What's going on in my class!
Welcome and lets have a great productive year!
Mr. Corey's Social Studies Classes
Weekly Homework an Assignments:
10/30 -11/3
Daily/Weekly Objectives & Learning Targets U.S History 1
Students will be able to do the following :
Review & Complete (ALL) TEST Study Guides for Friday's TEST on the Events that led to the American Revolution
Complete & Submit Homework & Daily Mind Bender Responses before Term 1 ends ( Thursday November 6th)
Prepare for TEST Friday November 3rd
10/23 - 10/27
Daily/Weekly Objectives & Learning Targets U.S History 1
Students will be able to do the following :
Compare & Contrast the "Midnight Rides" of Paul Revere & William Dawes through Henry W Longfellow & Helen Moore's Poems : What did Paul Revere/William Dawes/ & Samuel Prescott do the night of April 18th 1775 to make (History)
Research, Design & Draw an "Original" & "Appropriate Propaganda based Revolutionary War Era Cartoon
Review the "Events " leading to Lexington & Concord and predict "Why" it was called "The Shot Heard Round the World"
Complete and Submit all "Class & Homework " to be graded.
* Daily Lessons & Due Dates can be found on Google Classroom
10/23 - 10/27
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following :
Review the "Reasons" Why the Articles of Confederation were developed and written
Name & Explain the "Pros" and "Cons" of The Articles of Confederation
Evaluate the "Reasons " Why (Many) of the Founding Fathers wanted the A/O/C Designed this way.
Complete and Submit all Homework & Classwork to be graded.
Daily Lessons & Due Dates can be found on Google Classroom
10/16 - 10/20
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following :
Explain the Importance of the Declaration of Independence to American & World History.
Evaluate the different parts of the document beginning with the Preamble
Identify the signers of the document beginning with John Hancock
List & Explain the colonists "Grievances put into the document.
Complete and Submit all Homework, Classwork & Daily Mind Benders
10/16 - 10/20
Daily/Weekly Objectives & Learning Targets U.S History 1
Students will be able to do the following :
Analyze & Explain the Purpose of Benjamin Franklin's famous "Join or Die" Political Cartoon from 1754 and Examine other famous Political Cartoons from American history ( Study Guide lesson to follow)
Explain how the (Outcome) of the French & Indian War determined how North America would be settled
Analyze the factors which led to the American Revolution ( Proclamation of 1763, The Stamp & Tea Acts & Boston Massacre & Thomas Paine's "Common Sense"
Predict how both the Daughters & Sons of Liberty helped bring on The American Revolution
Provide Evidence from Study Guides to support the above claims .
Complete (all) weekly Homework, Classwork & Daily Mind Benders and Submit them to be graded.
10/10 - 10/ 16th
Daily/Weekly Objectives & Learning Targets U.S History 1
Introduce the Causes & Effects of the French & Indian War on the future development of the United States
Complete & Review TEST Study Guides : The 13 Colonies, Bacon's Rebellion & King Phillip's War Primary Source ( will count as a grade,) Jamestown & Plymouth and Puritans documents
Review Song Parody TEST Links , Homework & Mind Bender Responses for Fri Monday October 16 th TEST ( Study Guides & Printed Homework Assignments may again be used on the TEST) 10/10 - 10/16
10/10 -10/13
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following :
Explain the " Importance" of the Declaration of Independence to both American as well a World History
Identify all 50 U.S States & Capitals as well as be able to locate them on a blank map for the TEST
Identify all 13 Original Colonies & locate them on a blank map for the TEST
Review and be able to identify U.S State License Plate Mottos for the TEST
Complete and submit any missing work & Review Mind Bender Daily Responses , Homework and Song Parodies for the TEST on FRIDAY October 13th
10/2 - 10/10
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following :
Identify and correctly locate the 50 U.S States & Capitals on a blank map
Identify state license plate slogans for the fifty states
Explain the settlement of the original 13 colonies and the Importance of the New England Town Meeting to our current political system
Complete & Submit the weekly homework & Daily Mind Bender Exercises
Prepare & Review for up coming TEST Friday October 13th
10/2 - 10/10
Daily/Weekly Objectives & Learning Targets U.S History 1
Students will be able to do the following :
Identify the Economic & Religious and Political reasons for the founding of the Southern English Colonies
Explain the Triangular Trade & Identify each of the three key tops of the trade
Explain the process of Mercantilism & Identify the location of each of the Thirteen Colonies and Identify the founders of each
Explain the importance of Bacon's Rebellion & The Pequot & King Phillip Wars to the future settlement of the colonies and Triangular trade & Mercantilism
Complete & Submit the Weekly Homework Assignments & Daily Mind Bender Responses
Prepare for up coming TEST Thursday October 12th
Daily/Weekly Objectives & Learning Targets U.S History 1
9/25 - 9/29 Students will be able to do the following :
Identify who the Pilgrims ,Puritans & Quakers were and the Colonies each set up in America
Identify who William Bradford, John Winthrop, Roger Williams & William Penn were
Explain the important lasting "Contributions" each made to American History
Complete Homework & Study Guides to begin Preparing for the next TEST
Complete TEST one Essay Section if needed and make any necessary TEST corrections to raise your grades if needed.
MASS FRAMEWORK CONNECTIONS:
Topic 1. Origins of the Revolution and the Constitution [USI.T1]
Supporting Question: How did events of the Revolutionary period inform the ideas in the Constitution? 1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution. 2. Explain the reasons for the French and Indian War (1754–1763), the North American component of the global Seven Years’ War between Great Britain and France (1756–1763), and analyze how the war affected colonists and Native Peoples. 3. Explain Britain’s policies in the North American colonies (e.g., the Proclamation of 1763, the Sugar Act, the Stamp Act, the Townsend Duties, the Tea Act, and the Intolerable Acts) and compare the perspectives of the British Parliament, British colonists, and Native Peoples in North America on these policies. 4. Describe Patriots’ responses to increased British taxation (e.g., the slogan, “no taxation without representation,” the actions of the Stamp Act Congress, the Sons of Liberty, the Boston Tea Party, the Suffolk Resolves) and the role of Massachusetts people (e.g., Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Judith Sargent Murray, Phillis Wheatley, Peter Salem, Prince Estabrook). 5. Explain the main argument of the Declaration of Independence, the rationale for seeking independence, and its key ideas on equality, liberty, natural rights, and the rule of law. 6. Describe the key battles of the Revolution (e.g., Lexington, Concord, Bunker Hill, Trenton, Saratoga, Yorktown); the winter encampment at Valley Forge; and key leaders and participants of the Continental Army. 7. Explain the reasons for the adoption of the Articles of Confederation in 1781 and evaluate the weaknesses of the Articles as a plan for government, the reasons for their failure and how events such as Shays’ Rebellion of 1786-1787 led to the Constitutional Convention. 8. Describe the Constitutional Convention, the roles of specific individuals (e.g. Benjamin Franklin, Alexander Hamilton, James Madison, George Washington, Roger Sherman, Edmund Randolph), and the conflicts and compromises (e.g., compromises over representation, slavery, the executive branch, and ratification). Clarification Statement: Students studied the debates between the Federalists and antiFederalists in grade 8; these arguments may be briefly reviewed. Key Primary Sources for Topic 1in Appendix D: An Act for the Better Ordering and Governing Negroes and Other Slaves in this Province (1740) (Slave Codes of South Carolina) Letter from Abigail Adams to John Adams 31 March-5 April 1776 The Declaration of Independence (1776)
9/25 - 9/29
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following:
Name & Explain the Origin of the name of Each of each of Thirteen Original English/American Colonies
Locate & Label each on a blank map.
Provide important historical information about each.
Complete & Submit the weekly homework assignment on Google Classroom
Complete TEST Essay section if needed and make any needed TEST corrections to raise your grades if needed
Massachusetts Grade 8 Standards A Renewed Mission: Education for Civic Life in a Democracy
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
1. Demonstrate civic knowledge, skills, and dispositions.
9/18 - 9/22
9/11-9/15 Students will be able to do the following: WEEKLY OBJECTIVES
Explain the importance of Jamestown as the (First) successful English Colony
Review and Prepare for The Age of Exploration TEST on Friday September 22nd
Complete ( All TEST STUDY Guides) and keep them in your class Binders to use on the TEST
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
9/18 - 9/22 / Students will be able to do the following:
Explain the importance of The Enlightenment movement in Europe and John Locke 7 Baron Montesquieu's writings to the drafting of The Declaration of Independence & The Constitution
Review and Prepare for Thursday's TEST on Ancient Greek Democracy, The Roman Republic, The Magna Carta & The Mayflower Compact
Complete ( All TEST Study Guides) and keep them in your CLASS BINDERS to use on the TEST
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
9/11-9/15 Students will be able to do the following:
Weekly Objectives: Understand and Explain how America's Founding documents were influenced by both Ancient Greece & Roman as well as The English Magna Carta and The mayflower Compact
United States and Massachusetts Government and Civic Life Grade 8 Standards
Topic 1. The philosophical foundations of the United States political system [8.T1]
ited States political system? 1. Explain why the Founders of the United States considered the government of ancient Athens to be the beginning of democracy and explain how the democratic political concepts developed in ancient Greece influenced modern democracy (e.g., civic participation, voting rights, trial by jury, legislative bodies, constitution writing, rule of law). 2. Describe the government of the Roman Republic and the aspects of republican principles that are evident in modern democratic governments (e.g., separation of powers, rule of law, representative government, and the notion of civic duty/common good). 3. Explain the influence of Enlightenment thinkers on the American Revolution and framework of the American government (e.g., John Locke, Charles de Montesquieu). 4. Explain how British ideas about and practices of government (e.g., the Magna Carta, the concept of habeas corpus, the Mayflower Compact, self-government, town meetings, the importance of education and literacy, the House of Burgesses, colonial legislatures, the Albany Plan of Union) influenced American colonists and the political institutions that developed in colonial America. 5. Analyze the evidence for arguments that the principles of government of the United States were influence by the governments of Native Peoples (e.g. the Iroquois Confederacy). Key Primary Source for Topic 1 in Appendix D Mayflower Compact (1620) Suggested Primary Sources for Topic 1 in Appendix Suggested Primary Sources for Topic 1 in Appendix D Magna Carta (1215) The Iroquois Confederacy Constitution, The Great Binding Laws (circa 1451, passed orally, but written down in 1700s) Benjamin Franklin on the Iroquois League in a Letter to James Parker (1751)
LESSONS :
Explain the roots of Athenian Democracy and The Roman Republic
Explain the importance of the Magna Carta to The Declaration Of Independence & The Constitution
Explain the importance of the Mayflower Compact to starting "Representative" Government in America
TURN IN TO GRADE
All daily Mindbender Lesson prompts
Complete all of the weekly homework to be graded
Complete ALL TEST Study Guides and keep them in your class THREE RING BINDERS to use on TESTS
PREPARE for TEST THURSDAY SEPTEMBER 21st
9/11-9/15 Students will be able to do the following:
Weekly Objectives: • expand their capacity for historical, economic, political, and geographical reasoning
Massachusetts Social Studies Framework Standards Grade 9 United States History 1
Topic 1. Origins of the Revolution and the Constitution [USI.T1]
1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution.
2. Explain the reasons for the French and Indian War (1754–1763), the North American component of the global Seven Years’ War between Great Britain and France (1756–1763), and analyze how the war affected colonists and Native Peoples.
• expand their capacity for historical, economic, political, and geographical reasoning
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Identify the key explorers to the Americas and the areas they claimed for their sponsoring country and the "positive" and "Negative" changes they made to American history
Compare & Contrast what each were looking for and what they found
Explain what The Columbian Exchange was(is) 7 how it has changed and is changing the world we live in.
Complete and turn in all homework assignments and Mind Bender daily Activities
Complete (all) TEST Study Guides and Keep them in your CLASS BINDERS' to use on next weeks TEST Friday September 23rd
Weekly Homework an Assignments:
6/5 - 6/16
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Final weeks to make up existing assignments before Term & year Grades are finalized and sent to Guidance by Friday 6/16 Final day of the School Year.
6/5 - 6/16
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Governmen
Final weeks to make up existing assignments before Term & year Grades are finalized and sent to Guidance by Friday 6/16 Final day of the School Year.
5/30 - 6/2
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
The entire year Curriculum will be reviewed for Friday's 6/2 Year End Final Exam. ( See weekly objectives from the beginning of the school year to Review the material covered on the Final Exam.
Students will be able to do the following:
Review year long Tests and online Material to Complete a Study Guide which may be used on the TEST.
Take the Final Exam during class time June 2nd.
5/30 - 6/2
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are 4. Produce clear and coherent writing in which the development, organization, and style are
. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Conduct short as well as more sustained research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Students will be able to do the following:
Create a group Power Point/ Prezzie to Present to Principal Monet about C.A.P ( Two per class)
Preset Project to Dr. Monet in class Friday June 2nd
5/22 - 5/26
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 5. The Civil War and Reconstruction: causes and consequences [USI.T5]
Supporting Question: How did sectional differences over slavery in the North, South, Midwest, and West contribute to the Civil War? 1. Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.
2. Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the KansasNebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).
3. Analyze Abraham Lincoln’s presidency (e.g., the effects on the South of the Union’s naval blockade of trade with other countries, the Emancipation Proclamation, his views on slavery and national unity, and the political obstacles he encountered).
4. Analyze the roles and policies of Civil War leaders Jefferson Davis, Robert E. Lee, and Ulysses S. Grant and evaluate the short- and long-term impact of important Civil War battles (e.g., the Massachusetts 54th Regiment at the Battle at Ft. Wagner, and the Battles of Bull Run, Shiloh, Fredericksburg, Antietam, Vicksburg, Gettysburg, and Appomattox).
5. Using primary sources such as diaries, reports in newspapers and periodicals, photographs, and cartoons/illustrations, document the roles of men and women who fought or served troops in the Civil War.
6. Analyze the consequences of the Civil War and Reconstruction (e.g., the physical and economic destruction of the South and the loss of life of both Southern and Northern troops; the increased role of the federal government; the impeachment of President Johnson; the13th, 14th, and 15thAmendments; the expansion of the industrial capacity of the Northern U.S.; the role of the Freedmen’s Bureau and organizations such as the American League of Colored Laborers, the National Negro Labor Council, the Colored Farmers’ National Alliance and Cooperative Union; the accomplishments and failures of Radical Reconstruction; the presidential election of 1876; and the end of Reconstruction).
7. Analyze the long-term consequences of one aspect of the Jim Crow era (1870s–1960s) that limited educational and economic opportunities for African Americans (e.g., segregated public schools, white supremacist beliefs, the threat of violence from extra-legal groups such as the Ku Klux Klan, the 1896 Supreme Court decision in Plessy v. Ferguson, and the Court’s 1954 decision in Brown v. the Board of Education of Topeka). 8. Evaluate the impact of educational and literary responses to emancipation and Reconstruction (e.g., founding of black colleges to educate teachers for African American schools, the U.S. publication of The Adventures of Huckleberry Finn by Samuel Clemens in 1885, and the development of African American literature in the early 20th century).
