1/30 & 1/31--- 4.2 Creating a New Government: S5. The Question Goes to the People /// S6. Ratification

DO NOW: in your composition book, copy and annotate the lesson objective.

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Objective: SWBAT describe the Federalist and Anti-Federalist perspectives, and consider the significance and motivation for compromising.

Standard: CA.HSS.8.3 - Students understand the foundation of the American political system and the ways in which citizens participate in it.

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AGENDA / ESSENTIAL QUESTIONS

• (Review) S2: Great Compromise
• How did a major disagreement lead to one of the key features of the U.S. government?

• S3: The Question of Slavery
• How did the question of slavery shape the new government?

• S4: States' Powers
• In what ways does the Constitution limit the powers of the national government?

• S5: The Question Goes to the People
• How did debate over the Constitution lead to the creation of the Bill of Rights?

• S6: Ratification
• How was the Constitution finally agreed upon?

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S2: Great Compromise

How did a major disagreement lead to one of the key features of the U.S. government?

• video: The Great Compromise (2:20)
• small groups:
• read aloud and annotate
• respond to Focus Question
• whole class: 
• Creating a Government Graphic Organizer [Problem -> Solution]:

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S3: The Question of Slavery

How did the question of slavery shape the new government?

vocabulary:

• census - official count of the population

• video: Crash Course History - Slavery (14:00)
• video: The Constitutional Convention (1:50)
• small groups:
• read aloud and annotate
• respond to Focus Question
• whole class:
• Creating a Government Graphic Organizer [Problem -> Solution]:

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S4: States' Powers

In what ways does the Constitution limit the powers of the national government?


vocabulary:

• executive branch - the branch that executes, or carries out, the laws. In the U.S. federal government (president, vice president, cabinet)
• enumerated - listed
• checks and balances - the term used to describe a government in which each separate branch can check, or limit, the power of the other branches

• video: Constitutional Convention: Federalists v. Anti-Federalists)

• small groups:
• read aloud and annotate S4
• respond to Focus Question 4
• whole class: 
• share out Focus Question 
• Graphic Organizser: Problem / Solution

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S5: The Question Goes to the People

How did debate over the Constitution lead to the creation of the Bill of Rights?

vocabulary:

• federal - national government

• small groups:
• read aloud and annotate S5
• respond to Focus Question 5
• whole class: 
• share out Focus Question 
• Creating a Government Graphic Organizer [Comparison Chart]:

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S6: Ratification

How was the Constitution finally agreed upon?

vocabulary:

• ratification - formal approval

• video: Federalists vs. Antifederalists (4:15)

• small groups:
• read aloud and annotate S6
• respond to Focus Question 6
• whole class: 
• share out Focus Question 
• Creating a Government Graphic Organizer [Comparison Chart]:

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Exit Ticket:

What motivated the Framers to work through their disagreements in order to reach a compromise over the structuring of Congress?

1/27 & 1/28 --- 4.2 Creating a New Government: S1. A More Perfect Union? /// S2. Great Compromise /// S3. The Question of Slavery

DO NOW: in your composition book, copy and annotate the lesson objective.

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Objective: SWBAT describe what motivated the Framers to reach a compromise over the structuring of Congress and disagreements regarding slavery and the slave trade

Standard: CA.HSS.8.3 - Students understand the foundation of the American political system and the ways in which citizens participate in it.

Essential Questions: 

• How did the Philadelphia Convention begin?
• How did a major disagreement lead to one of the key features of the U.S. government?
• How did the question of slavery shape the new government?

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AGENDA

• S1: A More Perfect Union?
• How did the Philadelphia Convention begin?
• S2: Great Compromise
• How did a major disagreement lead to one of the key features of the U.S. government?
• S3: The Question of Slavery
• How did the question of slavery shape the new government?

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4.2 Creating a New Government: Introduction - A Meeting of the Minds

• To compromise is to come to an agreement by giving in on some points. 

• Why did the representatives at this meeting need to compromise?

• Does compromising mean you are not being true to your beliefs?

• How do you decide when to give in on something you think is important to get something else you want?

S1: A More Perfect Union?

How did the Philadelphia Convention begin?

• video: James Madison and Other Delegates (2:30)
• small groups:
• read aloud and annotate
• respond to Focus Question
• whole class: 
• share out response to Focus Question 1 (p120)
• Creating a Government Graphic Organizer [Problem -> Solution]:

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S2: Great Compromise

How did a major disagreement lead to one of the key features of the U.S. government?

• video: The Great Compromise (2:20)
• small groups:
• read aloud and annotate
• respond to Focus Question
• whole class: 
• Creating a Government Graphic Organizer [Problem -> Solution]:

_________________________________________________________________________________

S3: The Question of Slavery

How did the question of slavery shape the new government?

• video: Crash Course History - Slavery (14:00)
• video: The Constitutional Convention (1:50)
• small groups:
• read aloud and annotate
• respond to Focus Question
• whole class:
• Creating a Government Graphic Organizer [Problem -> Solution]:

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Exit Ticket:

What motivated the Framers to reach a compromise over the structuring of Congress and disagreements regarding slavery and the slave trade?

