Week of 12/1

Monday 12/1

What are the successes of the Articles of Confederation?

1. Review the Articles of Confederation with BrainPop video.  emphasize printing of oney and British forsts on American lands.
2. Read from textbook p. 222 "New State Governments"  - 
   • What common experience did most states want to avoid? What did state governments have in common?
   • "Articles of Confederation": Voting "Family votes" & Western Lands 222-223 "pinata"
   • 224, 226-227.
3. Add to notes on the Success of the Confederation Congress, page 4.
   1. Read p.226-227
   2. Read p. 223 "The Northwest Ordinance" - Define The Land Ordinance and the Northwest Ordinance in as few words as possible  Annotate on notes above.

Tuesday

Why replace the Articles of Confederation?

1. Read the Articles of Confederation Notes.
2. Review how the central government is described.  who has strength under the Articles.
3. Read p. 228-229 "A Constitutional  Convention..."
4. Review Shays' Rebellion and Jefferson. Add Shays' Rebellion to the map.
5. Review Problems of the Articles of Confederation; What arguments were used to replace the Articles of Confederation?  (Trade, Rebellion; national govt lacked strength to stop it, rising debtors.)  Add to bottom of Shays' Rebellion.
6. Workbook p. 29.

Wednesday

What role did compromise play in the formation of the Constitution in regard to representation?

1. Read p.229-232 Create a three column diagram to analyze The Great Compromise: headings "Virginia Plan, The Great Compromise, New Jersey Plan"
2. 
   

Thursday
What role did compromise play in the formation of the Constitution in regard to representation?  What are the names of the groups that supported or were against the Constitution?

Federalist and Anti-Federalist Lesson

1. Create a T chart showing Federalist and Anti-Federalist using the Federalist and AntiFederalist documents and page 234-235.

Friday
Why did the Founding Fathers keep slavery in the Constitution?

1. Read p. 23
2. Raad Slavery Grievance and Documents.

Week of 10/13

Monday
Discussed the causes and effects of the French Indian War.

1. Added the Iroquois Confederacy, Proclamation of 1763, and battles at Fort Necessity to map.
2. Organized the events into a timeline.
3. Chapter 5 Study Guide.

Tuesday

Notes: Growth of Representative government.
Review for test.


Wednesday

Chapter 5 Test
Study Packet Turn in

1. C5 Terms & Names #1-3 (40 pts)
2. C5 Map (15 pts.)
3. Workbook p. 17, 18, 19 (15 pts)
4. Great Awakening & Enlightenment  NEW (10 pts)
5. Chart: Rights (10 pts)
6. French Indian War Timeline (10 pts)

Thursday
George Whitefield Essay.   Here are the documents.
Historical Figure Cut outs.

Friday
Turn in George Whitefield Essay.  Here are the documents.
Historical Figure Cut outs.
Play Game "Represent Me"on icivics.org and also complete the "Who Represents Me" sheet.

Week of 10/6

Monday
See last Thursday

Tuesday

1. Notes on Great Awakening and Enlightenment (debriefed Venn Diagram from last week)
2. Time to finish outlines. Essay due Monday

Wednesday

1. Take notes on the Magna Carta p.141 , Mayflower Compact p.98, the English Bill of Rights p. 144.  in a chart organize, When, Where, Who (did it affect), What (is it), Why (important/significance).
2. Work on George Whitefield Essay - 2 paragraphs should be done.

Thursday

1. Chapter 5 map  Use pages 148, 150, 153
2. Complete Workbook p.19 with textbook p. 146-151

Friday

Week of 9/29

Monday 9/29
Socratic Seminar:  Students are responsible to discuss how one of colonial regions became distinct.  They may use their Regions grid and outline, as well as the textbook.  If students are absent or chose not to participate, they may choose one of the regions and write a paragraph for credit.  This is an "Assessment" grade.

Tuesday 
Read the section on the Great Awakening and took notes (from page 139, 5 Ws).  We read document A from the Great Awakening and completed the section for the graphic organizer.