Students will be able to do the following:
Begin Analyzing and Explaining the key battles of the American Civil War
Evaluate the "Advantages" and "Disadvantages " between the Union & The Confederacy during war. ( Mind Bender H/W Assignment)
Profiling the Key leadership roles of the Civil War beginning with Abraham Lincoln & the Union & Jefferson Davis & the Confederacy ( Mind Bender H/W Assignment)
Examining continued political social & continued tensions following the assassination of Lincoln through the period of Reconstruction and the tole of the Republican Party in implementing positive changes to African American Voting Rights ( Mind Bender H/W Assignment)
Using The Primary Source Material from Ken Burns P.B.S Documentary Analyze & Explain how both the Union & Confederate soldiers prepared for war. Be able to explain the "Attitude" of Union Soldiers as well as Confederate soldiers about their role in the War. Students will prepare a Graphic Organizer Project to hand in for a Project Grade.
Finish & Pass in Homework & Graphic Organizer Picture & Complete Test Study Guide for a TEST the week of May 22nd- 26th
Take ( TEST ) on Friday May 26th on The American Civil War & Reconstruction Period.
5/22 - 5-26
Finish & Pass in Homework & Graphic Organizer Picture & Complete Test Study Guide for a TEST the week of May 22nd- 26th
Massachusetts Framework Connections:
Massachusetts Framework Connections:
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are 4. Produce clear and coherent writing in which the development, organization, and style are
. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Conduct short as well as more sustained research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Students will be able to do the following:
Create a group Power Point/ Prezzie to Present to Principal Monet about C.A.P ( Two per class)
Create a Trifold (Science Type Display Board) to Display the steps and stages of the classes C.A.P
Preset Project to Dr. Monet in class
5/15 - 5/19
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are 4. Produce clear and coherent writing in which the development, organization, and style are
. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Conduct short as well as more sustained research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Students will be able to do the following:
Create a group Power Point/ Prezzie to Present to Principal Monet about C.A.P ( Two per class)
Preset Project to Dr. Monet in class
5/15 - 5/19
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 5. The Civil War and Reconstruction: causes and consequences [USI.T5]
Supporting Question: How did sectional differences over slavery in the North, South, Midwest, and West contribute to the Civil War? 1. Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.
2. Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the KansasNebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).
3. Analyze Abraham Lincoln’s presidency (e.g., the effects on the South of the Union’s naval blockade of trade with other countries, the Emancipation Proclamation, his views on slavery and national unity, and the political obstacles he encountered).
4. Analyze the roles and policies of Civil War leaders Jefferson Davis, Robert E. Lee, and Ulysses S. Grant and evaluate the short- and long-term impact of important Civil War battles (e.g., the Massachusetts 54th Regiment at the Battle at Ft. Wagner, and the Battles of Bull Run, Shiloh, Fredericksburg, Antietam, Vicksburg, Gettysburg, and Appomattox).
5. Using primary sources such as diaries, reports in newspapers and periodicals, photographs, and cartoons/illustrations, document the roles of men and women who fought or served troops in the Civil War.
6. Analyze the consequences of the Civil War and Reconstruction (e.g., the physical and economic destruction of the South and the loss of life of both Southern and Northern troops; the increased role of the federal government; the impeachment of President Johnson; the13th, 14th, and 15thAmendments; the expansion of the industrial capacity of the Northern U.S.; the role of the Freedmen’s Bureau and organizations such as the American League of Colored Laborers, the National Negro Labor Council, the Colored Farmers’ National Alliance and Cooperative Union; the accomplishments and failures of Radical Reconstruction; the presidential election of 1876; and the end of Reconstruction).
7. Analyze the long-term consequences of one aspect of the Jim Crow era (1870s–1960s) that limited educational and economic opportunities for African Americans (e.g., segregated public schools, white supremacist beliefs, the threat of violence from extra-legal groups such as the Ku Klux Klan, the 1896 Supreme Court decision in Plessy v. Ferguson, and the Court’s 1954 decision in Brown v. the Board of Education of Topeka). 8. Evaluate the impact of educational and literary responses to emancipation and Reconstruction (e.g., founding of black colleges to educate teachers for African American schools, the U.S. publication of The Adventures of Huckleberry Finn by Samuel Clemens in 1885, and the development of African American literature in the early 20th century).
Students will be able to do the following:
Begin Analyzing and Explaining the key battles of the American Civil War
Evaluate the "Advantages" and "Disadvantages " between the Union & The Confederacy during war. ( Mind Bender H/W Assignment)
Profiling the Key leadership roles of the Civil War beginning with Abraham Lincoln & the Union & Jefferson Davis & the Confederacy ( Mind Bender H/W Assignment)
Examining continued political social & continued tensions following the assassination of Lincoln through the period of Reconstruction and the tole of the Republican Party in implementing positive changes to African American Voting Rights ( Mind Bender H/W Assignment)
Assemble a Picture Timeline & TEST Study Guide from the Presidencies & Key Historic events from Abraham Lincoln to Rutherford B Hayes
Using The Primary Source Material from Ken Burns P.B.S Documentary Analyze & Explain how both the Union & Confederate soldiers prepared for war. Be able to explain the "Attitude" of Union Soldiers as well as Confederate soldiers about their role in the War. Students will prepare a Graphic Organizer Project to hand in for a Project Grade.
Finish & Pass in Homework & Graphic Organizer Picture & Complete Test Study Guide for a TEST the week of May 22nd- 26th
5/8 - 5/12
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 5. The Civil War and Reconstruction: causes and consequences [USI.T5]
Supporting Question: How did sectional differences over slavery in the North, South, Midwest, and West contribute to the Civil War? 1. Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.
2. Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the KansasNebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).
3. Analyze Abraham Lincoln’s presidency (e.g., the effects on the South of the Union’s naval blockade of trade with other countries, the Emancipation Proclamation, his views on slavery and national unity, and the political obstacles he encountered).
4. Analyze the roles and policies of Civil War leaders Jefferson Davis, Robert E. Lee, and Ulysses S. Grant and evaluate the short- and long-term impact of important Civil War battles (e.g., the Massachusetts 54th Regiment at the Battle at Ft. Wagner, and the Battles of Bull Run, Shiloh, Fredericksburg, Antietam, Vicksburg, Gettysburg, and Appomattox).
5. Using primary sources such as diaries, reports in newspapers and periodicals, photographs, and cartoons/illustrations, document the roles of men and women who fought or served troops in the Civil War.
6. Analyze the consequences of the Civil War and Reconstruction (e.g., the physical and economic destruction of the South and the loss of life of both Southern and Northern troops; the increased role of the federal government; the impeachment of President Johnson; the13th, 14th, and 15thAmendments; the expansion of the industrial capacity of the Northern U.S.; the role of the Freedmen’s Bureau and organizations such as the American League of Colored Laborers, the National Negro Labor Council, the Colored Farmers’ National Alliance and Cooperative Union; the accomplishments and failures of Radical Reconstruction; the presidential election of 1876; and the end of Reconstruction).
7. Analyze the long-term consequences of one aspect of the Jim Crow era (1870s–1960s) that limited educational and economic opportunities for African Americans (e.g., segregated public schools, white supremacist beliefs, the threat of violence from extra-legal groups such as the Ku Klux Klan, the 1896 Supreme Court decision in Plessy v. Ferguson, and the Court’s 1954 decision in Brown v. the Board of Education of Topeka). 8. Evaluate the impact of educational and literary responses to emancipation and Reconstruction (e.g., founding of black colleges to educate teachers for African American schools, the U.S. publication of The Adventures of Huckleberry Finn by Samuel Clemens in 1885, and the development of African American literature in the early 20th century).
Students will be able to do the following:
Review & Complete "Causes of the American Civil War " & "Mind Bender" Homework & Bell ringer Exercises, Videos & Song Parody Links for the Unit TEST on Thursday May 11th
Begin Analyzing and Explaining the key battles of the American Civil War
Evaluate the "Advantages" and "Disadvantages " between the Union & The Confederacy during war. ( Mind Bender H/W Assignment)
Profiling the Key leadership roles of the Civil War beginning with Abraham Lincoln & the Union & Jefferson Davis & the Confederacy ( Mind Bender H/W Assignment)
Examining continued political social & continued tensions following the assassination of Lincoln through the period of Reconstruction and the tole of the Republican Party in implementing positive changes to African American Voting Rights ( Mind Bender H/W Assignment)
Assemble a Picture Timeline & TEST Study Guide from the Presidencies & Key Historic events from Abraham Lincoln to Rutherford B Hayes
Finish & Pass in Homework and Complete Test Study Guide for a TEST the week of May 22nd- 26th
5/8 - 5/12
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Place the 50 U.S States & Capitals & Territories in their correct locations on a map.
Students will be able to do the following:
Completed a Practice Map & Study Guide to turn in for class credit.
Take a States & Capitals Test on Monday May 8th
Continue working on C.A.P
Students will be taking Math MCAS TESTS grade wise on Thursday & Friday
5/1 - 5/5
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
1. Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.
2. Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the KansasNebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).
Students will be able to do the following:
Explain how the Compromise of 1850 brings on "Bleeding Kansas & Charles Sumner being attacked on the Senate floor by Preston Brooks.
Explain how the division of Pro & Anti Slavery groups across Kansas ignites John Brown & his sons & followers to attack Pro slavery people at Pawattomie Creek Kansas
Analyze the Lincoln/Douglas Senatorial Debates & Lincoln's famous "House Divided " reference at establishing Lincoln as a National Political figure & bringing on the Civil War.
Analyze how The Landmark Scott v Sanford decision broke down African American relations and brought on the American Civil War.
5/1 - 5/5
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Students will be able to do the following:
*Follow rules for collegiate discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Continue researching supportive evidence to present in their C.A.P to try to convince the proper officials to accept their projects.
Discuss & Debate what approach/approaches they should take in their C.A.P Presentations
Begin to format and set up Poster Boards for C.A.P Presentations .
Identify & Name The Fifty States & Capitals of The United States
4/24 - 4/28
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
Topic 4. Social, political, and religious change
2. Using primary sources, research the reform movements in the United States in the early to mid-19th century, concentrating on one of the following and considering its connections to other aspects of reform:
a. the Abolitionist movement, the reasons individual men and women (e.g., Frederick Douglass, Abbey Kelley Foster, William Lloyd Garrison Angelina and Sarah Grimké, Charles Lennox Remond, Harriet Beecher Stowe, Sojourner Truth, Harriet Tubman, David Walker, Theodore Weld) fought for their cause, and the responses of southern and northern white men and women to abolitionism.
Students will be able to do the following:
Finish Study Guide Assignments & Homework & Before Thursday April 27th TEST and pass in (All work due )
Explain the importance of the failure to end slavery at the ratification of the Constitution would have on setting up The American Civil War.
Explain and Analyze the role of Nat Turner's Slave Revolt had on bringing on the passing of the Fugitive Slave Act and Bleeding Kansas & Nebraska /John Brown
Explain and Evaluate the role that churches and Abolitionists Newspapers would have on educating and spreading anti slavery sentiment.
Explain and Evaluate the importance of Abolitionists William Lloyd Garrison. The Grimke Sisters , Harriet Beecher Stowe, Frederick Douglass, Sojourner Truth, Harriet Tubman, David Walker, and others had on educating the America and others had ending Slavery .
Complete & Pass in M/B Homework Assignments & Study Guide Assignments before Unit Test
4/24 - 4/28
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Identify and role play United States and Massachusetts Government and Civic Life
Begin the introductory stages of the C.A. P Identifying Community Issues to "Create or Change " an existing policy/policies
*Follow rules for collegiate discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
* Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
* 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Students will be able to do the following:
Develop correctly written and formatted business letters to send to MMHS Principal Dr. Stacy Monette ,introducing their 2022/2023 C.A.P and inviting her to come to their class for presentations of their topics.
Continue researching supportive evidence to present in their C.A.P to try to convince the proper officials to accept their projects.
Discuss & Debate what approach/approaches they should take in their C.A.P Presentations
Begin to format and set up Poster Boards for C.A.P Presentations .
4/10 - 4/ 14
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Identify and role play United States and Massachusetts Government and Civic Life
Begin the introductory stages of the C.A. P Identifying Community Issues to "Create or Change " an existing policy/policies
Participate in the Voting Process to decide as a class which Policy/Policies they should do their CAP Project on
Participate in the Voting Process to decide as a class which Policy/Policies they should do their CAP Project on
Students will be able to do the following:
Divide into C.A.P Teams and begin to create Policy Projects that each class voted on.
Research and Create Information Folders with Supporting Evidence for each Topic.
4/10 - 4/ 14
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 2. Democratization and expansion [USI.T2]
Topic 3. Economic growth in the North, South, and West[USI.T3]
Topic 4. Social, political, and religious change [USI.T4]
Students will be able to do the following:
. Evaluate the presidency of Andrew Jackson, including the spoils system, the National Bank veto, and the policy of Indian removal, and the Nullification Crisis.
. Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California)
Describe important religious and social trends that shaped America in the 18th and 19th centuries (e.g., the First and Second Great Awakenings; the increase in the number of Protestant denominations; the concept of “Republican Motherhood;” hostility to Catholic immigration and the rise of the Native American Partys and social trends that shaped America in the 18th and 19th centuries
4/3 - 4/7
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Identify and role play United States and Massachusetts Government and Civic Life
Begin the introductory stages of the C.A. P Identifying Community Issues to "Create or Change " an existing policy/policies
Participate in the Voting Process to decide as a class which Policy/Policies they should do their CAP Project on
4/3 - 4/7
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
3. Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California).
Evaluate the contributions of Andrew Jackson to the creation of the Modern Day Democratic Party
Students will be able to do the following:
2. Evaluate the presidency of Andrew Jackson, including the spoils system, the National Bank veto,
Explain how the Election of 1824 expanded the voting to include Non Property and poor white men.
Recognize what the "Corrupt Bargain " was and Identify to beliefs and roles of each candidate.
Identify the Election Process by analyzing the 1824 election
Recognize the "Political Differences " between Andrew Jackson & John Q Adams
3/27- 3/31
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
3. Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California).
Students will be able to do the following:
Analyze & Explain the effects of the Monroe Doctrine on the development and settlement of the United States
Analyze & Explain the Role of Henry Clay and the Missouri Compromise on pushing off Civil War
2. Evaluate the presidency of Andrew Jackson, including the spoils system, the National Bank veto, and the policy of Indian removal, and the Nullification Crisis.
3. Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California).
Students will be able to do the following:
Analyze & Explain the effects of the Monroe Doctorine on the development and settlement of the United States
Analyze & Explain the Role of Henry Clay and the Missouri Compromise on pushing off Civil War
Review and Create a "Timeline" Study Guide to use on Friday's TEST on the Presidency of James Monroe
Take an "Open Notes" TEST on The Presidency of James Monroe
Evaluate the political change in the presidencies of John Quincy Adams and Andrew Jackson and the development of the Modern Democratic Party
Students Present African American Entrepreneur Power Point Presentations
Students will be able to do the following:
Review For TEST on the Presidency of James Monroe ( Use Links On Google Classroom )
Using links on Google Classroom create a "Timeline" of events of Monroe's Presidency Use timeline of events template on Google Classroom to guide you through those events and write a brief description of each event on the date and include a picture: may do either a hard copy (Draw and Write) or online type and Clip art or drag appropriate images to the event. Will need to be printed out to use as a Study Guide for Friday March 31st TEST
Pass in Study Guide after Friday's TEST for a classwork grade.