1/23 & 1/24 --- 4.1 (Assessment): The Articles of Confederation

DO NOW: in your composition book, copy and annotate the lesson objective.

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Objective: SWBAT demonstrate their understanding of the Articles of Cenfederation by scoring 75% or higher on assessment

Standard: CA.HSS.8.3 - Students understand the foundation of the American political system and the ways in which citizens participate in it.

Essential Questions: 

• What did Shays's Rebellion indicate about the United States in the 1780s?

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AGENDA

• (review) S7.  Rebellion in a New Nation
• What did Shays's Rebellion indicate about the United States in the 1780s?
• Assessment 4.1 (Google Classroom)
• 
  

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(Review) S7.  Rebellion in a New Nation

What did Shays's Rebellion indicate about the United States in the 1780s?

• video:Shays's Rebellion (4:42)
• read aloud and respond to Focus Question 7

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Assessment 4.1

you may use your workbook and composition book to complete your assessment

• Period 1

• Period 3   

• Period 5

EARLY FINISH:

Do.... work for another class, read silently, "play" the stock market

Don't... wander around the room, take a nap, talk to anyone, SIT DOING NOTHING, or use the laptops for anything except the assessment or stock market research

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4.2 Creating a Government (Introduction) Meeting of the Minds 

• whole class guided reading and discussion

• How did decisions made at the Constitutional Convention affect the balance of power in the new nation?

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S1. A More Perfect Union? 

1/16 & 1/17 --- S2. Accepting a Central Government /// S3. A Blueprint for Expansion /// S4. Problems with the Articles of Confederation at Home

DO NOW: in your composition book, copy and annotate the lesson objective.

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Objective: SWBAT describe the shortcomings of the Articles of Confederation and the challenges facing states after the American Revolution.

Standard: CA.HSS.8.3 - Students understand the foundation of the American political system and the ways in which citizens participate in it.

Essential Questions: 

• How did the Founders limit the power of the country's first government?
• What important laws were made under the Articles of Confederation?
• What were the major weaknesses of the Articles of Confederation in resolving problems among the states?

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AGENDA

• S2. Accepting a Central Government
• How did the Founders limit the power of the country's first government?
• S3. A Blueprint for Expansion
• What important laws were made under the Articles of Confederation?
• S4. Problems with the Articles of Confederation at Home
• What were the major weaknesses of the Articles of Confederation in resolving problems among the states?

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(Review)S1. Governing a New Nation

How did a new nation begin to govern itself?

• graphic organizer rows for the following events (pg 112)

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S2. Accepting a Central Government

How did the Founders limit the power of the country's first government?

• read aloud S7 and answer focus question 2 (pg 114)
• complete the graphic organizer rows for the following events (pg 112)

• "Confederation is formed by Second Continental Congress"

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S3. A Blueprint for Expansion

What important laws were made under the Articles of Confederation?

Discussion:         Which states had competing land claims? Which state claimed the most western land?

• video: Westward Expansion and the Northwest Ordinance of 1787 (2:40)
• complete the graphic organizer rows for the following events (pg 112)

• "Congress passes Land Ordinance and Northwest Ordinance"

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S4. Problems with the Articles of Confederation at Home

What were the major weaknesses of the Articles of Confederation in resolving problems among the states?

• video: Taking Issue with the Articles of Confederation (2:46)
• complete the graphic organizer rows for the following events (pg 113)

• "Congress could not regulate trade or commerce"

1/15 --- S1. Governing a New Nation

DO NOW: in your composition book, copy and annotate the lesson objective.

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Objective: SWBAT describe how the United States began governing itself after the Revolutionary War, and explain the ways in which the power of the central government was limited.

Standard: CA.HSS.8.3 - Students understand the foundation of the American political system and the ways in which citizens participate in it.

Essential Questions: 

• How did a new nation begin to govern itself?
• How did the Founders limit the power of the country's first government?
• What important laws were made under the Articles of Confederation?

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AGENDA

• Welcome back! Happy New Year!
• S1. Governing a New Nation
• How did a new nation begin to govern itself?
• S2. Accepting a Central Government
• How did the Founders limit the power of the country's first government?
• S3. A Blueprint for Expansion
• What important laws were made under the Articles of Confederation?

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S1. Governing a New Nation

How did a new nation begin to govern itself?

• video: Constructing State Constitutions (3:00)
• WHOLE CLASS: read aloud S1 and answer focus question 1 (pg 114)
• complete the graphic organizer rows for the following events (pg 112)

• "Each state creates its own constitution"

• "Virginia passes The Virginia Statute for religious freedom"

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S2. Accepting a Central Government

How did the Founders limit the power of the country's first government?

• read aloud S7 and answer focus question 2 (pg 114)
• complete the graphic organizer rows for the following events (pg 112)

• "Confederation is formed by Second Continental Congress"

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S3. A Blueprint for Expansion

What important laws were made under the Articles of Confederation?

Discussion:         Which states had competing land claims? Which state claimed the most western land?

• video: Westward Expansion and the Northwest Ordinance of 1787 (2:40)
• complete the graphic organizer rows for the following events (pg 112)

• "Congress passes Land Ordinance and Northwest Ordinance"

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