Wednesday, October 14th
Do Now | Quick Jot in your Notebook.
Mr. Eron is looking for places to travel to during summer break. Should he travel to your country? Why or why not?
Reminders:
Government Comparison Project due Friday 10/16.
Activity | Government Comparison Project
Directions: Students will research and create a website about another country's government and compare it to the United States' government.
Today’s Goal: Work on the Compare & Analysis Page of your website.
This page compares the chosen country's government with the U.S. Government.
Create a comparison chart that includes...
at least 3 significant similarities
at least 3 significant differences
Write a conclusion that answers the following questions:
What is something about the chosen country's government you feel is better compared to the U.S. Government? (Explain why.)
What is something about the United States Government that you feel is better compared to the chosen country's government? (Explain why.)
Overall, do you feel the chosen country's government is effective in meeting the needs of its citizens? Why or why not?
Remember to click publish so that you save your work!
Tuesday, October 13th
Do Now | Compare & Analysis Page
Show on your screen the page for your Compare & Analysis. (If you don’t currently have one, make one right now!)
Reminders:
Government Comparison Project due Friday 10/16.
Activity | Government Comparison Project
Directions: Students will research and create a website about another country's government and compare it to the United States' government.
Today’s Goal: Work on the Compare & Analysis Page of your website.
This page compares the chosen country's government with the U.S. Government.
Create a comparison chart that includes...
at least 3 significant similarities
at least 3 significant differences
Write a conclusion that answers the following questions:
What is something about the chosen country's government you feel is better compared to the U.S. Government? (Explain why.)
What is something about the United States Government that you feel is better compared to the chosen country's government? (Explain why.)
Overall, do you feel the chosen country's government is effective in meeting the needs of its citizens? Why or why not?
Remember to click publish so that you save your work!
Monday, October 12th
Do Now | Continue working on your website right away.
Reminders:
Forms of Government was due Wednesday 10/7.
Government Comparison Project due Friday 10/16.
Activity | Government Comparison Project
Directions: Students will research and create a website about another country's government and compare it to the United States' government.
Today’s Goal: Work on the Government Structure Page of your website.
Remember to click publish so that you save your work!
Government Structure Page
This page explains how the chosen country’s government is organized and operated.
Key Questions
What type of government does the country have?
How are leaders selected, and how much power does each leader or branch have?
What documents, laws, or traditions guide the government?
Suggested Content Elements
Official name of the government system
Explanation of the system in student-friendly language
Branches, divisions, or levels of government
Roles and responsibilities of leaders
How leaders are chosen
Election procedures or succession rules
Length of terms, if applicable
Major political parties or groups, if relevant
Key governing documents, such as a constitution
A government organization chart
Important vocabulary definitions
Helpful Tip: Explain how the system works rather than only naming its type. For example, describe who makes laws, who enforces them, and who interprets them.
Friday, October 9th
Do Now | Government Structure Page
Show on your screen the page for your Government Structure. (If you don’t currently have one, make one right now!)
Reminders:
Forms of Government was due Wednesday 10/7.
Government Comparison Project due Friday 10/16.
Activity | Government Comparison Project
Directions: Students will research and create a website about another country's government and compare it to the United States' government.
Today’s Goal: Work on the Government Structure Page of your website.
Remember to click publish so that you save your work!
Government Structure Page
This page explains how the chosen country’s government is organized and operated.
Key Questions
What type of government does the country have?
How are leaders selected, and how much power does each leader or branch have?
What documents, laws, or traditions guide the government?
Suggested Content Elements
Official name of the government system
Explanation of the system in student-friendly language
Branches, divisions, or levels of government
Roles and responsibilities of leaders
How leaders are chosen
Election procedures or succession rules
Length of terms, if applicable
Major political parties or groups, if relevant
Key governing documents, such as a constitution
A government organization chart
Important vocabulary definitions
Helpful Tip: Explain how the system works rather than only naming its type. For example, describe who makes laws, who enforces them, and who interprets them.
Thursday, October 8th
Do Now | Continue working on your website right away.
Reminders:
Forms of Government was due Wednesday 10/7.
Government Comparison Project due Friday 10/16.
Activity | Government Comparison Project
Directions: Students will research and create a website about another country's government and compare it to the United States' government.
Today’s Goal: Work on the Country Profile Page of your website.
Remember to click publish so that you save your work!
Country Profile Page
This page gives visitors the background they need to understand the chosen country and its government.
Key Questions
Where is the country located, and what are some important geographic features?
What historical events shaped its government?