3/20 - 3/24 Spring !
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Begin The CAP ( Civics Action Project) watch Video and Review accompanying Home work Assignment
Brainstorm possible CAP Topics to cover
Student African American Politician Power Point Presentations all week
Begin reviewing for upcoming Civics MCAS Test (Kahoot Quizzes)
3/20 - 3/24 Spring !
Law and You 11th & 12th Elective
Chapter 13 Street Law Criminal Justice Process & Proceedings before Trial
Discuss the "Booking Process" & Arraignment
Analyze " Case Studies " from Unit
3/13 - 3/16
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Topic 2. Democratization and expansion [USI.T2]
Topic 3. Economic growth in the North, South, and West[USI.T3]
Topic 4. Social, political, and religious change [USI.T4]
Topic 2. Democratization and expansion [USI.T2]
Students will be able to do the following :
Review for Test 3/15 by playing Kahoot Quizzes and reviewing notes and Study Guides as well as Google Classroom work
Take TEST Thursday March 16th
3/13 - 3/16
MMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMM
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following :
Explain the "role/roles people play in Federal, State and local Government
Period 1 Honors will have State Representative David Viera come in for a special class visit to talk to the students about his role in Massachusetts Government
Review for Test by playing Kahoot Quizzes and Study Guides as well as Google Classroom
Take the Test Thursday March 16th
3/13 - 3/16
Law and You 11th & 12th Elective
Review for Ch 12 Street Law Test and finish Charles Manson & Ethan Couch Afluenza Case Studies
Take the Test Thursday March 16th
3/6 - 3/10
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Topic 2. Democratization and expansion [USI.T2]
Topic 3. Economic growth in the North, South, and West[USI.T3]
Topic 4. Social, political, and religious change [USI.T4]
Topic 2. Democratization and expansion [USI.T2]
Students will be able to do the following :
Explain the causes and effects of the War of 1812 on America
Analyze the role of War Hawks at pushing James Madison to endorse a war.
Evaluate the outcome of key battles on American History and the status of future presidents ( Andrew Jackson " Old Hickory" & William Henry Harrison " Tippecanoe "
Complete M/B Homework Assignment and Bell Ringer Activities
Work on TEST Study Guide Activities and Daily Review for TEST PERIOD 2(ONLY) Tuesday March 14th
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following :
Explain the "role/roles people play in Federal, State and local Government
Period 1 Honors will have State Representative David Viera come in for a special class visit to talk to the students about his role in Massachusetts Government
Review for Test by playing
3/6 - 3/10
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following :
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government & Connect them to the political guests they had a chance to meet at the Civics Career Day
Complete the Civics Career Day Project and hand it in for a grade.
Complete the Study Guide and Prepare for TEST March 14th
3/6 - 3/10
Law and You 11th & 12th Elective
Analyze Videos & Evidence from Primary Sources Discuss & take notes On the Charles Manson, Alex Murdough , & Patricia Hurst Cases ( For TEST)
Review and Write out Definitions for Ch 11 & 12 Street Law Vocabulary Words for upcoming TEST Thursday March 16th
2/27- 3/3
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Topic 2. Democratization and expansion [USI.T2]
Topic 3. Economic growth in the North, South, and West[USI.T3]
Topic 4. Social, political, and religious change [USI.T4]
Topic 2. Democratization and expansion [USI.T2]
Students will be able to do the following :
Explain the causes and effects of the War of 1812 on America
Analyze the role of War Hawks at pushing James Madison to endorse a war.
Evaluate the outcome of key battles on American History and the status of future presidents ( Andrew Jackson & William Henry Harrison " Tippecanoe "
Predict the Economic and Social Path of the United States at the outcome of the war.
Complete M/B Homework Assignment and Bell Ringer Activities
Work on TEST Study Guide Activities and Daily Review
2/27- 3/3
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government
Create "Interview " questions for Civics Career Day March 3rd
Take Notes and Meet and Interview Local, and State Government officials attending the Civics Career Day at the High School.
2/27- 3/3
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Read and Complete Mini Case Studies from Chapter 11 Criminal Defenses
Read and Complete Mini Case Studies from Chapter 12 Criminal Justice process & The Investigative Process
2/13 - 2/17
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Students will be able to do the following :
Create a Study Guide for Chapters 8-10 for TEST
Take TEST 2/14
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Explain how "Federalism " works / Review for TEST
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government
Continue completing Test Study Guide and Test Review Activities
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
Review M/B H/W & Bell Ringer Exercises, Study Guides ( Complete and turn in for grade) Video and Curriculum Song Links
Take Test February 17th
2/13 - 2/17
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
1. Explain the importance of the Transportation Revolution of the 19th century (e.g., the introduction of steamboats, canals, roads, bridges, turnpikes, and railroad networks; the completion of the First Transcontinental Railroad and its stimulus to east/west trade, the growth of Midwestern towns and cities, and the strengthening of a market economy).
2. Analyze the effects of industrial growth throughout antebellum America, and in New England, the growth of the textile and machinery industries and maritime commerce.
a. the technological improvements and inventions that contributed to industrial growth and maritime commerce
b. the impact of the cotton gin on the economics of Southern agriculture and slavery and the connection between cotton production by slave labor in the South and the economic success of Northern textile industries
c. the causes and impact of the wave of immigration from Northern Europe to the United States in the 1840s and 1850s (e.g., the impact of the English occupation of Ireland, the Irish famine, and industrial development in the U.S
d. the rise of a business class of merchants and manufacturers
3. Describe the role of slavery in the economies of the industrialized North and the agricultural South, explain reasons for the rapid growth of slavery in southern states, the Caribbean islands, and South America after 1800, and analyze how banks, insurance companies, and other institutions profited directly or indirectly from the slave trade and slave labor.
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
Continue completing Test Study Guide and Test Review Activities
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
Review M/B H/W & Bell Ringer Exercises, Study Guides ( Complete and turn in for grade) Video and Curriculum Song Links
Take Test February 16th
2/6 - 2/10
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Explain how "Federalism " works
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government
Continue completing Test Study Guide and Test Review Activities
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
2/6 - 2/10
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
1. Explain the importance of the Transportation Revolution of the 19th century (e.g., the introduction of steamboats, canals, roads, bridges, turnpikes, and railroad networks; the completion of the First Transcontinental Railroad and its stimulus to east/west trade, the growth of Midwestern towns and cities, and the strengthening of a market economy).
2. Analyze the effects of industrial growth throughout antebellum America, and in New England, the growth of the textile and machinery industries and maritime commerce.
a. the technological improvements and inventions that contributed to industrial growth and maritime commerce
b. the impact of the cotton gin on the economics of Southern agriculture and slavery and the connection between cotton production by slave labor in the South and the economic success of Northern textile industries
c. the causes and impact of the wave of immigration from Northern Europe to the United States in the 1840s and 1850s (e.g., the impact of the English occupation of Ireland, the Irish famine, and industrial development in the U.S
d. the rise of a business class of merchants and manufacturers
3. Describe the role of slavery in the economies of the industrialized North and the agricultural South, explain reasons for the rapid growth of slavery in southern states, the Caribbean islands, and South America after 1800, and analyze how banks, insurance companies, and other institutions profited directly or indirectly from the slave trade and slave labor.
Students will be able to do the following:
Explain the roots of the English and American Industrial Revolutions .
Analyze the Economic , Social , Environmental and Political changes of The Industrial Revolution had on the societies who experienced it.
Identify the Entrepreneurs who invented the machines, methods and advancements that brought about the society we live in.
Identify the "positive " and "negative " changes brought about by Eli Whitney's invention of the Cotton Gin
Identify the Entrepreneurs who invented the machines, methods and advancements that brought about the society we live in.
Continue Completing Test Study Guide and Review Activities
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
Introduce and Begin to Research information about their African American Entrepreneur/Inventor for their Project/Presentation on March 6th.
2/27- 3/3
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Read and Discuss Chapter 11 in Street Law " Criminal Defense System "
Read and Discuss Chapter 12 The "Criminal justice Process & Investigative Phase
1/30 - 2/3
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Explain how "Federalism " works
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government
1/30 - 2/3
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
1. Explain the importance of the Transportation Revolution of the 19th century (e.g., the introduction of steamboats, canals, roads, bridges, turnpikes, and railroad networks; the completion of the First Transcontinental Railroad and its stimulus to east/west trade, the growth of Midwestern towns and cities, and the strengthening of a market economy).
2. Analyze the effects of industrial growth throughout antebellum America, and in New England, the growth of the textile and machinery industries and maritime commerce.
a. the technological improvements and inventions that contributed to industrial growth and maritime commerce
b. the impact of the cotton gin on the economics of Southern agriculture and slavery and the connection between cotton production by slave labor in the South and the economic success of Northern textile industries
c. the causes and impact of the wave of immigration from Northern Europe to the United States in the 1840s and 1850s (e.g., the impact of the English occupation of Ireland, the Irish famine, and industrial development in the U.S
d. the rise of a business class of merchants and manufacturers
e. the role of women as the primary workforce in New England textile factories and female workers’ activism in advocating for reform of working conditions
3. Describe the role of slavery in the economies of the industrialized North and the agricultural South, explain reasons for the rapid growth of slavery in southern states, the Caribbean islands, and South America after 1800, and analyze how banks, insurance companies, and other institutions profited directly or indirectly from the slave trade and slave labor.
Students will be able to do the following:
Explain the roots of the English and American Industrial Revolutions .
Analyze the Economic , Social , Environmental and Political changes of The Industrial Revolution had on the societies who experienced it.
Identify the Entrepreneurs who invented the machines, methods and advancements that brought about the society we live in.
Identify the "positive " and "negative " changes brought about by Eli Whitney's invention of the Cotton Gin
Compare and Contrast the economic differences between Regions in the United States ( North and South and Later The West)
Continue working and Completing Test Study Guides
1/23-1/27
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Democratization and Expansion of the United States
Economic growth in the North, South and West
Students will be able to do the following:
Work on and Complete and Submit Corps of Discovery Dairy Project by Friday January 27th
Review Mind Bender Homework and Bell Ringer Exercises, Test Study Guides, Curriculum Link Song Parodies, and Kahoot Quizzes for Friday January 27th's TEST
Write out Study Notes to use on Friday's Test
Complete and submit to be graded TEST Study Guides and ANY other Term 2 by Class-time on Tuesday January 31st (The end of TERM 2)
1/23- 1/27
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
Social, Political and Religious Change
Students will be able to do the following:
Work in "Newspaper Scavenger Hunt Teams" to Complete and Submit Projects by Monday January 30th to get Term 2 Credit
Review Mind Bender Homework and Bell Ringer Exercises, Test Study Guides, Curriculum Link Song Parodies, and Kahoot Quizzes for Thursday January 26th's TEST
Write out Study Notes to use on Thursday's Test
Complete and submit to be graded TEST Study Guides and ANY other Term 2 by Class-time on Tuesday January 31st (The end of TERM 2)
1/23 - 1/29
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Students will be able to do the following:
Individually Review and Complete Gibson Bakery v Oberlin College Case Study Project by Monday January 30th in order to earn Term 2 Credit
Write out TEST Notes from Text Book (Ch 6-7) to use on Friday January 27th's TEST
Review Mind Bender Homework and Bell Ringer Exercises, Test Study Guides, Curriculum Link Song Parodies, and Kahoot Quizzes for Thursday January 26th's TEST
Complete and submit to be graded TEST Study Guides and ANY other Term 2 by Class-time on Tuesday January 31st (The end of TERM 2)
1/9 - 1/13
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
Social, Political and Religious Change
Students will be able to do the following:
Students will be able to do the following:
Analyze the U2 Song Pride and be able to Explain The band's tribute to Dr. Martin Luther King Jr. and the actions taken by King and others to pass the Civil Rights Laws we have today.
Explain the failures and Lone Success ( N/W Ordinance of 1787) of The Articles of Confederation
Compare and Contrast the ideas of Anti Federalists and Federalists at the Constitutional Convention in Philadelphia and drafting our nation's Constitution.
Complete Study Guide Daily Activities, Bell Ringers , mini lessons and weekly homework assignments.
1/9 - 1/13
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Democratization and Expansion of the United States
Economic growth in the North, South and West
Social, Political and Religious Change
Students will be able to do the following:
Analyze the U2 Song Pride and be able to Explain The band's tribute to Dr. Martin Luther King Jr. and the actions taken by King and others to pass the Civil Rights Laws we have today.
Evaluate the Presidency of Thomas Jefferson and his Inaugural Address.
Explain the Importance of the Louisiana Purchase to the development and settlement of the United States.
Begin Role Play Discovery Corps Project on the exploration and mapping of the West to the Pacific Ocean from the Lewis and Clark and Sacajawea Expedition.
Complete weekly Mind Bender Homework Assignments and Bell Ringer Assignments.
1/9 - 1/13
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Students will be able to do the following:
Analyze the U2 Song Pride and be able to Explain The band's tribute to Dr. Martin Luther King Jr. and the actions taken by King and others to pass the Civil Rights Laws we have today.
Discuss, Analyze and Evaluate the First Amendment of the Constitution
Discuss, Analyze and Evaluate the Limitations of Freedom of Speech and The Press
Role play lawyers building a Legal case against Oberlin College filed by Gibsons Bakery for deformation of Character.
Discuss the outcome of the case in class and why such a large lawsuit was awarded to the bakery in the end.
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
Students will be able to do the following:
Review and finish Study Guides and Mind Bender Homework assignments for Friday's Unit Test.
Participate in Test Review Kahoots( Links on Google Classroom) and take notes any Questions missed during review and Review those questions Extra.
Make up Notes/ and a Review Sheet which May Be used on Fridays Test.
Take the Test on Friday
1/3 - 1/6
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Explain "How" the Strengths and Weaknesses of the Articles of Confederation led to the drafting of America's Constitution.
Explain the "importance" of Shays Rebellion on the drafting of our Constitution.
Explain and Identify the passing of the Northwest Ordinance in 1787 and the location of the " 4 New States" it created.
Complete the Daily Bell Ringer Exercises, Mind Bender Homework Assignments and Weekly Study Guide Assignments.
12/19-12/23
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Correct Tests for partial credit to up scores ( If Needed)
Finish and submit any work not completed for the first half of term on Progress Reports
Watch and take notes on National Treasure II Movie
12/19-12/23
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Correct Tests for partial credit to up scores ( If Needed)
Finish and submit any work not completed for the first half of term on Progress Reports
Watch and take notes on National Treasure II Movie
12/19-12/23
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
I will be able to do the following:
Review Street Law Chapters 4/5 Negotiation Process and The American Court System
Create a Study Guide with Vocabulary Words and Topics Posted on Google Classroom to use on Test if needed.