Wednesday
Students complete workbook page 17 for "Early American Culture" and then work on Terms&Names for Chapter 5 Section 1-2.

Thursday
Read Document C and began an outline answering the prompt: "Why was George Whitefield popular?"

Friday
Enlightenment

1. Take notes on the Enlightenment on page 140 (under the Great Awakening notes)
2. Create a Venn Diagram, on the back of the notes, about the Great Awakening and the Enlightenment.
3. Workbook p. 18

Create your student Infinite Campus Account

Students can create their own portal account by logging onto the following website and entering their personal information as follows:

https://campus.tvusd.k12.ca.us/campus/portal/temecula_valley.jsp

Username = Student ID  (no padded zeros  Ex 1000003560 or 900011111)

Password = First Initial, Last Initial and 6 digit birthday  (XXMMDDYY  ex.  JK122998 or RB041199)

Please help us to communicate this exciting news to your community.

*When students set up their account they will need to set their security preferences and set up a valid email so the system can respond to lost passwords.

Download the Infinite Campus App and use the District Code:  DGBSGN

Week of 9/22

Monday 9/22

Terms & Names Chapter 4 Sect. # 1-4  Due Friday 9/26

What caused the English colonies to develop differently?

Activity 1 (Tuesday/Wednesday):
Complete Graphic Organizer from Chapter 4 p.109-125 Sections 1-3

Picture to be added Wed. evening

Activity 2 Assessment: (Thursday/Friday):
Organize a response to the prompt.  Use the following outline to ensure that you have the criteria below for The "A" Paragraph.

The “A” paragraph

•Clear topic and concluding sentence that supports information presented.
•Logical organization of information.
•Citation of evidence using specific examples.
•Multiple causes and effects.

Week of 9/15

Monday 9/15
Reviewed Chapter 3 Study Guide.

Tuesday
Reviewed for Chapter 3 Test.

Colonies map quiz.

Puritans Document B Annotate paragraphs and underline evidence and Guiding Questions #1-3

Wednesday
Chapter 3 Test
Graphic Organizer "Were the Puritans selfish or selfless?"

Thursday

Composed Paragraph for the prompt: "Were the Puritans selfish or selfless?"

Friday
No School

Week of 9/8

Monday
Reviewed notes by circling/highlighting the states in the "New England Colonies" and "Middle and Southern Colonies" notes.

Examining Passenger List to New England and Virginia.  Completed the data tabulation on the charts

Tuesday
Examining Passenger List to New England and Virginia.  Completed the questions.  Due Wed 9/10.


Wednesday
Immigration Nation on icivics.org.


Thursday
Group debrief on 9/11 interview project.


Friday
Puritans Document A Annotate paragraphs and underline evidence and Guiding Questions #1-3

Chapter 3 Study Guide

Week of 9/2

Tuesday 9/2
Identified the original 13 colonies and grouped them into 3 regional groups on a map.  Use page 110 and 103 in the text.  Worked on Chapter 3 Sect. 3 Terms&Names.

Wednesday 9/3
Notes on the Establishment of the New England Colonies.

Added the Jamestown and Plymouth to the map.  Added Boston to the map, and used arrows to show how Puritans spread from Massachusetts.


Thursday 9/4

Took notes on the Establishment of the Middle and Southern Colonies.

Friday 9/5

Registered TVUSD Google accounts and introduced 9/11 interview project.

Week of 8/25

Monday
Completed the Lunchroom Fight Suspension Report
Debriefed on importance on using more than one source using the Autobiographical Pamphlet

Tuesday
Took notes and watched BrainPop on Feudalism, emphasizing how much "choice" common people had in their lives.

Wednesday
Chapter 3 Section 1 Terms&Names.  Click here for example.

Thursday
Labor in European Colonies background lecture
Chapter 3 Section 2 Terms&Names

Friday
Mayflower Compact Sourcing Assessment and video of first colonist

Historical Thinking

Week of 8/18
Monday 8/18
Assigned and finished the Title and About the Author panel of the Snapshot Autobiographical Pamphlet.