How might the country’s population, culture, or traditions influence the government?
Suggested Content Elements
Map showing the country’s location
Flag and national symbols
Capital city
Population information
Geography and climate
Major historical events
Languages, religions, or cultural traditions relevant to government
Important information about the country’s relationship with neighboring countries or regions
Wednesday, October 7th
Do Now | Bibliography Page on your website.
Show on your screen the page for your Bibliography.
(If you don’t currently have one, make one right now!)
Reminders:
Forms of Government due Wednesday 10/7.
Activity | Government Comparison Project
Directions: Students will research and create a website about another country's government and compare it to the United States' government.
Today’s Goal: Work on the Country Profile Page of your website.
Create a website that teaches visitors how another country’s government compares with the government of the United States. Your website should combine accurate research, clear explanations, and visual evidence.
Organize the website so that visitors can easily move from background information to government structures, comparison, and analysis. Use evidence from several credible sources and explain information in your own words.
Your project should demonstrate that you can:
Research government systems using reliable sources.
Explain how governments are organized and how they function.
Compare similarities and differences using evidence.
Analyze how effective the government is at meeting the needs of its citizens.
Present information clearly in a digital format. (Correct grammar, well-organized, relevant pictures)
Tuesday, October 6th
Do Now | Quick Jot in your notebook.
The video discusses how to evaluate sources using the C.A.R.P. Method. In your notebook, write down what each letter stands for.
Reminders:
Judicial Branch in a Flash was due Friday 10/2.
Forms of Government due Wednesday 10/7.
Activity | Government Comparison Project
Directions: Students will research and create a website about another country's government and compare it to the United States' government.
Today’s Goal: Work on the Country Profile Page of your website.
Create a website that teaches visitors how another country’s government compares with the government of the United States. Your website should combine accurate research, clear explanations, and visual evidence.
Organize the website so that visitors can easily move from background information to government structures, comparison, and analysis. Use evidence from several credible sources and explain information in your own words.
Your project should demonstrate that you can:
Research government systems using reliable sources.
Explain how governments are organized and how they function.
Compare similarities and differences using evidence.
Analyze how effective the government is at meeting the needs of its citizens.
Present information clearly in a digital format. (Correct grammar, well-organized, relevant pictures)
Monday, October 5th
Do Now | Quick jot in your notebook.
See - What things do you see in the video that stand out to you?
Hear - What things do you hear in the video that stand out to you?
Wonder - What does the video make you wonder?
Reminders:
Judicial Branch in a Flash was due Friday 10/2.
Forms of Government due Wednesday 10/7.
Do Now | Quick jot in your notebook.
Connect - What information in the video connected to what you already know?
Extend - What information in the video extended your understanding?
Challenge - What challenges or questions do you have after watching the video?
Activity | Government Comparison Project
Directions: Students will research and create a website about another country's government and compare it to the United States' government.
Create a website that teaches visitors how another country’s government compares with the government of the United States. Your website should combine accurate research, clear explanations, and visual evidence.
Organize the website so that visitors can easily move from background information to government structures, comparison, and analysis. Use evidence from several credible sources and explain information in your own words.
Your project should demonstrate that you can:
Research government systems using reliable sources.
Explain how governments are organized and how they function.
Compare similarities and differences using evidence.
Analyze how effective the government is at meeting the needs of its citizens.
Present information clearly in a digital format. (Correct grammar, well-organized, relevant pictures)
Friday, October 2nd
Reminders:
Congress in a Flash was due Wednesday 9/30.
The President’s Job was due Wednesday 9/30.
Judicial Branch in a Flash due Friday 10/2.
Activity | Catch Up Day
Today, we are going to use the first 25 minutes of class as catch up time for any work students need to get done with in Social Studies. After the time, we will try to go over the Forms of Government assignment together as a class.
What you should be focusing on during work time:
Finishing Social Studies assignments
Forms of Government
Judicial Branch in a Flash (green packet)
The President’s Job (blue packet)
Congress in a Flash (salmon packet)
Any other past assignments
Work for other classes
Reading
Coloring sheet
Blooket
Thursday, October 1st
Do Now | Correction on the assignment, Forms of Government.
Authoritarian or Democratic?
For each example, explain why write if it is either an example of authoritarian government or democratic government.
Reminders:
Congress in a Flash was due Wednesday 9/30.
The President’s Job was due Wednesday 9/30.
Judicial Branch in a Flash due Friday 10/2.
Activity | Forms of Government
Learning Goal: Students will learn about some of the different forms of government around the world and will compare them to each other.