Participate in a "Review Kahoot ( Link on Google Classroom) to review for TEST
Take Unit TEST and submit for credit
12/12/22- 12/16
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Take a Unit Test 12/16 ( Test Material posted on Google Classroom ) Finish Unit Study Guide ( Pass in for a grade) and take notes to use on the TEST.
Trace and Map Major Battles of the American Revolution
Review for Test/ Kahoots
12/12/22- 12/16
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Evaluate the "Precedents" George Washington set as America's First President
Explain the importance of the Whiskey Rebellion to Washington's presidency
Analyze Washington's Farewell Address and the advice he gave the country
Explain the importance of Marbury v Madison for determining the importance of The Supreme Court
12/12/22- 12/16
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
I will be able to do the following :
Present in a mock Trial Spirit v Led Zeppelin " Copy write infringement ( Pass in project for grade)
Review ch 4 and 5 for Upcoming Test/ Take Test notes on Vocabulary
Participate in a Socratic Seminar discussing role of the Supreme Court
Participate in Review Kahoots
12/5-12/9
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Take a Unit Test 12/9 on the following topics : Finish Unit Study Guide ( Pass in for grade)and take notes to use on TEST
Compare and Contrast The Articles of Confederation and The Constitution
Identify the strengths and weaknesses of the Articles which led to the Drafting of the Constitution.
Explain the events most importantly Shay's Rebellion which exposed the weakness of The Articles and Weak Federal Government.
Recognize the Difference of Federalists and Anti Federalists leading to the inclusion of The Bill of Rights in the Constitution.
12/5-12/9
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Take a Unit Test 12/12 on the following topics Finish Unit Study Guide ( Pass in for a grade) and take notes to use on the TEST.
Identify what The Olive Branch Petition was and Explain how the Colonists attempted a peaceful solution before issuing The Declaration of Independence.
Explain the Language and purpose of Jefferson and the other Founding Fathers issuing the Declaration of Independence.
Recognize the "important battles of the American Revolution and there outcome.
Identify who Thomas Paine was and the importance of his pamphlets Common Sense and The Crisis to inspiring the colonists to fight the American Revolution.
12/5-12/9
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
I will be able to do the following :
Recognizing and Explaining Copyright "Infringement"
Identifying and defending Spirit v Led Zeppelin on the song Taurus and Stairway to Heaven infringement Project/Role Play
Explain the State and Federal Court system and Trial Process
Explain why "most " disagreements never go to Court and how they are otherwise resolved.
11/28 - 12/2
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Explain the Negotiation process in settling disputes
Differentiate the types of Negotiation practiced by lawyers and Businesses
Name the steps in a typical mediation session
Define what Arbitration is and where it is often used
11/28-12/2
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Explain the importance of the drafting of the Declaration of Independence to the Independence of the United States
Recognize who the Founding Fathers were especially Thomas Jefferson, Ben Franklin and John Hancock
Explain the process of the Second Continental Congress to the drafting of the Declaration of Independence
Recognize the battles of the American Revolution and their outcomes
11/28-12/2
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. Democratization and expansion ( Further Introduce & continue after break)
Topic 2. Democratization and expansion [USI.T2]
Explain the process of drafting both The Articles of Confederation and The U.S Constitution
Explain the importance of Shays Rebellion to the replacement of the Articles of Confederation with the Constitution
Recognize the difference between Federalists and Anti Federalists in the drafting process
Explain what The Northwest Ordinance was and how it effected the settlement and expansion of the United States
11/ 23-24th
Short week / Have a Safe and Happy Holiday Break with your family and friends
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. Origins of the Revolution and the Constitution ( Review & Test)
Topic 2. Democratization and expansion ( Further Introduce & continue after break)
Students will be able to do the following:
Complete a Unit Test on the Battles & Outcome of The American Revolution
Explain the importance of the Second Continental Congress and the placement of George Washington as " Commander& Chief of The Continental Army
Recognize & Explain the "Strengths and Weaknesses" of the Articles of Confederation
Explain the importance of Shays Rebellion in Springfield Massachusetts to the drafting of our Constitution
Complete a M/B Assignment on the Above topics due on November 28th
11/ 23-24th
Short week / Have a Safe and Happy Holiday Break with your family and friends
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Students will be able to do the following
Complete a Unit Test on Chapter 3 Street Law Advocacy
Recognize and Explain the " Methods used in Settling Disputes
Explain how the Court System functions
List and Explain the "Steps involved " in a trial
Complete the assigned Role Play Problems from Street Law Curriculum and pass them in on Monday November 28th
11/ 23-24th
Short week / Have a Safe and Happy Holiday Break with your family and friends
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Explain the Importance of the Iroquois Nation and The Albany plan of Union to the writing of both The Articles of Confederation and The Constitution
Explain the Importance of Ben Franklin's Albany Plan of Union to helping to Unite a colonial effort for the American Revolution
Identify and briefly explain the Olive Branch Petition
Identify the major battles of the American Revolution
11/14-11/18
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to...................
Explain how the Iroquois Nation's Constitution helped to influence both our Constitution and Declaration of Independence
Explain how the outcome of The French and Indian War influenced the English settlement of North America.
Recognize similarities and differences in both governments
Explain the importance of The Albany Convention in laying the groundwork for both The American Revolution as well as the Development of The United States system of democratic Government.
11/14-11/18
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections
Topic 2. Democratization and expansion
Explain the importance of the Alliance with France to help win the american Revolution
Recognize the location of Yorktown Virginia and its importance to the revolution
Identify the leadership and flaws of both the British and Continental Armies
Synthesize the importance of the Colonial victory and the coming of The United States
10/31-10/4
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections
Topic 7. Progressivism and World War I
Topic 1. Origins of the Revolution and the Constitution
I will be able to...................
Explain the origins of Veterans Day( Next Friday) to the end of WWI hostilities and the signing of the Armistice on November 11th at 11 :am (11,11,11)
locate where the important battles of the American Revolution took place
Recognize the key contributions of George Washington, Thomas Paine Frances Marion, John Paul Jones and Nathan Hale to the Revolution
Explain why Benedict Arnold became a "Traitor " to the patriot cause after being a member of the Son's of Liberty in Boston at the start of the war.
Evaluate the advantages and disadvantages of the Continental and British Armies
Evaluate the importance of The Battle of Sara-toga and the alliance with France that followed.
Complete any missing assignments and turn them in for credit by November 10th end of Term 1 November 28th and be ready to Discuss in class
10/31-10/4
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
I will be able to................
Explain the origins of Veterans Day( Next Friday) to the end of WWI hostilities and the signing of the Armistice on November 11th at 11 :am (11,11,11)
Analyze and prepare a Mock Trial argument in either a Plaintiff or Defendant Team role playing lawyers for the famous Anderson v Grace Chemical Co ( Woburn Massachusetts
Argue the case interjecting evidence of past cases from researching the Trial document.
List all cases relevant to your case and submit them to me
Explain Street law Chapter Three negotiation
10/31-10/4
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections
Topic 1. The philosophical foundations of the United States States political system
I will be able to ...................
Explain the origins of Veterans Day( Next Friday) to the end of WWI hostilities and the signing of the Armistice on November 11th at 11 :am (11,11,11)
Explain and Assemble a Power Point News Paper Section Project in teams and turn in for credit.
Research and Assemble a list of current Federal,State, Local and Tribal Representatives to prepare for Super Tuesday Election Day next week.
Complete any missing assignments and turn them in for credit by November 10th end of Term 1
October 24th-28th
Frame Work Connection:
Topic 2. The development of the United States government
Topic 1. The philosophical foundations of the United States
Daily/Weekly Objectives Grade 8 Civics and Government
I will be able to..........
Explain the Importance of The Jamestown Colony to Representative Government in America.
Explain Why The Middle Colonies were called "The Colonial Breadbasket" ( complete Study Guide)
Explain Why The New England Colonies were called "The Colonial Workshop" ( complete Study Guide)
Explain Why The Southern Colonies were called " The Colonial Green House" ( complete Study Guide)
Explain the Importance of both The Mayflower Compact and The Connecticut Fundamental Orders to America's Government.
Collaborate with my Enterprise Scavenger Hunt Team to begin project ( Due Friday Nov 4th)
Review and Explain the Unit Learning Objectives from The Study Guide, Mind Bender Homework and The Song Parody Curriculum for Friday's TEST
October 24th-28th
Daily/Weekly Objectives Grade 9/10 U.S History I
Frame work connection:
Topic 1. Origins of the Revolution and the Constitution
I will be able to............
Recognize the important contributions of both the First and Second Continental Congress to the American Revolution.
Identify and Explain the different Revolutionary War Battles.
Know the "Difference" between Loyalists and Patriots .
Identify who Thomas Paine was and his important " Common Sense" and " Crisis" pamphlets and their influence on the colonists and the Revolution.
Explain Who, When, and Why The Declaration of Independence was written.
October 24th-28th
Daily/Weekly Objectives Law and legal High School Elective
I will be able to....
Collaborate and Research within Defense/Plaintiff Teams to build case for "Mock Trial " of Anderson v Grace Chemical.
Create Case within class/personal Rubric Guide to present
Present on Friday ' Mock Trial after sharing "Discovery" with each team.
Introduce Chapter Three Street Law lobbying, grassroots lobby,referendum,
October 17th-21st
Daily/Weekly Objectives Law and legal High School Elective
REMEMBER TEST ON CHAPTER 2 AND THE MOVIE A CIVIL ACTION
Notes may be used on Test
Review chapter vocabulary and "Big Ideas " for the Test
Finish and Analyze Movie a Civil Action and the Precedents it set
Review and Explain the role of Each of America's Three branches of Government.
Explain the "Steps" of a Bill becoming a Law
October 11-14th
Daily/Weekly Objectives Law and legal High School Elective
Apply notes from either "Defense or Plaintiff" assigned Mock Trial of Woburn Pollution Case from watching true story movie A Civil Action
Evaluate "evidence gathered from the movie to apply to mock trial
Create a team Defense or Prosecution case based on the Evidence
Daily/Weekly Objectives Grade 9/10 U.S History I
October 17th-21st REMINDER TEST FRIDAY OCTOBER 21st
CP Period 6 may use Study Guides and Notes
Honors Period 2 may use notes only
Topic 1. Mass Frameworks Origins of the Revolution and the Constitution
Analyze Longfellow's Famous poem The Midnight Ride of Paul Revere and deciphering "Fact from Fiction " and the use of Poetic License by Longfellow
Explain the importance of "The Shot Heard Round the World " and The Battle of Lexington and Concord
Predict how the outcome of that battle will set up The Battle of "Bunker" ( Breeds Hill)
Evaluate the importance of Boston early in the Revolution
October 11-14th
Daily/Weekly Objectives Grade 9/10 U.S History I
Massachusetts Frame Work Lesson Connection
Topic 1. Origins of the Revolution and the Constitution
Explain how the "Outcome" of the French and Indian War began to push the American Colonies closer to rebellion against the British Crown.
Analyze The effect that both The Proclamation of 1763 and the Taxes that followed had on the colonial support for the crown.
Evaluate the effect of Patrick Henry and The Virginia House of Burgesses ' No Taxation Without Representation and Boston's Tea Party, Massacre and Committee of Correspondence led by Sam Adams had on helping to start the American Revolution.
Daily/Weekly Objectives Grade 8 Civics and Government
October 17th-21st REMEMBER QUIZ ON FRIDAY OCTOBER 21st.
Period 4 CP May use both notes and Study Guides on Quiz
Period 1 Honors May use Notes only on Quiz
Daily/Weekly Objectives Grade 8 Civics and Government
Topic 1. The philosophical foundations of the United States political system
Finish Study Guides and Review for Fridays 13 Colonies Map/History Quiz
Review the settlement of Jamestown Colony and its importance
Review what a Representative Government is
Review how each of the three regions New England , Middle and Southern all differed Historically geographically and economically
Begin learning how to read a Newspaper and a Voting Ballot
October 11-14th
Daily/Weekly Objectives Grade 8 Civics and Government
Mass Frameworks weekly lesson connection:
Topic 1. The philosophical foundations of the United States political system
Compare and Contrast both Plymouth Bay/Mass Bay and Jamestown Colonies
Identify who John Smith , John Rolfe, The Powhatan Nation, and Pocahontas were and how each was important to Jamestown.
Explain the "Cash Crop" introduced at Jamestown which saved the colony after no gold was found.
Evaluate the creation of the first Representative Government in North America and the influence it had on creating our Constitution.
Daily/Weekly Objectives Grade 8 Civics and Government
Identify (who) the Pilgrims were and why they are important to American History
Explain the important contributions the Wampanoag Native American Culture made to the Pilgrims survival
Know who Squanto, Samoset Massasoit William Bradford and John Carver were
Explain the importance of the Mayflower Compact to America's history
Identify who the Puritans were and where they settled and why.
Know who John Winthrop and the significance of " City on a Hill" Who were Roger Williams , Thomas Hooker and John Wheelwright and what was " The Great Migration"
Compare and Contrast both the Puritans and the Pilgrims reasons for coming to the New World
Explain lasting ideas of government contributions from the Mass Bay Settlement
Identify who Metacom (King Phillip) was and Explain what King Phillips War was and was it is important to the future settlement of North America.
State Social Studies Frameworks Strand 1
• Know the fundamental ideas central to the vision of the 18th century founders, the vision that holds us together as one people of many diverse origins and cultures.