Tuesday 8/19
Evaluated sources to determine which is more trustworthy.  Click here for the slides.

Wednesday 8/20
Worked on writing the personal Narratives for the Snapshot Autobiographical Pamphlet.

Thursday 8/21
Corroborated sources to develop an interpretation of what occurred in two scenarios.  Click here for the worksheet.

Friday
In what context did the fight occur?  What was happening in the town, school, cafeteria? Click here for the worksheet.

Autobiographical Snapshot Project

Click here for Directions for the Project.  The pamphlet and the interview sheet are due on Monday, 8/25.

Westward Expansion and Manifest Destiny

(1) Terms and Names for Chapter 13 section #1

(2) Organizer for the picture "Moving Westward"

(3) Complete the map for Chapter 13.

(4) Create a T-Chart and label it "Reasons for settling/traveling West"  & "Obstacles for traveling West"
Watch the video and classify the notes for each category.

American Reformers, Thinkers, Writers, Leaders Research Project

American Society  changed drastically in the 1800s with the leadership of men and women who looked out for the liberties of others.  Other individuals explored ideas in their writing leading to a unique American culture.

Lost the directions to the project?  Download it here.

Site to research reformers, click on the link.

 
Log in to your Google Account:    StudentID#@my.tvusd.k12.ca.us

Texas Independence 1836

Why did Texans declare independence from Mexico in 1836?

Read the four documents and complete the graphic organizer.

Andrew Jackson

Chapter 12 Study Packet

(A) Terms and Names #1-4 22 words (25pts)
(B) C12 Map - Monday (15pts)
(C) WB 46, 47, 48, 49 (20 pts)
(D) T Chart "Jacksonian Democracy" (10 pts)
(E) "Sectionalism" Organizer (pink) (10 pts)
(F) Jackson and the Bank Cartoon (10pts)
part C (10pts)

Print the Study Guide here.

Test on Tuesday.

Why did people in the 1830s support Indian Removal?

Why did people in the 1830s support Indian Removal?

Use the powerpoint and your text to answer the questions on workbook 47.
Read letters from President Andrew Jackson and Elias Boudinot.

Answer the prompt: Why did people in the 1830s support Indian Removal?

Your response must include

►Background (What was Indian Removal?)

►Multiple perspectives

►Cite and quote

►Multi paragraph

Suggested outline:

1. Background and Thesis

 2. Jackson

        3. Reasons

        3. quote & cite

        3. explain

  2. Boudinoux

        3. Reasons

        3. quote & cite

        3. explain

1. Conclusion

Did Dolley Madison save the portrait of George Washington?

Key concepts to include in your claim/interpretation:

Cite (sourcing)

Evidence (quotes)

Corroboration (develop interpretation based on multiple credible/trustworthy sources)

Read the sources and complete the organizer before you write your interpretation.

Study Packet and Study Guide for Chapter 10

Test for the Jefferson Era (Chapt. 10)

Study Packet

1. Chapter 10 Terms/names #1-4 (20)
2. Chapter 10 map (20)
3. Federalist oppose Louisiana Purchase (20)
4. WB 39, 40A, 41 (15)
5. "Lewis and Clark" video notes (5)
6. Dolley Madison (20)

Click on the link for the Study Guide

February 18-21

The Jeffersonian Era

Assignments due on Friday

• Terms and Names Chapt. 10 #1-4
• Chapt. 10 map

Tuesday

• Use Workbook 39 to take notes of the Jefferson's Election and judicial review

Wednesday

• Finish Workbook 39.
• Use slides to set up the Louisiana Purchase.
• Read the letters and complete the Graphic Organizer for the Louisiana Purchase

Thursday

• Take notes for Lewis and Clark on Obstacles and Discoveries (Tchart).

