Objective(s):
-- Explain how the Bill of Rights is used in modern times Activities: -- With partner, present to the class the article you read and analyzed as to the Bill of Rights. -- Write a 10 word summary about the Bill of Rights. Example: "I'm claiming my Constitutional rights every day. Thank you, forefathers!" Share. Independent Learning: -- None Notes/Handouts/Material covered in class: -- None (To see articles discussed, see Google Classroom)
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No class today -- Half Day for Parent Conferences
Objective(s): -- Describe the Bill of Rights nonlinguisticly -- Identify elements of the Bills of Rights in current events Activities: -- Present the murals (nonlinguistic representations) done yesterday that conveys the Bill of Rights -- With a partner, read and process a randomly assigned current events article relating to the Bill of Rights. [Articles are listed in Google Classroom] Independent Learning: -- None Notes/Handouts/Material covered in class:
Objective(s):
-- Describe the Bill of Rights nonlinguisticly Activities: -- In a group, design and create a mural (nonlinguistic representation) that conveys the Bill of Rights Independent Learning: -- None Notes/Handouts/Material covered in class: -- None Objective(s):
-- Demonstrate knowledge of the three branches, separation of powers, checks and balances, and how a bill becomes a law Activities: -- Take Gov't Quiz #2 Independent Learning: -- Weekly Weekend Work -- Check OG email -- Check StudentVUE for any 2nd quarter missing work -- Do any missing work for 2nd quarter -- Clean out/organize backpack -- Restock supplies or put note in planner to check at front office for needed supplies or see Ms. Schaedler before school Notes/Handouts/Material covered in class: -- None Objective(s): -- Assess readiness for quiz on the three branches, separation of powers, checks and balances, and how a bill becomes a law. Activities: -- Collect study materials -- Receive study guide; go over -- Quiz review Independent Learning: -- Review for quiz tomorrow on the three branches, separation of powers, checks and balances, and how a bill becomes a law. Notes/Handouts/Material covered in class: -- Consult previous posts for handouts or notes distributed that day
Objective(s): -- Explain the history of the Bill of Rights -- Describe the process of amending the Constitution Activities: -- Review about Federalists and Antifederalists -- Listen to "lecture" about the dynamics between the Federalists and the Antifederalists when it came to signing the Constitution, and how it was resolved -- Receive a notesheet on the Bill of Rights; distinguish between the actual Constitution and the explanation of the particular amendment. -- Hear about the history of the Bill of Rights-- how there were originally 12 amendments but only the last 10 were ratified by the required number of states (9 out of 13). [They became the Bill of Rights that we know today, or the first 10 amendments to the Constitution.] Interestingly, the 2nd of those original 12 finally got ratified in 1992 becoming the 27th amendment (200 hundred years after it was originally introduced!). -- See/hear how to amend the Constitution, Use the original Constitution in the textbook and the explanation on the side. Take notes in packet. Independent Learning: -- Start reviewing for quiz Friday: Three branches, Separation of Powers, Checks and Balances, How a Bill Becomes a Law Notes/Handouts/Material covered in class; -- See descriptions above and handout below.
Objective(s): -- Explain the branches and levels of gov't Activities: -- With partner, complete questions about branches and levels of gov't based on the gov't matrix you were given -- Go over answers -- Receive graded "How Our National Laws Are Made" worksheet back. Go over answers. -- Receive "redo" version of that worksheet. Begin completing it. Independent Learning: -- Start reviewing for test on Friday covering separation of powers, checks and balances, and how a bill becomes a law. -- Redo version of worksheet due by Friday, earlier if possible. For help, come during Academic Assistance tomorrow morning or during 1st lunch Thurs or Fri (I'm not avail Wed lunch). Notes/Handouts/Material covered in class:
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AuthorCarol Schaedler has been with CFSD for 30 years. She loves teaching the kids in the middle. Archives
May 2017
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