Grade 8 State Frameworks for Civics and Government:
A Renewed Mission: Education for Civic Life in a Democracy The primary purpose of a history and social science education is to prepare students to have the knowledge and skills to become thoughtful and active participants in a democratic society and a complex world. “Government of the people, by the people, for the people” is not just a historical phrase from Lincoln’s “Gettysburg Address,” but an ideal that must be renewed and reinvigorated by each succeeding generation. The future of democracy depends on our students’ development of knowledge, skills, and dispositions that will enable them to embrace democracy’s potential, while recognizing its challenges and inherent dilemmas. People who are prepared to continue the legacy of democracy in the United States: • Know the fundamental ideas central to the vision of the 18th century founders, the vision that holds us together as one people of many diverse origins and cultures. • Understand the intellectual and political tensions and compromises in the Founders’ ideas and how successive generations in the United States have worked to resolve them. • Know how democratic ideas have been turned into institutions and practices, and the history of the origins, growth, and struggles of democratic societies on earth, past and present. • Understand what economic, social, cultural, religious, and international conditions have helped to shape democratic practices. • Understand the purposes, principles, and practices of the United States government as established by the Constitution, which includes their rights and responsibilities, and how to exercise them in local, state, and national government. • Understand that, in the United States, the Constitution has continued to be vibrant and relevant through amendments and decisions of the federal courts. • Understand how individuals, groups, organizations, and governments have addressed obstacles to democratic principles by working within the structure set forth in the Constitution. • Are knowledgeable about local, state, and national politics and policies, and understand the current condition of the world and how it got that way. • Are prepared to discuss complex and controversial issues and ideas with people of different views, learning to speak with clarity and respectfulness. • Develop and practice habits of civic engagement and participation in democracy
Week of September 19th-23rd GRADE 8 Civics and Government Classes Period 1 and 4 Lesson Plan Lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom :
https://academy4sc.org/wp-content/uploads/sites/39/2020/04/Magna-Carta-lesson.pdf
Weekly Objectives:
To be able to
Explain the importance of the signing of the Magna Carta in England in 1215
Compare some its ideas to America's Bill of Rights in The Constitution
Explain how those "rights" are important to you
Important vocabulary words: Magna Carta, King John ,1215 Runny Meade England , vassals and nobles, Trial by Jury, Consent of the Governed. Representative Government, The Bill of Rights , The Constitution, Freedoms and Rights, "Due Process under the Law"
GRADE 8 Civics and Government Classes Period 1 and 4 Lesson Plan Lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom :
TEST FRIDAY SEPTEMBER 30th
Weekly Objectives
Finish and Review Magna Carta and Bill of Rights Study Guides
Review Google Classroom for a list of what is on Friday's TEST
Listen and Take Notes on Any of the Four Song Parody's we heard in class: Roman Twelve Tables (Mr. Nicky Macklemore/Thrift Shop) Magna Carta Rap. Bill of Rights song Jam Campus)
Be on time and prepared for the TEST on FRIDAY September 30th)
Twelve Tables Song Link
www.youtube.com/watch?v=m5V-IK1cEtE
Magna Carta Rap Song Link:
www.youtube.com/watch?v=F_5My8XH-n0
Bill of Rights Song 1 Link
www.youtube.com/watch?v=KtH5KjiHeps
Bill of Rights Song Link 2
www.youtube.com/watch?v=tlt6R1KD4E0
Bill of Rights Song Link
https://play.kahoot.it/v2/game-summary?quizId=cf72c894-6ab6-4589-bb13-c9c159352f15
Week of September 19th-23rd grades 9/10 U.S. History I Periods 2 and 6 Lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom . Daily Assignments can be found on my Google Classroom :
https://billofrightsinstitute.org/lessons/mercantilism
Week of September 19th-23rd grades 9/10 U.S. History I Periods 2 and 6 Lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom . Daily Assignments can be found on my Google Classroom :
https://billofrightsinstitute.org/lessons/mercantilism
Weekly Objectives : Grade 9/10 U.S 1
To be able to
. Explain the importance of the French and Indian war to the American Revolution
Identify the leadership qualities George Washington learned during the French and Indian War which later gave him experience during the American Revolution
Identify the "Causes" of the the French and Indian War
Explain how the outcome of the war helped shape the " settlement" of North America
United States History I Content Standards53 Building on knowledge from previous years, students should be able to: Topic 1. Origins of the Revolution and the Constitution [USI.T1] Supporting Question: How did events of the Revolutionary period inform the ideas in the Constitution? 1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution.
United States History I Content Standards53 Building on knowledge from previous years, students should be able to: Topic 1. Origins of the Revolution and the Constitution [USI.T1] Supporting Question: How did events of the Revolutionary period inform the ideas in the Constitution? 1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution. 2. Explain the reasons for the French and Indian War (1754–1763), the North American component of the global Seven Years’ War between Great Britain and France (1756–1763), and analyze how the war affected colonists and Native Peoples. 3. Explain Britain’s policies in the North American colonies (e.g., the Proclamation of 1763, the Sugar Act, the Stamp Act, the Townsend Duties, the Tea Act, and the Intolerable Acts) and compare the perspectives of the British Parliament, British colonists, and Native Peoples in North America on these policies. 4. Describe Patriots’ responses to increased British taxation (e.g., the slogan, “no taxation without representation,” the actions of the Stamp Act Congress, the Sons of Liberty, the Boston Tea Party, the Suffolk Resolves) and the role of Massachusetts people (e.g., Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Judith Sargent Murray, Phillis Wheatley, Peter Salem, Prince Estabrook). 5. Explain the main argument of the Declaration of Independence, the rationale for seeking independence, and its key ideas on equality, liberty, natural rights, and the rule of law. 6. Describe the key battles of the Revolution (e.g., Lexington, Concord, Bunker Hill, Trenton, Saratoga, Yorktown); the winter encampment at Valley Forge; and key leaders and participants of the Continental Army. 7. Explain the reasons for the adoption of the Articles of Confederation in 1781 and evaluate the weaknesses of the Articles as a plan for government, the reasons for their failure and how events such as Shays’ Rebellion of 1786-1787 led to the Constitutional Convention. 8. Describe the Constitutional Convention, the roles of specific individuals (e.g. Benjamin Franklin, Alexander Hamilton, James Madison, George Washington, Roger Sherman, Edmund Randolph), and the conflicts and compromises (e.g., compromises over representation, slavery, the executive branch, and ratification). Clarification Statement: Students studied the debates between the Federalists and antiFederalists in grade 8; these arguments may be briefly reviewed. Key Primary Sources for Topic 1in Appendix D: An Act for the Better Ordering and Governing Negroes and Other Slaves in this Province (1740) (Slave Codes of South Carolina) Letter from Abigail Adams to John Adams 31 March-5 April 1776 The Declaration of Independence (1776) 53 See Appendix D for annotations and links to key and suggested primary documents for United States History
To be able to
Explain what Mercantilism was and how it applies to the American colonies
Name the 13 English colonies and three regions they belong to and what each produced
Explain who Adam Smith was and why he is important to both the signing of The Declaration of Independence and Capitalism
Explain the economic, cultural and geographic differences of each of the 13 colonies and three regions
Important vocabulary words: Mercantilism, Capitalism , Adam Smith, Mother Country, Triangle Trade, Import, Export, Raw Material, Finished Goods, Tariffs , The Navigation Acts New England Colonies, Middle Colonies, Southern Colonies, Jobs in the Colonies , King Philips War, Metacam, Pocahontas, John Smith, John Rolfe, William Penn, James Oglethorpe, Lord Calvert, John Winthrop, Puritans, Pilgrims, Mayflower Compact , Squanto, Samoset, Mayflower Compact, The Great Migration . Salem Witch Trials William Penn, Peter Minuit and Manhattan Island , New Amsterdam to New York, Roger Williams and Anne Hutchinson , Thomas Hooker and the Fundamental Orders of Connecticut, The Great Awakening ,
Colonies, Southern Colonies, Jobs in the Colonies , King Philips War, Metacam, Pocahontas, John Smith, John Rolfe, William Penn, James Oglethorpe, Lord Calvert, John Winthrop, Puritans, Pilgrims, Mayflower Compact , Squanto, Samoset, Mayflower Compact, The Great Migration . Salem Witch Trials William Penn, Peter Minuit and Manhattan Island , New Amsterdam to New York, Roger Williams and Anne Hutchinson , Thomas Hooker and the Fundamental Orders of Connecticut,
Weekly Objectives: October 3-6 U S 1
Explain the importance of The French and Indian War for The American Revolution
Recognize the "leadership Skills" possessed by George Washington learned during the FR/IN War which allowed him to lead the Continental Army during the American Revolution
Explain how the "outcome" of the FR/IN War on the development of The United States
Identify the 13 original Colonies and the role they played during the war
Massachusetts State Frame Work Standard explored
Topic 1. Origins of the Revolution and the Constitution
Students begin their study of United States history with a review of the origins and main events of the American Revolution, Constitutional principles, and events of the early Republic. They examine the causes and consequences of the Civil War, industrialization, immigration, Progressivism and the role of the United States in World War I. They explore guiding questions such as “What are some examples of continuity and change in the first 150 years of United States history?” Additional supporting questions appear under each topic. The questions are included to stimulate teachers’ and students’ own questions for discussion and research. United States History I Topics Topic 1. Origins of the Revolution and the Constitution Topic 2. Democratization and expansion Topic 3. Economic growth in the North, South, and West Topic 4. Social, political, and religious change Topic 5. The Civil War and Reconstruction Topic 6. Rebuilding the United States: immigration and industry Topic 7. Progressivism and World War I
Week of September 19th-23rd Law and You Elective Course: Period 7 L lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom . Daily Assignments can be found on my Google Classroom :
https://www.archives.gov/exhibits/documented-rights/education/lesson-plan.html
Weekly Objectives: 10/3-6
To be able to
Explain the difference between a "law" and a "value and debate is there one?
Discuss the story of three ship wrecked sailors who killed one of the three to survive
Explain what a "Human Right" is and why they are so important
Discuss the impact of two World Wars and their aftermath on humanity
Explain the important leadership role Eleanor Roosevelt took in drafting The Declaration of the Rights of Man and the impact it still has today
Weekly Homework an Assignments:
10/16 - 10/20
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following :
Explain the Importance of the Declaration of Independence to American & World History.
Evaluate the different parts of the document beginning with the Preamble
Identify the signers of the document beginning with John Hancock
List & Explain the colonists "Grievances put into the document.
Complete and Submit all Homework, Classwork & Daily Mind Benders
10/16 - 10/20
Daily/Weekly Objectives & Learning Targets U.S History 1
Students will be able to do the following :
Analyze & Explain the Purpose of Benjamin Franklin's famous "Join or Die" Political Cartoon from 1754 and Examine other famous Political Cartoons from American history ( Study Guide lesson to follow)
Explain how the (Outcome) of the French & Indian War determined how North America would be settled
Analyze the factors which led to the American Revolution ( Proclamation of 1763, The Stamp & Tea Acts & Boston Massacre & Thomas Paine's "Common Sense"
Predict how both the Daughters & Sons of Liberty helped bring on The American Revolution
Provide Evidence from Study Guides to support the above claims .
Complete (all) weekly Homework, Classwork & Daily Mind Benders and Submit them to be graded.
10/10 - 10/ 16th
Daily/Weekly Objectives & Learning Targets U.S History 1
Introduce the Causes & Effects of the French & Indian War on the future development of the United States
Complete & Review TEST Study Guides : The 13 Colonies, Bacon's Rebellion & King Phillip's War Primary Source ( will count as a grade,) Jamestown & Plymouth and Puritans documents
Review Song Parody TEST Links , Homework & Mind Bender Responses for Fri Monday October 16 th TEST ( Study Guides & Printed Homework Assignments may again be used on the TEST) 10/10 - 10/16
10/10 -10/13
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following :
Explain the " Importance" of the Declaration of Independence to both American as well a World History
Identify all 50 U.S States & Capitals as well as be able to locate them on a blank map for the TEST
Identify all 13 Original Colonies & locate them on a blank map for the TEST
Review and be able to identify U.S State License Plate Mottos for the TEST
Complete and submit any missing work & Review Mind Bender Daily Responses , Homework and Song Parodies for the TEST on FRIDAY October 13th
10/2 - 10/10
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following :
Identify and correctly locate the 50 U.S States & Capitals on a blank map
Identify state license plate slogans for the fifty states
Explain the settlement of the original 13 colonies and the Importance of the New England Town Meeting to our current political system
Complete & Submit the weekly homework & Daily Mind Bender Exercises
Prepare & Review for up coming TEST Friday October 13th
10/2 - 10/10
Daily/Weekly Objectives & Learning Targets U.S History 1
Students will be able to do the following :
Identify the Economic & Religious and Political reasons for the founding of the Southern English Colonies
Explain the Triangular Trade & Identify each of the three key tops of the trade
Explain the process of Mercantilism & Identify the location of each of the Thirteen Colonies and Identify the founders of each
Explain the importance of Bacon's Rebellion & The Pequot & King Phillip Wars to the future settlement of the colonies and Triangular trade & Mercantilism
Complete & Submit the Weekly Homework Assignments & Daily Mind Bender Responses
Prepare for up coming TEST Thursday October 12th
Daily/Weekly Objectives & Learning Targets U.S History 1
9/25 - 9/29 Students will be able to do the following :
Identify who the Pilgrims ,Puritans & Quakers were and the Colonies each set up in America
Identify who William Bradford, John Winthrop, Roger Williams & William Penn were
Explain the important lasting "Contributions" each made to American History
Complete Homework & Study Guides to begin Preparing for the next TEST
Complete TEST one Essay Section if needed and make any necessary TEST corrections to raise your grades if needed.
MASS FRAMEWORK CONNECTIONS:
Topic 1. Origins of the Revolution and the Constitution [USI.T1]
Supporting Question: How did events of the Revolutionary period inform the ideas in the Constitution? 1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution. 2. Explain the reasons for the French and Indian War (1754–1763), the North American component of the global Seven Years’ War between Great Britain and France (1756–1763), and analyze how the war affected colonists and Native Peoples. 3. Explain Britain’s policies in the North American colonies (e.g., the Proclamation of 1763, the Sugar Act, the Stamp Act, the Townsend Duties, the Tea Act, and the Intolerable Acts) and compare the perspectives of the British Parliament, British colonists, and Native Peoples in North America on these policies. 4. Describe Patriots’ responses to increased British taxation (e.g., the slogan, “no taxation without representation,” the actions of the Stamp Act Congress, the Sons of Liberty, the Boston Tea Party, the Suffolk Resolves) and the role of Massachusetts people (e.g., Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Judith Sargent Murray, Phillis Wheatley, Peter Salem, Prince Estabrook). 5. Explain the main argument of the Declaration of Independence, the rationale for seeking independence, and its key ideas on equality, liberty, natural rights, and the rule of law. 6. Describe the key battles of the Revolution (e.g., Lexington, Concord, Bunker Hill, Trenton, Saratoga, Yorktown); the winter encampment at Valley Forge; and key leaders and participants of the Continental Army. 7. Explain the reasons for the adoption of the Articles of Confederation in 1781 and evaluate the weaknesses of the Articles as a plan for government, the reasons for their failure and how events such as Shays’ Rebellion of 1786-1787 led to the Constitutional Convention. 8. Describe the Constitutional Convention, the roles of specific individuals (e.g. Benjamin Franklin, Alexander Hamilton, James Madison, George Washington, Roger Sherman, Edmund Randolph), and the conflicts and compromises (e.g., compromises over representation, slavery, the executive branch, and ratification). Clarification Statement: Students studied the debates between the Federalists and antiFederalists in grade 8; these arguments may be briefly reviewed. Key Primary Sources for Topic 1in Appendix D: An Act for the Better Ordering and Governing Negroes and Other Slaves in this Province (1740) (Slave Codes of South Carolina) Letter from Abigail Adams to John Adams 31 March-5 April 1776 The Declaration of Independence (1776)
9/25 - 9/29
Grade 8 Civics & Government Weekly Objectives & Learning Targets
Students will be able to do the following:
Name & Explain the Origin of the name of Each of each of Thirteen Original English/American Colonies
Locate & Label each on a blank map.
Provide important historical information about each.