Forms of Government (Video & Reading) – can be found in Google Classroom
Watch the video, What is Government? As you watch the video, please answer the questions that go along with it.
After the video, read the article, Understanding Political Systems, and answer the questions that go along with it.
What should you do if you are finished early?
Have Mr. Eron look over your work, and wait to turn it in until after we have discussed it as a class.
Missing work in Social Studies
Work for other classes.
Reading
Coloring sheet
Blooket
Wednesday, September 30th
Do Now | Help with the assignment, Judicial Branch in a Flash
At the start of class, we will take 5-8 minutes to go over any questions you struggled to answer on the assignment, Judicial Branch in a Flash. Don’t forget, this assignment will be due Friday 10/2.
Reminders:
Congress in a Flash due Wednesday 9/30.
The President’s Job due Wednesday 9/30.
Judicial Branch in a Flash due Friday 10/2.
Activity | Forms of Government
Learning Goal: Students will learn about some of the different forms of government around the world and will compare them to each other.
Forms of Government (Video & Reading) – can be found in Google Classroom
Together as a class we will first watch the video, What is Government?
As you watch the video, please answer the questions that go along with it.
After the video, students will then read the article, Understanding Political Systems, and answer the questions that go along with it.
Tuesday, September 29th
Do Now | Quick Jot in your Notebook.
~ What are your Miranda Rights?
Connect - What information in the video connected to what you already know?
Extend - What information in the video extended your understanding?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
You’ve Got Rights was due Thursday 9/24.
Congress in a Flash due Wednesday 9/30.
The President’s Job due Wednesday 9/30.
Activity | Judicial Branch in a Flash
Learning Goal: Students learn the basics of our judicial system, including the functions of the trial court, the Court of Appeals, and the Supreme Court. Students learn how a case moves up through these levels and discover that these courts exist on both the state and federal levels.
We will be reading the article together as a class.
After reading the article, Mr. Eron will set a timer for 20 minutes for students to work on answering the questions. After the work time, we will try to go over the questions together as a class.
What should you do if you are finished early?
Have Mr. Eron look over your work, and wait to turn it in until after we have discussed it as a class.
Missing work in Social Studies
Work for other classes.
Reading
Coloring sheet
Blooket
Monday, September 28th
Do Now | Quick Jot in your Notebook.
Reminders:
You’ve Got Rights was due Thursday 9/24.
Congress in a Flash due Wednesday 9/30.
The President’s Job due Wednesday 9/30.
Tinker v. Des Moines
At a public school in Des Moines, Iowa, students planned to wear black armbands at school as a silent protest against the Vietnam War.
When the principal became aware of the plan, he warned the students that they would be suspended if they wore the armbands to school because the protest might cause a disruption in the learning environment. Despite the warning, some students wore the armbands and were suspended.
During their suspension, the students' parents sued the school for violating their children's right to free speech. The U.S. District Court for the Southern District of Iowa sided with the school’s position, ruling that wearing the armbands could disrupt learning.
The students appealed the ruling to the U.S. Court of Appeals for the Eighth Circuit but lost and took the case to the Supreme Court of the United States.
Does a ban on wearing armbands in public school, as a form of symbolic protest, violate the students' freedom of speech protections guaranteed by the First Amendment?
In a 7-2 decision, the Supreme Court’s majority ruled that neither students nor teachers “shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” The Court took the position that school officials could not prohibit only on the suspicion that the speech might disrupt the learning environment.
Texas v. Johnson
In 1984, in front of the Dallas City Hall, Gregory Lee Johnson burned an American flag as a means of protest against Reagan administration policies. Johnson was tried and convicted under a Texas law outlawing flag desecration. He was sentenced to one year in jail and assessed a $2,000 fine. After the Texas Court of Criminal Appeals reversed the conviction, the case went to the Supreme Court.
Is the desecration of an American flag, by burning or otherwise, a form of speech that is protected under the First Amendment?
In a 5-to-4 decision, the Court held that Johnson's burning of a flag was protected expression under the First Amendment. The Court found that Johnson's actions fell into the category of expressive conduct and had a distinctively political nature. The fact that an audience takes offense to certain ideas or expression, the Court found, does not justify prohibitions of speech. The Court also held that state officials did not have the authority to designate symbols to be used to communicate only limited sets of messages, noting that "[i]f there is a bedrock principle underlying the First Amendment, it is that the Government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable."
New Jersey v T.L.O.
