mini poster/collage titled: “Creating a New Government” based on events leading up to and creation of Constitution & it's principles

 new vocab!

Bi-cameral (2 houses in the Congress/legislative branch: the House of Representatives & Senate)

uni-cameral ( 1 house in the legislative branch- as proposed by Paterson in the New Jersey Plan)

Warmup=

  1. Which 2 states said they wouldn't ratify the government if they couldn't import slaves? 233

  2. Another compromise at the convention was needed. When did the U.S. ban the importation of slaves? 233

  3. After 52 delegates signed the Constitution, they next had to take it to their home states for ratification. What does ratify mean?234

  4. Our government is based on federalism. How does that work? 234

  5. What was the goal of the Federalists? 234

  6. Why did the Anti-Federalists oppose the Constitution? 235-6

  7. How did the Anti-Federalists work against ratifying the Constitution? 236

 

Classwk=

  1. Powerpoint review

  2. Review HW from Monday/Wednesday

  3. Federal Pillars of ratifying the Constitution illustration

  4. Handout to analyze Convention discussions by way of James Madison

 

_____________

1/11 Big Idea: A new government under the Constitution was ratified in 1787

 

E.C.=Draw a cartoon that expresses your view on the ¾ Compromise (p.232)

 

HW=

  1. Read pp 234-237. do #1 AND do p.31 in workbook.

  2. Debate groups prepare!

  3. Make up missing assignments

     

***Let's watch a 5 minute clip of highlights of  Obama's  Farewell speech? Thoughts?

 

Warmup=

  1. What's a compromise?

  2. Give an example of a compromise you've made ( or make one up) using a Venn diagram.

 

 

3. Why did the Founding Fathers feel that compromises made during the Constitutional Convention were fair? ( your own thoughts)

 

 

Classwk=

  1. Let's look at English Parliament to see how the Founders arrived at the composition of the Legislative Branch. (Copy what I write on the board as I'll be explaining the Virginia, New Jersey Plans AND the Great Compromise.

  2. Review via powerpoint (take some notes) and video clips

  3. Start homework?

___________

1/10 Big Idea: A Convention was held in Philadelphia in 1787 to fix the government

 

E.C.=

1. Create a “word wall” for ch. 8

2. Do I have 2 teams who would like to debate on Friday? Extra credit.

3.*****Obama Farewell Speech tonite at 6pm. Watch or stream. What are your thoughts about his speech?

 

Warmup=

    1. What were the key problems that called for leaders to meet in Philadelphia in 1787? 228-9

    2. Why didn't Rhode Island send delegates to this convention? 229

    3. Who were some famous men at the convention and what did they contribute? 229

    4. Who is considered the “Father of the Constitution?” Why? 229

    5. What groups of people weren't represented at the Constitutional Convention? 229

      (orally) ???

    6. Read “A Voice from the Past” on p. 230. According to Madison, what is the central problem in framing (creating) a government?230

    7. Who was elected president of the convention? 230

 

Classwk=

1. Watch “Crash Course History”- Articles, Constitution, Federalism

___________________

1/9 Aim: The weaknesses of the Articles of Confederation

Welcome back!!!!

* New seating arrangements/ sign up for debate teams

* Think about what you want to accomplish this year and how you will do it!

 

HW=

      1. Read pp. 228-233 . Do #1 AND #3 on p. 233 AND p.30 in workbook!

         

Warmup=

1. What were the Articles of Confederation? 222

2. What were some of the powers of the Continental Congress under the Articles? 222

3. What were the weaknesses of the Articles? What do you think was the greatest weakness of the Articles of Confederation? 224

 

Classwk=

1. Watch clips of Articles of Confederation- take notes...

2. Copy chart on p. 232 “The Great Compromise”

      1. Begin reading p. 228- ?

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