Complete & Submit the weekly homework assignment on Google Classroom
Complete TEST Essay section if needed and make any needed TEST corrections to raise your grades if needed
Massachusetts Grade 8 Standards A Renewed Mission: Education for Civic Life in a Democracy
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
1. Demonstrate civic knowledge, skills, and dispositions.
9/18 - 9/22
9/11-9/15 Students will be able to do the following: WEEKLY OBJECTIVES
Explain the importance of Jamestown as the (First) successful English Colony
Review and Prepare for The Age of Exploration TEST on Friday September 22nd
Complete ( All TEST STUDY Guides) and keep them in your class Binders to use on the TEST
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
9/18 - 9/22 / Students will be able to do the following:
Explain the importance of The Enlightenment movement in Europe and John Locke 7 Baron Montesquieu's writings to the drafting of The Declaration of Independence & The Constitution
Review and Prepare for Thursday's TEST on Ancient Greek Democracy, The Roman Republic, The Magna Carta & The Mayflower Compact
Complete ( All TEST Study Guides) and keep them in your CLASS BINDERS to use on the TEST
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
9/11-9/15 Students will be able to do the following:
Weekly Objectives: Understand and Explain how America's Founding documents were influenced by both Ancient Greece & Roman as well as The English Magna Carta and The mayflower Compact
United States and Massachusetts Government and Civic Life Grade 8 Standards
Topic 1. The philosophical foundations of the United States political system [8.T1]
ited States political system? 1. Explain why the Founders of the United States considered the government of ancient Athens to be the beginning of democracy and explain how the democratic political concepts developed in ancient Greece influenced modern democracy (e.g., civic participation, voting rights, trial by jury, legislative bodies, constitution writing, rule of law). 2. Describe the government of the Roman Republic and the aspects of republican principles that are evident in modern democratic governments (e.g., separation of powers, rule of law, representative government, and the notion of civic duty/common good). 3. Explain the influence of Enlightenment thinkers on the American Revolution and framework of the American government (e.g., John Locke, Charles de Montesquieu). 4. Explain how British ideas about and practices of government (e.g., the Magna Carta, the concept of habeas corpus, the Mayflower Compact, self-government, town meetings, the importance of education and literacy, the House of Burgesses, colonial legislatures, the Albany Plan of Union) influenced American colonists and the political institutions that developed in colonial America. 5. Analyze the evidence for arguments that the principles of government of the United States were influence by the governments of Native Peoples (e.g. the Iroquois Confederacy). Key Primary Source for Topic 1 in Appendix D Mayflower Compact (1620) Suggested Primary Sources for Topic 1 in Appendix Suggested Primary Sources for Topic 1 in Appendix D Magna Carta (1215) The Iroquois Confederacy Constitution, The Great Binding Laws (circa 1451, passed orally, but written down in 1700s) Benjamin Franklin on the Iroquois League in a Letter to James Parker (1751)
LESSONS :
Explain the roots of Athenian Democracy and The Roman Republic
Explain the importance of the Magna Carta to The Declaration Of Independence & The Constitution
Explain the importance of the Mayflower Compact to starting "Representative" Government in America
TURN IN TO GRADE
All daily Mindbender Lesson prompts
Complete all of the weekly homework to be graded
Complete ALL TEST Study Guides and keep them in your class THREE RING BINDERS to use on TESTS
PREPARE for TEST THURSDAY SEPTEMBER 21st
9/11-9/15 Students will be able to do the following:
Weekly Objectives: • expand their capacity for historical, economic, political, and geographical reasoning
Massachusetts Social Studies Framework Standards Grade 9 United States History 1
Topic 1. Origins of the Revolution and the Constitution [USI.T1]
1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution.
2. Explain the reasons for the French and Indian War (1754–1763), the North American component of the global Seven Years’ War between Great Britain and France (1756–1763), and analyze how the war affected colonists and Native Peoples.
• expand their capacity for historical, economic, political, and geographical reasoning
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Identify the key explorers to the Americas and the areas they claimed for their sponsoring country and the "positive" and "Negative" changes they made to American history
Compare & Contrast what each were looking for and what they found
Explain what The Columbian Exchange was(is) 7 how it has changed and is changing the world we live in.
Complete and turn in all homework assignments and Mind Bender daily Activities
Complete (all) TEST Study Guides and Keep them in your CLASS BINDERS' to use on next weeks TEST Friday September 23rd
Weekly Homework an Assignments:
6/5 - 6/16
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Final weeks to make up existing assignments before Term & year Grades are finalized and sent to Guidance by Friday 6/16 Final day of the School Year.
6/5 - 6/16
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Governmen
Final weeks to make up existing assignments before Term & year Grades are finalized and sent to Guidance by Friday 6/16 Final day of the School Year.
5/30 - 6/2
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
The entire year Curriculum will be reviewed for Friday's 6/2 Year End Final Exam. ( See weekly objectives from the beginning of the school year to Review the material covered on the Final Exam.
Students will be able to do the following:
Review year long Tests and online Material to Complete a Study Guide which may be used on the TEST.
Take the Final Exam during class time June 2nd.
5/30 - 6/2
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are 4. Produce clear and coherent writing in which the development, organization, and style are
. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Conduct short as well as more sustained research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Students will be able to do the following:
Create a group Power Point/ Prezzie to Present to Principal Monet about C.A.P ( Two per class)
Preset Project to Dr. Monet in class Friday June 2nd
5/22 - 5/26
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 5. The Civil War and Reconstruction: causes and consequences [USI.T5]
Supporting Question: How did sectional differences over slavery in the North, South, Midwest, and West contribute to the Civil War? 1. Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.
2. Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the KansasNebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).
3. Analyze Abraham Lincoln’s presidency (e.g., the effects on the South of the Union’s naval blockade of trade with other countries, the Emancipation Proclamation, his views on slavery and national unity, and the political obstacles he encountered).
4. Analyze the roles and policies of Civil War leaders Jefferson Davis, Robert E. Lee, and Ulysses S. Grant and evaluate the short- and long-term impact of important Civil War battles (e.g., the Massachusetts 54th Regiment at the Battle at Ft. Wagner, and the Battles of Bull Run, Shiloh, Fredericksburg, Antietam, Vicksburg, Gettysburg, and Appomattox).
5. Using primary sources such as diaries, reports in newspapers and periodicals, photographs, and cartoons/illustrations, document the roles of men and women who fought or served troops in the Civil War.
6. Analyze the consequences of the Civil War and Reconstruction (e.g., the physical and economic destruction of the South and the loss of life of both Southern and Northern troops; the increased role of the federal government; the impeachment of President Johnson; the13th, 14th, and 15thAmendments; the expansion of the industrial capacity of the Northern U.S.; the role of the Freedmen’s Bureau and organizations such as the American League of Colored Laborers, the National Negro Labor Council, the Colored Farmers’ National Alliance and Cooperative Union; the accomplishments and failures of Radical Reconstruction; the presidential election of 1876; and the end of Reconstruction).
7. Analyze the long-term consequences of one aspect of the Jim Crow era (1870s–1960s) that limited educational and economic opportunities for African Americans (e.g., segregated public schools, white supremacist beliefs, the threat of violence from extra-legal groups such as the Ku Klux Klan, the 1896 Supreme Court decision in Plessy v. Ferguson, and the Court’s 1954 decision in Brown v. the Board of Education of Topeka). 8. Evaluate the impact of educational and literary responses to emancipation and Reconstruction (e.g., founding of black colleges to educate teachers for African American schools, the U.S. publication of The Adventures of Huckleberry Finn by Samuel Clemens in 1885, and the development of African American literature in the early 20th century).
Students will be able to do the following:
Begin Analyzing and Explaining the key battles of the American Civil War
Evaluate the "Advantages" and "Disadvantages " between the Union & The Confederacy during war. ( Mind Bender H/W Assignment)
Profiling the Key leadership roles of the Civil War beginning with Abraham Lincoln & the Union & Jefferson Davis & the Confederacy ( Mind Bender H/W Assignment)
Examining continued political social & continued tensions following the assassination of Lincoln through the period of Reconstruction and the tole of the Republican Party in implementing positive changes to African American Voting Rights ( Mind Bender H/W Assignment)
Using The Primary Source Material from Ken Burns P.B.S Documentary Analyze & Explain how both the Union & Confederate soldiers prepared for war. Be able to explain the "Attitude" of Union Soldiers as well as Confederate soldiers about their role in the War. Students will prepare a Graphic Organizer Project to hand in for a Project Grade.
Finish & Pass in Homework & Graphic Organizer Picture & Complete Test Study Guide for a TEST the week of May 22nd- 26th
Take ( TEST ) on Friday May 26th on The American Civil War & Reconstruction Period.
5/22 - 5-26
Finish & Pass in Homework & Graphic Organizer Picture & Complete Test Study Guide for a TEST the week of May 22nd- 26th
Massachusetts Framework Connections:
Massachusetts Framework Connections:
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are 4. Produce clear and coherent writing in which the development, organization, and style are
. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Conduct short as well as more sustained research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Students will be able to do the following:
Create a group Power Point/ Prezzie to Present to Principal Monet about C.A.P ( Two per class)
Create a Trifold (Science Type Display Board) to Display the steps and stages of the classes C.A.P
Preset Project to Dr. Monet in class
5/15 - 5/19
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are 4. Produce clear and coherent writing in which the development, organization, and style are
. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Use technology, including current web-based communication platforms, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
Conduct short as well as more sustained research projects to answer a question (including a self generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Students will be able to do the following:
Create a group Power Point/ Prezzie to Present to Principal Monet about C.A.P ( Two per class)
Preset Project to Dr. Monet in class
5/15 - 5/19
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 5. The Civil War and Reconstruction: causes and consequences [USI.T5]
Supporting Question: How did sectional differences over slavery in the North, South, Midwest, and West contribute to the Civil War? 1. Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.
2. Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the KansasNebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).
3. Analyze Abraham Lincoln’s presidency (e.g., the effects on the South of the Union’s naval blockade of trade with other countries, the Emancipation Proclamation, his views on slavery and national unity, and the political obstacles he encountered).
4. Analyze the roles and policies of Civil War leaders Jefferson Davis, Robert E. Lee, and Ulysses S. Grant and evaluate the short- and long-term impact of important Civil War battles (e.g., the Massachusetts 54th Regiment at the Battle at Ft. Wagner, and the Battles of Bull Run, Shiloh, Fredericksburg, Antietam, Vicksburg, Gettysburg, and Appomattox).
5. Using primary sources such as diaries, reports in newspapers and periodicals, photographs, and cartoons/illustrations, document the roles of men and women who fought or served troops in the Civil War.
6. Analyze the consequences of the Civil War and Reconstruction (e.g., the physical and economic destruction of the South and the loss of life of both Southern and Northern troops; the increased role of the federal government; the impeachment of President Johnson; the13th, 14th, and 15thAmendments; the expansion of the industrial capacity of the Northern U.S.; the role of the Freedmen’s Bureau and organizations such as the American League of Colored Laborers, the National Negro Labor Council, the Colored Farmers’ National Alliance and Cooperative Union; the accomplishments and failures of Radical Reconstruction; the presidential election of 1876; and the end of Reconstruction).
7. Analyze the long-term consequences of one aspect of the Jim Crow era (1870s–1960s) that limited educational and economic opportunities for African Americans (e.g., segregated public schools, white supremacist beliefs, the threat of violence from extra-legal groups such as the Ku Klux Klan, the 1896 Supreme Court decision in Plessy v. Ferguson, and the Court’s 1954 decision in Brown v. the Board of Education of Topeka). 8. Evaluate the impact of educational and literary responses to emancipation and Reconstruction (e.g., founding of black colleges to educate teachers for African American schools, the U.S. publication of The Adventures of Huckleberry Finn by Samuel Clemens in 1885, and the development of African American literature in the early 20th century).
Students will be able to do the following:
Begin Analyzing and Explaining the key battles of the American Civil War
Evaluate the "Advantages" and "Disadvantages " between the Union & The Confederacy during war. ( Mind Bender H/W Assignment)
Profiling the Key leadership roles of the Civil War beginning with Abraham Lincoln & the Union & Jefferson Davis & the Confederacy ( Mind Bender H/W Assignment)
Examining continued political social & continued tensions following the assassination of Lincoln through the period of Reconstruction and the tole of the Republican Party in implementing positive changes to African American Voting Rights ( Mind Bender H/W Assignment)
Assemble a Picture Timeline & TEST Study Guide from the Presidencies & Key Historic events from Abraham Lincoln to Rutherford B Hayes
Using The Primary Source Material from Ken Burns P.B.S Documentary Analyze & Explain how both the Union & Confederate soldiers prepared for war. Be able to explain the "Attitude" of Union Soldiers as well as Confederate soldiers about their role in the War. Students will prepare a Graphic Organizer Project to hand in for a Project Grade.
Finish & Pass in Homework & Graphic Organizer Picture & Complete Test Study Guide for a TEST the week of May 22nd- 26th
5/8 - 5/12
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 5. The Civil War and Reconstruction: causes and consequences [USI.T5]
Supporting Question: How did sectional differences over slavery in the North, South, Midwest, and West contribute to the Civil War? 1. Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.
2. Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the KansasNebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).
3. Analyze Abraham Lincoln’s presidency (e.g., the effects on the South of the Union’s naval blockade of trade with other countries, the Emancipation Proclamation, his views on slavery and national unity, and the political obstacles he encountered).
4. Analyze the roles and policies of Civil War leaders Jefferson Davis, Robert E. Lee, and Ulysses S. Grant and evaluate the short- and long-term impact of important Civil War battles (e.g., the Massachusetts 54th Regiment at the Battle at Ft. Wagner, and the Battles of Bull Run, Shiloh, Fredericksburg, Antietam, Vicksburg, Gettysburg, and Appomattox).
5. Using primary sources such as diaries, reports in newspapers and periodicals, photographs, and cartoons/illustrations, document the roles of men and women who fought or served troops in the Civil War.
6. Analyze the consequences of the Civil War and Reconstruction (e.g., the physical and economic destruction of the South and the loss of life of both Southern and Northern troops; the increased role of the federal government; the impeachment of President Johnson; the13th, 14th, and 15thAmendments; the expansion of the industrial capacity of the Northern U.S.; the role of the Freedmen’s Bureau and organizations such as the American League of Colored Laborers, the National Negro Labor Council, the Colored Farmers’ National Alliance and Cooperative Union; the accomplishments and failures of Radical Reconstruction; the presidential election of 1876; and the end of Reconstruction).
7. Analyze the long-term consequences of one aspect of the Jim Crow era (1870s–1960s) that limited educational and economic opportunities for African Americans (e.g., segregated public schools, white supremacist beliefs, the threat of violence from extra-legal groups such as the Ku Klux Klan, the 1896 Supreme Court decision in Plessy v. Ferguson, and the Court’s 1954 decision in Brown v. the Board of Education of Topeka). 8. Evaluate the impact of educational and literary responses to emancipation and Reconstruction (e.g., founding of black colleges to educate teachers for African American schools, the U.S. publication of The Adventures of Huckleberry Finn by Samuel Clemens in 1885, and the development of African American literature in the early 20th century).
Students will be able to do the following:
Review & Complete "Causes of the American Civil War " & "Mind Bender" Homework & Bell ringer Exercises, Videos & Song Parody Links for the Unit TEST on Thursday May 11th
Begin Analyzing and Explaining the key battles of the American Civil War
Evaluate the "Advantages" and "Disadvantages " between the Union & The Confederacy during war. ( Mind Bender H/W Assignment)
Profiling the Key leadership roles of the Civil War beginning with Abraham Lincoln & the Union & Jefferson Davis & the Confederacy ( Mind Bender H/W Assignment)
Examining continued political social & continued tensions following the assassination of Lincoln through the period of Reconstruction and the tole of the Republican Party in implementing positive changes to African American Voting Rights ( Mind Bender H/W Assignment)
Assemble a Picture Timeline & TEST Study Guide from the Presidencies & Key Historic events from Abraham Lincoln to Rutherford B Hayes
Finish & Pass in Homework and Complete Test Study Guide for a TEST the week of May 22nd- 26th
5/8 - 5/12
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Place the 50 U.S States & Capitals & Territories in their correct locations on a map.