T.L.O. was a 14-year-old female student at a New Jersey high school. A teacher found T.L.O. and another student smoking cigarettes in the girls’ restroom in the school building in violation of school rules. The teacher brought the two students to a school administrator, who questioned each of them. The second student admitted to smoking cigarettes. T.L.O. denied the allegations. The administrator then accused T.L.O. of lying to him, and demanded to see her purse in an attempt to find the cigarettes. Among other things, when the administrator opened her purse, he found a pack of cigarettes, and cigarette rolling paper.
Due to the fact that the administrator knew that cigarette rolling paper is used to smoke marijuana he now suspected T.L.O. of marijuana use. He further searched T.L.O.’s purse, and found a small plastic bag containing a grass-like substance and items that could be drug paraphernalia, including a pipe, a wad of money, a piece of paper with the names of students who apparently owed T.L.O. money, and a letter that appeared to implicate T.L.O. in dealing marijuana. The administrator contacted the police who, in turn, contacted T.L.O.’s mother. Her mother brought T.L.O. to the police station, where she confessed to selling marijuana.
In a juvenile court, T.L.O. argued that her Fourth Amendment rights against unreasonable searches and seizures had been violated.
Was T.L.O.’s Fourth Amendment rights against unreasonable searches and seizures violated?
The Court held that while the Fourth Amendment's prohibition on unreasonable searches and seizures applies to public school officials, they may conduct reasonable warrantless searches of students under their authority notwithstanding the probable cause standard that would normally apply to searches under the Fourth Amendment. The Court held that the search of T.L.O.'s purse was reasonable under the circumstances.
Activity | Judicial Branch in a Flash
Learning Goal: Students learn the basics of our judicial system, including the functions of the trial court, the Court of Appeals, and the Supreme Court. Students learn how a case moves up through these levels and discover that these courts exist on both the state and federal levels.
We will be reading the article together as a class.
Thursday, September 24th
Do Now | Connect, Extend, Challenge in your Notebook
Connect - What information in the video connected to what you already knew?
Extend - What information in the video extended your knowledge?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
The US Constitution | Activity was due Wednesday 9/23.
Federalists & Anti-Federalists was due Wednesday 9/23.
You’ve Got Rights due Thursday 9/24.
Activity | Executive Branch (Continued)
Learning Goal: Students learn the primary responsibilities of the president and how those duties connect to the powers the Constitution grants to the Executive Branch. Students also learn about the types of issues the Executive Branch deals with and which federal agencies handle them.
Yesterday, we read the article together as a class.
Today, we will work on the questions that go along with the article. Mr. Eron will set a timer for 15 minutes. Afterwards, we will discuss and go over the questions as a class.
Wednesday, September 23rd
Do Now | Connect, Extend, Challenge in your Notebook
Connect - What information in the video connected to what you already knew?
Extend - What information in the video extended your knowledge?
Challenge - What challenges or questions do you have after watching the video?
Reminders:
The US Constitution | Activity due Wednesday 9/23.
Federalists & Anti-Federalists due Wednesday 9/23.
You’ve Got Rights due Thursday 9/24.
Activity | The President's Job: Exploring the Executive Branch
Learning Goal: Students learn the primary responsibilities of the president and how those duties connect to the powers the Constitution grants to the Executive Branch. Students also learn about the types of issues the Executive Branch deals with and which federal agencies handle them.
Together as a class, we will read the article, then answer the questions that follow.
Tuesday, September 22nd
Do Now | See, Hear, Think in your Notebook
See - What do you see in the video that stands out to you?
Hear - What do you hear in the video that stands out to you?
Think - What does the video make you think? What do you think the message of the video is?
Reminders:
The US Constitution | Activity due Wednesday 9/23.
Federalists & Anti-Federalists due Wednesday 9/23.
You’ve Got Rights due Thursday 9/24.
Activity | Congress in a Flash
Learning Goal: Students will understand how Congress functions and how a law is passed.
Together as a class, we will read the article, then answer the questions that follow.
Connect, Extend, Challenge in your Notebook
Connect - What information in the video connected to what you already knew?
Extend - What information in the video extended your knowledge?
Challenge - What challenges or questions do you have after watching the video?
Monday, September 21st
Do Now | Hear, Think, Challenge in your Notebook.
Hear - What words or phrases did you hear in the video that stood out to you?
Think - Which amendment do you think is the most important? And why?
Challenge - What challenges or questions do you have after watching the video? (Are there any amendments you are still confused about?)
Reminders:
The US Constitution | Activity due Wednesday 9/23.