Friday

• Mapwork (add the states of Ohio, Kentucky, Tennessee, claims to the western coast of the continent, labeled Louisiana Territory, and identified land U.S. settlers are arriving to)  and identified where British blockade and impressment occurs.
• Jefferson's 2nd term
• Workbook p.40 section A and p.41

Study Packet and Guide for Chapter 9

Test for the Federalist Era (Chapt. 9)

Study Packet

1. Turn-in with test on Thursday
2. Chapt. 9 Terms and Names #1-3
3. Chapt. 9 Map
4. Notes on Washington
5. T-chart "Hamilton v. Jefferson"
6. Workbook 36-38
7. Washington's "Farewell Address" and Guiding Questions

Study Guide

• Federalist Ideals (hint: federalism)
• George Washington's (WB)
• precedents 
• response to the war of France v. Britain
• response to the Whiskey Rebellion
• advice on Farewell Address
• Hamilton v. Jefferson (T-chart)
• Loose v. Strict Construction of the Constitution
• Hamilton's Financial Plan (Notes on Washington)
• Pinckney's and Jay's Treaty (WB)
• Alien and Sedition Acts (define and consequences)

February 10 - 13 (4 day week)

The Federalist Era
Monday

• Use Workbook 38 to take notes of the End of Washington and Adams' Presidency
• Adam's Presidency - Political Parties, XYZ Affair, and  Alien and Sedition Acts

Tuesday

• Finish Workbook 38.
• Use the Chapter 9 map to add the dates of Kentucky, Tennessee, and New Hampshire to the Union.
• Identify the borders of the United States.
• Label British Forts

Wednesday

• Study Session
• Make up Socratic Seminar (Washington's Farewell Address: Retirement)

Thursday

• Chapter 9 Test
• 
  

February 3-7

Monday

• Use pages 295-297 and 315 to make a T-chart on the core beliefs of Hamilton and Jefferson
• Did we learn anything about their personality? How could we accomplish that? 
• Read a letter Hamilton sent to Washington

Tuesday

• Read a letter Jefferson sent to Washington and complete the Guiding Questions

Wednesday

• Washington's Presidency - Battle, Rebellion, & Revolution
• Finish Chapt 9 Map "13 States become 16."

Thursday

• Read and answer questions to Washington's Farewell Address - precedent and advice
• Read the whole Address - Extra credit, what advice does Washington give the country.  Cite the paragraph and the quote you interpret.

Friday

• Socratic Seminar on the Close Reading of Washington's Farewell Address

Bill of Rights

Bill of Rights

Review with the Bill of Rights Terms Slides. (Thurs - Friday)

Annotate and make notes on the rights guaranteed for each amendment. (Friday - Monday)

Use the Bill of Rights summaries to correctly match to the corresponding amendment, then check your annotation to ensure you have not left out any rights and freedoms. (Monday)

Review the slides and determine if there is a violation of rights.  Identify the amendment and the words that guarantee the right or freedom. Here is the slideshow with the answer. (Tuesday)

HW - What Rights do you Value?

What rights are violated in this narrative? (Wed)

HW - Practice identifying rights and applying them to scenarios.

Presidential Elections & the Electoral College

Presidential Elections & the Electoral College

Elections in the U.S. are peaceful transfers of power.

Listen to a poll worker on his recollection about people's observations about elections and voting.

 Listen to one person’s account.

Popular Vote vs. Electoral College

View the slides for Presidential elections.

Polls are opinion surveys conducted by companies and candidates leading toward an election.  These results focus a candidate on which states they need to focus on to reach 270 electoral votes.  

Create a path to victory for each candidate.  Follow the directions to complete the plan, answer the questions, and write a news analysis. Click to complete the assignment.

Bonus Assignments:

(1) Create a map to the 2012 Presidency for each candidate.

Use this link to create the maps.

(2) Develop a video or audio news report based on the news analysis you wrote.  Name the file with your last and first name_period_assign title.

- Upload to your google docs account and share with me, email.
-On ipod, iphone upload to icloud, create a stream, and share with me.

Or upload below