Students will be able to do the following:
Completed a Practice Map & Study Guide to turn in for class credit.
Take a States & Capitals Test on Monday May 8th
Continue working on C.A.P
Students will be taking Math MCAS TESTS grade wise on Thursday & Friday
5/1 - 5/5
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
1. Describe how the expansion of the United States to the Midwest contributed to the growing importance of sectional politics in the early 19th century and significantly influenced the balance of power in the federal government.
2. Analyze critical policies and events leading to the Civil War and connections among them (e.g., 1820: the Missouri Compromise; 1831–2: the South Carolina Nullification Crisis 1840s: the Wilmot Proviso; the Mexican-American War; 1850s: the Compromise of 1850; the KansasNebraska Act; the Supreme Court decision in Dred Scott v. Sandford; the Lincoln-Douglas debates; John Brown’s raid on Harper’s Ferry, the election of Abraham Lincoln).
Students will be able to do the following:
Explain how the Compromise of 1850 brings on "Bleeding Kansas & Charles Sumner being attacked on the Senate floor by Preston Brooks.
Explain how the division of Pro & Anti Slavery groups across Kansas ignites John Brown & his sons & followers to attack Pro slavery people at Pawattomie Creek Kansas
Analyze the Lincoln/Douglas Senatorial Debates & Lincoln's famous "House Divided " reference at establishing Lincoln as a National Political figure & bringing on the Civil War.
Analyze how The Landmark Scott v Sanford decision broke down African American relations and brought on the American Civil War.
5/1 - 5/5
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Students will be able to do the following:
*Follow rules for collegiate discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
Continue researching supportive evidence to present in their C.A.P to try to convince the proper officials to accept their projects.
Discuss & Debate what approach/approaches they should take in their C.A.P Presentations
Begin to format and set up Poster Boards for C.A.P Presentations .
Identify & Name The Fifty States & Capitals of The United States
4/24 - 4/28
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
Topic 4. Social, political, and religious change
2. Using primary sources, research the reform movements in the United States in the early to mid-19th century, concentrating on one of the following and considering its connections to other aspects of reform:
a. the Abolitionist movement, the reasons individual men and women (e.g., Frederick Douglass, Abbey Kelley Foster, William Lloyd Garrison Angelina and Sarah Grimké, Charles Lennox Remond, Harriet Beecher Stowe, Sojourner Truth, Harriet Tubman, David Walker, Theodore Weld) fought for their cause, and the responses of southern and northern white men and women to abolitionism.
Students will be able to do the following:
Finish Study Guide Assignments & Homework & Before Thursday April 27th TEST and pass in (All work due )
Explain the importance of the failure to end slavery at the ratification of the Constitution would have on setting up The American Civil War.
Explain and Analyze the role of Nat Turner's Slave Revolt had on bringing on the passing of the Fugitive Slave Act and Bleeding Kansas & Nebraska /John Brown
Explain and Evaluate the role that churches and Abolitionists Newspapers would have on educating and spreading anti slavery sentiment.
Explain and Evaluate the importance of Abolitionists William Lloyd Garrison. The Grimke Sisters , Harriet Beecher Stowe, Frederick Douglass, Sojourner Truth, Harriet Tubman, David Walker, and others had on educating the America and others had ending Slavery .
Complete & Pass in M/B Homework Assignments & Study Guide Assignments before Unit Test
4/24 - 4/28
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Identify and role play United States and Massachusetts Government and Civic Life
Begin the introductory stages of the C.A. P Identifying Community Issues to "Create or Change " an existing policy/policies
*Follow rules for collegiate discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.
* Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
* 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Students will be able to do the following:
Develop correctly written and formatted business letters to send to MMHS Principal Dr. Stacy Monette ,introducing their 2022/2023 C.A.P and inviting her to come to their class for presentations of their topics.
Continue researching supportive evidence to present in their C.A.P to try to convince the proper officials to accept their projects.
Discuss & Debate what approach/approaches they should take in their C.A.P Presentations
Begin to format and set up Poster Boards for C.A.P Presentations .
4/10 - 4/ 14
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Identify and role play United States and Massachusetts Government and Civic Life
Begin the introductory stages of the C.A. P Identifying Community Issues to "Create or Change " an existing policy/policies
Participate in the Voting Process to decide as a class which Policy/Policies they should do their CAP Project on
Participate in the Voting Process to decide as a class which Policy/Policies they should do their CAP Project on
Students will be able to do the following:
Divide into C.A.P Teams and begin to create Policy Projects that each class voted on.
Research and Create Information Folders with Supporting Evidence for each Topic.
4/10 - 4/ 14
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 2. Democratization and expansion [USI.T2]
Topic 3. Economic growth in the North, South, and West[USI.T3]
Topic 4. Social, political, and religious change [USI.T4]
Students will be able to do the following:
. Evaluate the presidency of Andrew Jackson, including the spoils system, the National Bank veto, and the policy of Indian removal, and the Nullification Crisis.
. Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California)
Describe important religious and social trends that shaped America in the 18th and 19th centuries (e.g., the First and Second Great Awakenings; the increase in the number of Protestant denominations; the concept of “Republican Motherhood;” hostility to Catholic immigration and the rise of the Native American Partys and social trends that shaped America in the 18th and 19th centuries
4/3 - 4/7
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Identify and role play United States and Massachusetts Government and Civic Life
Begin the introductory stages of the C.A. P Identifying Community Issues to "Create or Change " an existing policy/policies
Participate in the Voting Process to decide as a class which Policy/Policies they should do their CAP Project on
4/3 - 4/7
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
3. Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California).
Evaluate the contributions of Andrew Jackson to the creation of the Modern Day Democratic Party
Students will be able to do the following:
2. Evaluate the presidency of Andrew Jackson, including the spoils system, the National Bank veto,
Explain how the Election of 1824 expanded the voting to include Non Property and poor white men.
Recognize what the "Corrupt Bargain " was and Identify to beliefs and roles of each candidate.
Identify the Election Process by analyzing the 1824 election
Recognize the "Political Differences " between Andrew Jackson & John Q Adams
3/27- 3/31
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
3. Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California).
Students will be able to do the following:
Analyze & Explain the effects of the Monroe Doctrine on the development and settlement of the United States
Analyze & Explain the Role of Henry Clay and the Missouri Compromise on pushing off Civil War
2. Evaluate the presidency of Andrew Jackson, including the spoils system, the National Bank veto, and the policy of Indian removal, and the Nullification Crisis.
3. Analyze the causes and long and short term consequences of America’s westward expansion from 1800 to 1854 (e.g., the Louisiana Purchase, the War of 1812, growing diplomatic assertiveness after the Monroe Doctrine of 1823; the concept of Manifest Destiny and pan-Indian resistance, the establishment of slave states and free states in the West, the acquisition of Texas and the Southwestern territories as a consequence of the Mexican-American War in 1846–48, the California Gold Rush, and the rapid rise of Chinese immigration in California).
Students will be able to do the following:
Analyze & Explain the effects of the Monroe Doctorine on the development and settlement of the United States
Analyze & Explain the Role of Henry Clay and the Missouri Compromise on pushing off Civil War
Review and Create a "Timeline" Study Guide to use on Friday's TEST on the Presidency of James Monroe
Take an "Open Notes" TEST on The Presidency of James Monroe
Evaluate the political change in the presidencies of John Quincy Adams and Andrew Jackson and the development of the Modern Democratic Party
Students Present African American Entrepreneur Power Point Presentations
Students will be able to do the following:
Review For TEST on the Presidency of James Monroe ( Use Links On Google Classroom )
Using links on Google Classroom create a "Timeline" of events of Monroe's Presidency Use timeline of events template on Google Classroom to guide you through those events and write a brief description of each event on the date and include a picture: may do either a hard copy (Draw and Write) or online type and Clip art or drag appropriate images to the event. Will need to be printed out to use as a Study Guide for Friday March 31st TEST
Pass in Study Guide after Friday's TEST for a classwork grade.
3/20 - 3/24 Spring !
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Begin The CAP ( Civics Action Project) watch Video and Review accompanying Home work Assignment
Brainstorm possible CAP Topics to cover
Student African American Politician Power Point Presentations all week
Begin reviewing for upcoming Civics MCAS Test (Kahoot Quizzes)
3/20 - 3/24 Spring !
Law and You 11th & 12th Elective
Chapter 13 Street Law Criminal Justice Process & Proceedings before Trial
Discuss the "Booking Process" & Arraignment
Analyze " Case Studies " from Unit
3/13 - 3/16
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Topic 2. Democratization and expansion [USI.T2]
Topic 3. Economic growth in the North, South, and West[USI.T3]
Topic 4. Social, political, and religious change [USI.T4]
Topic 2. Democratization and expansion [USI.T2]
Students will be able to do the following :
Review for Test 3/15 by playing Kahoot Quizzes and reviewing notes and Study Guides as well as Google Classroom work
Take TEST Thursday March 16th
3/13 - 3/16
MMMMMMMMMMMMMMMMMMMMMMMMMM MMMMMMM
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following :
Explain the "role/roles people play in Federal, State and local Government
Period 1 Honors will have State Representative David Viera come in for a special class visit to talk to the students about his role in Massachusetts Government
Review for Test by playing Kahoot Quizzes and Study Guides as well as Google Classroom
Take the Test Thursday March 16th
3/13 - 3/16
Law and You 11th & 12th Elective
Review for Ch 12 Street Law Test and finish Charles Manson & Ethan Couch Afluenza Case Studies
Take the Test Thursday March 16th
3/6 - 3/10
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Topic 2. Democratization and expansion [USI.T2]
Topic 3. Economic growth in the North, South, and West[USI.T3]
Topic 4. Social, political, and religious change [USI.T4]
Topic 2. Democratization and expansion [USI.T2]
Students will be able to do the following :
Explain the causes and effects of the War of 1812 on America
Analyze the role of War Hawks at pushing James Madison to endorse a war.
Evaluate the outcome of key battles on American History and the status of future presidents ( Andrew Jackson " Old Hickory" & William Henry Harrison " Tippecanoe "
Complete M/B Homework Assignment and Bell Ringer Activities
Work on TEST Study Guide Activities and Daily Review for TEST PERIOD 2(ONLY) Tuesday March 14th
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following :
Explain the "role/roles people play in Federal, State and local Government
Period 1 Honors will have State Representative David Viera come in for a special class visit to talk to the students about his role in Massachusetts Government
Review for Test by playing
3/6 - 3/10
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following :
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government & Connect them to the political guests they had a chance to meet at the Civics Career Day
Complete the Civics Career Day Project and hand it in for a grade.
Complete the Study Guide and Prepare for TEST March 14th
3/6 - 3/10
Law and You 11th & 12th Elective
Analyze Videos & Evidence from Primary Sources Discuss & take notes On the Charles Manson, Alex Murdough , & Patricia Hurst Cases ( For TEST)
Review and Write out Definitions for Ch 11 & 12 Street Law Vocabulary Words for upcoming TEST Thursday March 16th
2/27- 3/3
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Topic 2. Democratization and expansion [USI.T2]
Topic 3. Economic growth in the North, South, and West[USI.T3]
Topic 4. Social, political, and religious change [USI.T4]
Topic 2. Democratization and expansion [USI.T2]
Students will be able to do the following :
Explain the causes and effects of the War of 1812 on America
Analyze the role of War Hawks at pushing James Madison to endorse a war.
Evaluate the outcome of key battles on American History and the status of future presidents ( Andrew Jackson & William Henry Harrison " Tippecanoe "
Predict the Economic and Social Path of the United States at the outcome of the war.
Complete M/B Homework Assignment and Bell Ringer Activities
Work on TEST Study Guide Activities and Daily Review
2/27- 3/3
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government
Create "Interview " questions for Civics Career Day March 3rd
Take Notes and Meet and Interview Local, and State Government officials attending the Civics Career Day at the High School.
2/27- 3/3
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Read and Complete Mini Case Studies from Chapter 11 Criminal Defenses
Read and Complete Mini Case Studies from Chapter 12 Criminal Justice process & The Investigative Process
2/13 - 2/17
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Students will be able to do the following :
Create a Study Guide for Chapters 8-10 for TEST
Take TEST 2/14
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Explain how "Federalism " works / Review for TEST
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government
Continue completing Test Study Guide and Test Review Activities
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
Review M/B H/W & Bell Ringer Exercises, Study Guides ( Complete and turn in for grade) Video and Curriculum Song Links
Take Test February 17th
2/13 - 2/17
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
1. Explain the importance of the Transportation Revolution of the 19th century (e.g., the introduction of steamboats, canals, roads, bridges, turnpikes, and railroad networks; the completion of the First Transcontinental Railroad and its stimulus to east/west trade, the growth of Midwestern towns and cities, and the strengthening of a market economy).
2. Analyze the effects of industrial growth throughout antebellum America, and in New England, the growth of the textile and machinery industries and maritime commerce.
a. the technological improvements and inventions that contributed to industrial growth and maritime commerce
b. the impact of the cotton gin on the economics of Southern agriculture and slavery and the connection between cotton production by slave labor in the South and the economic success of Northern textile industries
c. the causes and impact of the wave of immigration from Northern Europe to the United States in the 1840s and 1850s (e.g., the impact of the English occupation of Ireland, the Irish famine, and industrial development in the U.S
d. the rise of a business class of merchants and manufacturers
3. Describe the role of slavery in the economies of the industrialized North and the agricultural South, explain reasons for the rapid growth of slavery in southern states, the Caribbean islands, and South America after 1800, and analyze how banks, insurance companies, and other institutions profited directly or indirectly from the slave trade and slave labor.
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
Continue completing Test Study Guide and Test Review Activities
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
Review M/B H/W & Bell Ringer Exercises, Study Guides ( Complete and turn in for grade) Video and Curriculum Song Links
Take Test February 16th
2/6 - 2/10
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Explain how "Federalism " works
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government
Continue completing Test Study Guide and Test Review Activities
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
2/6 - 2/10
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
1. Explain the importance of the Transportation Revolution of the 19th century (e.g., the introduction of steamboats, canals, roads, bridges, turnpikes, and railroad networks; the completion of the First Transcontinental Railroad and its stimulus to east/west trade, the growth of Midwestern towns and cities, and the strengthening of a market economy).
2. Analyze the effects of industrial growth throughout antebellum America, and in New England, the growth of the textile and machinery industries and maritime commerce.
a. the technological improvements and inventions that contributed to industrial growth and maritime commerce
b. the impact of the cotton gin on the economics of Southern agriculture and slavery and the connection between cotton production by slave labor in the South and the economic success of Northern textile industries
c. the causes and impact of the wave of immigration from Northern Europe to the United States in the 1840s and 1850s (e.g., the impact of the English occupation of Ireland, the Irish famine, and industrial development in the U.S
d. the rise of a business class of merchants and manufacturers
3. Describe the role of slavery in the economies of the industrialized North and the agricultural South, explain reasons for the rapid growth of slavery in southern states, the Caribbean islands, and South America after 1800, and analyze how banks, insurance companies, and other institutions profited directly or indirectly from the slave trade and slave labor.