Federalists & Anti-Federalists due Wednesday 9/23.
You’ve Got Rights due Thursday 9/24.
Activity | You’ve Got Rights!
Learning Goal: Students will be able to explain what rights they have thanks to the Bill of Rights, as well as other important constitutional amendments.
Mr. Eron will set a timer for 20 minutes. During this time, please work on the questions (matching the Pamphlet of Protections with the Amendments, and Sections A, B, and C). After the time we will check in and see about going over the questions as a class.
What should you do if you finish early?
Missing work in Social Studies
Work on homework for other classes
Reading
Coloring Sheet
Blooket
Friday, September 18th
Do Now | We Defeated the Aliens… Now What?
The year is 2056. After a huge battle with alien invaders that nearly destroyed the world, people are afraid about what rights they’ll have under a new government. Leaders have decided to create the Pamphlet of Protections to define what rights people will have. Look at the proposed rights. Mark the ten you think should be included:
_____ 1. The people shall have the right to own weapons.
_____ 2. Everyone must be friends with everyone else.
_____ 3. People are free to express their opinions on any subject.
_____ 4. A person accused of a crime has the right to a fair trial.
_____ 5. Criminals shall not be punished in a way that is mean or weird.
_____ 6. The people shall have the right to clean streets and parks.
_____ 7. Laws can’t stop adult citizens from voting.
_____ 8. The people shall have the right to a free education.
_____ 9. All people shall be protected equally by the laws.
_____ 10. The people shall never be forced to house soldiers in their home.
_____ 11. No person shall be searched without a good reason.
_____ 12. The people shall be free to drive as soon as they can operate a car.
_____ 13. No person shall be required to fight in a war.
_____ 14. No person will be put on trial twice for the same crime.
_____ 15. A person may follow any religion or no religion.
Reminders:
Declaration of Independence was due Monday 9/14.
September 11th Attacks was due Wednesday 9/16.
The US Constitution | Activity due Wednesday 9/23.
Federalists & Anti-Federalists due Wednesday 9/23.
Activity | You’ve Got Rights!
Learning Goal: Students will be able to explain what rights they have thanks to the Bill of Rights, as well as other important constitutional amendments.
We will first read the article together as a class.
We will be working on this assignment today in class and Monday in class.
What should you do if you finish early?
Keep the assignment in your binder - We will go over it on Monday.
Missing work in Social Studies
Work on homework for other classes
Reading
Coloring Sheet
Blooket
Thursday, September 17th
Do Now | Choose a side - Who should make the decision: The Federal Government or States?
When Mr. Eron tells you to, please choose an answer for each scenario by moving the corresponding side of the classroom.
Who should get to set the minimum wage?
During a health crisis, who should mandate safety rules for people to follow?
Who should have the power to regulate what age kids should be allowed on social media platforms?
Reminders:
Declaration of Independence was due Monday 9/14.
September 11th Attacks was due Wednesday 9/16.
The US Constitution | Activity due Wednesday 9/23. ← If you didn’t get a perfect score, you can go back and make corrections!
Activity | Federalists vs. Anti-Federalists
Learning Goal: Students will understand the debate, and eventual compromise, between the Federalists and Anti-Federalists that occurred around the creation of the U.S. Constitution.
Together as a class we will read the article, and then answer the questions that go along with it. Mr. Eron will collect the worksheets at the end of class.
Wednesday, September 16th
Do Now | What does each part of the Preamble mean?
Together as a class we are going to break down each part of the Preamble to the US Constitution. Mr. Eron will be randomly calling on students, so be ready to give a response on what you think each part means.
The Preamble to the US Constitution
We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
Reminders:
Declaration of Independence was due Monday 9/14.
September 11th Attacks due Wednesday 9/16.
Activity | US Constitution
Learning Goal: Students will understand why the Constitution was written and what purpose it serves.
Go to Google Classroom
Open the assignment, The US Constitution | Activity
Using the website, please complete the questions that go along with each section
What should you do if you finish early?
Missing work in Social Studies
Work on homework for other classes
Reading
Coloring Sheet
Blooket
Tuesday, September 15th
DO NOW | See, Hear, Think
See - What do you see in the video that stands out to you?
Hear - What do you hear in the video that stands out to you?
Think - What does the video make you think? What do you think the message of the video is?
Reminders:
Declaration of Independence was due Monday 9/14.
September 11th Attacks due Wednesday 9/16.
Activity | US Constitution
Learning Goal: Students will understand why the Constitution was written and what purpose it serves.
Go to Google Classroom
Open the assignment, The US Constitution | Activity
Using the website, please complete the questions that go along with each section
Monday, September 14th
Do Now | See, Hear, Think
See - What do you see in the video that stands out to you?
Hear - What do you hear in the video that stands out to you?
Think - What does the video make you think?
Reminders:
Declaration of Independence due Monday 9/14.
September 11th Attacks due Wednesday 9/16.
Activity | Declaration of Independence - Class Discussion
Today we are going to go over the Declaration of Independence assignment together as a class. As we are discussing, please be following along, sharing your own answers, and making any needed corrections to your own work.
Wait to turn in your work until Mr. Eron tells you to!
Friday, September 11th
Do Now | As you watch the video, please complete a Connect, Extend, Challenge thinking routine in your notebook.
Connect - What information in the video connected to what you already knew?
Extend - What information in the video extended your understanding?
Challenge - What challenges or questions do you still have after watching the video?
https://www.brainpop.com/topic/september-11th/movie/?from_topic=true
Reminders:
Declaration of Independence due Monday 9/14.
Activity | September 11th Attacks
Learning Goal: Students will be able to summarize the events of 9/11 and gain an understanding of why it happened.
Go to Google Classroom.
Open the assignment September 11th Attacks.
Using the article & video, please answer the questions.
When you are finished you can use the remaining time to work on the Declaration of Independence assignment.
Link to Sept. 11th Attacks | Website
Activity | Declaration of Independence
Learning Goal: Students will understand the purpose of the Declaration of Independence and some of the grievances from it.
Link to Declaration of Independence | Website
Can also be found in Google Classroom.
What should you do if you finish early?
Have Mr. Eron look over your work (he can help catch any mistakes)
Do NOT turn it in yet, please wait until Monday
Work on homework for other classes
Reading
Coloring Sheet
Blooket
Thursday, September 10th
Do Now | Why was the statement “No Taxation Without Representation!” so important to the Americans that fought for independence?
Write your response in your notebook.
Reminders:
Declaration of Independence due Monday 9/14. ← Please write this in your planner!
Activity | Declaration of Independence
Learning Goal: Students will understand the purpose of the Declaration of Independence and some of the grievances from it.
Link to Declaration of Independence | Website
Can also be found in Google Classroom.
What should you do if you finish early?
Have Mr. Eron look over your work (he can help catch any mistakes)
Do NOT turn it in yet, please wait until Monday
Work on homework for other classes
Reading
Coloring Sheet
Blooket
Wednesday, September 9th
Do Now | Connect, Extend, Challenge
As you watch the video, please complete a Connect, Extend, Challenge thinking routine in your notebook.
Connect: What information in the video connected to what you already knew?
Extend: What information in the video extended your understanding?
Challenge: What challenges or questions do you still have after watching the video?
Reminders:
Make sure you are bringing all necessary materials to class!
Activity | Declaration of Independence
Learning Goal: Students will understand the purpose of the Declaration of Independence and some of the grievances from it.
We will be working on this assignment for more than one day in class.
Link to Declaration of Independence | Website
Can also be found in Google Classroom.
Tuesday, September 8th
Do Now | Imagine you are breaking up with your best friend. You can't just say “I'm done.” You have to explain WHY. What reasons would you give for why you are ending the relationship?
Reminders:
Make sure you are bringing all necessary materials to class!
Activity | Declaration of Independence
Learning Goal: Students will understand the purpose of the Declaration of Independence and some of the grievances from it.
We will be working on this assignment for more than one day in class.
Link to Declaration of Independence | Website
Can also be found in Google Classroom.
Friday, September 4th
Do Now | Do you currently have all of the necessary materials to be successful in Social Studies? (If you are missing anything, please either get it now or let Mr. Eron know.)
Pencil
Planner
Chromebook
Binder
Name & Period on it
Pockets/Folder
Loose Leaf Paper/Notebook
Activity | Jeopardy
Thursday, September 3rd
Do Now | Set Up Binders
Show Mr. Eron your binder when you are all done setting it up. If you are approved, you get a sticker to put on it.
Reminders:
Make sure to bring any necessary materials with you to Social Studies!
Activity | Finish going over Classroom expectations
Wednesday, September 2nd
Do Now | Find your seat and introduce yourself to the people at your table.
Activity | Classroom Expectations
Today we will be going over classroom expectations, as well as introducing students to what we will be covering this year in Social Studies.
Reminders:
Make sure to bring any necessary materials with you to Social Studies tomorrow!