Students will be able to do the following:
Explain the roots of the English and American Industrial Revolutions .
Analyze the Economic , Social , Environmental and Political changes of The Industrial Revolution had on the societies who experienced it.
Identify the Entrepreneurs who invented the machines, methods and advancements that brought about the society we live in.
Identify the "positive " and "negative " changes brought about by Eli Whitney's invention of the Cotton Gin
Identify the Entrepreneurs who invented the machines, methods and advancements that brought about the society we live in.
Continue Completing Test Study Guide and Review Activities
Complete and Discuss Mind Bender H/W Assignments and Bell Ringer Activities
Introduce and Begin to Research information about their African American Entrepreneur/Inventor for their Project/Presentation on March 6th.
2/27- 3/3
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Read and Discuss Chapter 11 in Street Law " Criminal Defense System "
Read and Discuss Chapter 12 The "Criminal justice Process & Investigative Phase
1/30 - 2/3
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
United States and Massachusetts Government and Civic Life
Topic 4. Rights and responsibilities of citizens
Topic 6. The structure of Massachusetts state and local government
Students will be able to do the following:
Explain how "Federalism " works
Explain the "role/roles people play in Federal, State and local Government
Identify the political positions in State and Local Government
1/30 - 2/3
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 3. Economic growth in the North, South, and West
1. Explain the importance of the Transportation Revolution of the 19th century (e.g., the introduction of steamboats, canals, roads, bridges, turnpikes, and railroad networks; the completion of the First Transcontinental Railroad and its stimulus to east/west trade, the growth of Midwestern towns and cities, and the strengthening of a market economy).
2. Analyze the effects of industrial growth throughout antebellum America, and in New England, the growth of the textile and machinery industries and maritime commerce.
a. the technological improvements and inventions that contributed to industrial growth and maritime commerce
b. the impact of the cotton gin on the economics of Southern agriculture and slavery and the connection between cotton production by slave labor in the South and the economic success of Northern textile industries
c. the causes and impact of the wave of immigration from Northern Europe to the United States in the 1840s and 1850s (e.g., the impact of the English occupation of Ireland, the Irish famine, and industrial development in the U.S
d. the rise of a business class of merchants and manufacturers
e. the role of women as the primary workforce in New England textile factories and female workers’ activism in advocating for reform of working conditions
3. Describe the role of slavery in the economies of the industrialized North and the agricultural South, explain reasons for the rapid growth of slavery in southern states, the Caribbean islands, and South America after 1800, and analyze how banks, insurance companies, and other institutions profited directly or indirectly from the slave trade and slave labor.
Students will be able to do the following:
Explain the roots of the English and American Industrial Revolutions .
Analyze the Economic , Social , Environmental and Political changes of The Industrial Revolution had on the societies who experienced it.
Identify the Entrepreneurs who invented the machines, methods and advancements that brought about the society we live in.
Identify the "positive " and "negative " changes brought about by Eli Whitney's invention of the Cotton Gin
Compare and Contrast the economic differences between Regions in the United States ( North and South and Later The West)
Continue working and Completing Test Study Guides
1/23-1/27
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Democratization and Expansion of the United States
Economic growth in the North, South and West
Students will be able to do the following:
Work on and Complete and Submit Corps of Discovery Dairy Project by Friday January 27th
Review Mind Bender Homework and Bell Ringer Exercises, Test Study Guides, Curriculum Link Song Parodies, and Kahoot Quizzes for Friday January 27th's TEST
Write out Study Notes to use on Friday's Test
Complete and submit to be graded TEST Study Guides and ANY other Term 2 by Class-time on Tuesday January 31st (The end of TERM 2)
1/23- 1/27
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
Social, Political and Religious Change
Students will be able to do the following:
Work in "Newspaper Scavenger Hunt Teams" to Complete and Submit Projects by Monday January 30th to get Term 2 Credit
Review Mind Bender Homework and Bell Ringer Exercises, Test Study Guides, Curriculum Link Song Parodies, and Kahoot Quizzes for Thursday January 26th's TEST
Write out Study Notes to use on Thursday's Test
Complete and submit to be graded TEST Study Guides and ANY other Term 2 by Class-time on Tuesday January 31st (The end of TERM 2)
1/23 - 1/29
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Students will be able to do the following:
Individually Review and Complete Gibson Bakery v Oberlin College Case Study Project by Monday January 30th in order to earn Term 2 Credit
Write out TEST Notes from Text Book (Ch 6-7) to use on Friday January 27th's TEST
Review Mind Bender Homework and Bell Ringer Exercises, Test Study Guides, Curriculum Link Song Parodies, and Kahoot Quizzes for Thursday January 26th's TEST
Complete and submit to be graded TEST Study Guides and ANY other Term 2 by Class-time on Tuesday January 31st (The end of TERM 2)
1/9 - 1/13
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
Social, Political and Religious Change
Students will be able to do the following:
Students will be able to do the following:
Analyze the U2 Song Pride and be able to Explain The band's tribute to Dr. Martin Luther King Jr. and the actions taken by King and others to pass the Civil Rights Laws we have today.
Explain the failures and Lone Success ( N/W Ordinance of 1787) of The Articles of Confederation
Compare and Contrast the ideas of Anti Federalists and Federalists at the Constitutional Convention in Philadelphia and drafting our nation's Constitution.
Complete Study Guide Daily Activities, Bell Ringers , mini lessons and weekly homework assignments.
1/9 - 1/13
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Democratization and Expansion of the United States
Economic growth in the North, South and West
Social, Political and Religious Change
Students will be able to do the following:
Analyze the U2 Song Pride and be able to Explain The band's tribute to Dr. Martin Luther King Jr. and the actions taken by King and others to pass the Civil Rights Laws we have today.
Evaluate the Presidency of Thomas Jefferson and his Inaugural Address.
Explain the Importance of the Louisiana Purchase to the development and settlement of the United States.
Begin Role Play Discovery Corps Project on the exploration and mapping of the West to the Pacific Ocean from the Lewis and Clark and Sacajawea Expedition.
Complete weekly Mind Bender Homework Assignments and Bell Ringer Assignments.
1/9 - 1/13
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Students will be able to do the following:
Analyze the U2 Song Pride and be able to Explain The band's tribute to Dr. Martin Luther King Jr. and the actions taken by King and others to pass the Civil Rights Laws we have today.
Discuss, Analyze and Evaluate the First Amendment of the Constitution
Discuss, Analyze and Evaluate the Limitations of Freedom of Speech and The Press
Role play lawyers building a Legal case against Oberlin College filed by Gibsons Bakery for deformation of Character.
Discuss the outcome of the case in class and why such a large lawsuit was awarded to the bakery in the end.
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
Students will be able to do the following:
Review and finish Study Guides and Mind Bender Homework assignments for Friday's Unit Test.
Participate in Test Review Kahoots( Links on Google Classroom) and take notes any Questions missed during review and Review those questions Extra.
Make up Notes/ and a Review Sheet which May Be used on Fridays Test.
Take the Test on Friday
1/3 - 1/6
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Explain "How" the Strengths and Weaknesses of the Articles of Confederation led to the drafting of America's Constitution.
Explain the "importance" of Shays Rebellion on the drafting of our Constitution.
Explain and Identify the passing of the Northwest Ordinance in 1787 and the location of the " 4 New States" it created.
Complete the Daily Bell Ringer Exercises, Mind Bender Homework Assignments and Weekly Study Guide Assignments.
12/19-12/23
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Correct Tests for partial credit to up scores ( If Needed)
Finish and submit any work not completed for the first half of term on Progress Reports
Watch and take notes on National Treasure II Movie
12/19-12/23
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Correct Tests for partial credit to up scores ( If Needed)
Finish and submit any work not completed for the first half of term on Progress Reports
Watch and take notes on National Treasure II Movie
12/19-12/23
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
I will be able to do the following:
Review Street Law Chapters 4/5 Negotiation Process and The American Court System
Create a Study Guide with Vocabulary Words and Topics Posted on Google Classroom to use on Test if needed.
Participate in a "Review Kahoot ( Link on Google Classroom) to review for TEST
Take Unit TEST and submit for credit
12/12/22- 12/16
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Take a Unit Test 12/16 ( Test Material posted on Google Classroom ) Finish Unit Study Guide ( Pass in for a grade) and take notes to use on the TEST.
Trace and Map Major Battles of the American Revolution
Review for Test/ Kahoots
12/12/22- 12/16
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Evaluate the "Precedents" George Washington set as America's First President
Explain the importance of the Whiskey Rebellion to Washington's presidency
Analyze Washington's Farewell Address and the advice he gave the country
Explain the importance of Marbury v Madison for determining the importance of The Supreme Court
12/12/22- 12/16
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
I will be able to do the following :
Present in a mock Trial Spirit v Led Zeppelin " Copy write infringement ( Pass in project for grade)
Review ch 4 and 5 for Upcoming Test/ Take Test notes on Vocabulary
Participate in a Socratic Seminar discussing role of the Supreme Court
Participate in Review Kahoots
12/5-12/9
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Take a Unit Test 12/9 on the following topics : Finish Unit Study Guide ( Pass in for grade)and take notes to use on TEST
Compare and Contrast The Articles of Confederation and The Constitution
Identify the strengths and weaknesses of the Articles which led to the Drafting of the Constitution.
Explain the events most importantly Shay's Rebellion which exposed the weakness of The Articles and Weak Federal Government.
Recognize the Difference of Federalists and Anti Federalists leading to the inclusion of The Bill of Rights in the Constitution.
12/5-12/9
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Take a Unit Test 12/12 on the following topics Finish Unit Study Guide ( Pass in for a grade) and take notes to use on the TEST.
Identify what The Olive Branch Petition was and Explain how the Colonists attempted a peaceful solution before issuing The Declaration of Independence.
Explain the Language and purpose of Jefferson and the other Founding Fathers issuing the Declaration of Independence.
Recognize the "important battles of the American Revolution and there outcome.
Identify who Thomas Paine was and the importance of his pamphlets Common Sense and The Crisis to inspiring the colonists to fight the American Revolution.
12/5-12/9
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
I will be able to do the following :
Recognizing and Explaining Copyright "Infringement"
Identifying and defending Spirit v Led Zeppelin on the song Taurus and Stairway to Heaven infringement Project/Role Play
Explain the State and Federal Court system and Trial Process
Explain why "most " disagreements never go to Court and how they are otherwise resolved.
11/28 - 12/2
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Explain the Negotiation process in settling disputes
Differentiate the types of Negotiation practiced by lawyers and Businesses
Name the steps in a typical mediation session
Define what Arbitration is and where it is often used
11/28-12/2
Massachusetts Framework Connections:
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Explain the importance of the drafting of the Declaration of Independence to the Independence of the United States
Recognize who the Founding Fathers were especially Thomas Jefferson, Ben Franklin and John Hancock
Explain the process of the Second Continental Congress to the drafting of the Declaration of Independence
Recognize the battles of the American Revolution and their outcomes
11/28-12/2
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. Democratization and expansion ( Further Introduce & continue after break)
Topic 2. Democratization and expansion [USI.T2]
Explain the process of drafting both The Articles of Confederation and The U.S Constitution
Explain the importance of Shays Rebellion to the replacement of the Articles of Confederation with the Constitution
Recognize the difference between Federalists and Anti Federalists in the drafting process
Explain what The Northwest Ordinance was and how it effected the settlement and expansion of the United States
11/ 23-24th
Short week / Have a Safe and Happy Holiday Break with your family and friends
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections:
Topic 1. Origins of the Revolution and the Constitution ( Review & Test)
Topic 2. Democratization and expansion ( Further Introduce & continue after break)
Students will be able to do the following:
Complete a Unit Test on the Battles & Outcome of The American Revolution
Explain the importance of the Second Continental Congress and the placement of George Washington as " Commander& Chief of The Continental Army
Recognize & Explain the "Strengths and Weaknesses" of the Articles of Confederation
Explain the importance of Shays Rebellion in Springfield Massachusetts to the drafting of our Constitution
Complete a M/B Assignment on the Above topics due on November 28th
11/ 23-24th
Short week / Have a Safe and Happy Holiday Break with your family and friends
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
Students will be able to do the following
Complete a Unit Test on Chapter 3 Street Law Advocacy
Recognize and Explain the " Methods used in Settling Disputes
Explain how the Court System functions
List and Explain the "Steps involved " in a trial
Complete the assigned Role Play Problems from Street Law Curriculum and pass them in on Monday November 28th
11/ 23-24th
Short week / Have a Safe and Happy Holiday Break with your family and friends
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to do the following:
Explain the Importance of the Iroquois Nation and The Albany plan of Union to the writing of both The Articles of Confederation and The Constitution
Explain the Importance of Ben Franklin's Albany Plan of Union to helping to Unite a colonial effort for the American Revolution
Identify and briefly explain the Olive Branch Petition
Identify the major battles of the American Revolution
11/14-11/18
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections
Topic 1. The philosophical foundations of the United States political system
Topic 2. The development of the United States government
I will be able to...................
Explain how the Iroquois Nation's Constitution helped to influence both our Constitution and Declaration of Independence
Explain how the outcome of The French and Indian War influenced the English settlement of North America.
Recognize similarities and differences in both governments
Explain the importance of The Albany Convention in laying the groundwork for both The American Revolution as well as the Development of The United States system of democratic Government.
11/14-11/18
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections
Topic 2. Democratization and expansion
Explain the importance of the Alliance with France to help win the american Revolution
Recognize the location of Yorktown Virginia and its importance to the revolution
Identify the leadership and flaws of both the British and Continental Armies
Synthesize the importance of the Colonial victory and the coming of The United States
10/31-10/4
Daily/Weekly Objectives / Learning Targets Grade 9/10 U.S History I
Massachusetts Framework Connections
Topic 7. Progressivism and World War I
Topic 1. Origins of the Revolution and the Constitution
I will be able to...................
Explain the origins of Veterans Day( Next Friday) to the end of WWI hostilities and the signing of the Armistice on November 11th at 11 :am (11,11,11)
locate where the important battles of the American Revolution took place
Recognize the key contributions of George Washington, Thomas Paine Frances Marion, John Paul Jones and Nathan Hale to the Revolution
Explain why Benedict Arnold became a "Traitor " to the patriot cause after being a member of the Son's of Liberty in Boston at the start of the war.
Evaluate the advantages and disadvantages of the Continental and British Armies
Evaluate the importance of The Battle of Sara-toga and the alliance with France that followed.
Complete any missing assignments and turn them in for credit by November 10th end of Term 1 November 28th and be ready to Discuss in class
10/31-10/4
Daily/Weekly Objectives and Learning Targets Law and legal High School Elective
I will be able to................
Explain the origins of Veterans Day( Next Friday) to the end of WWI hostilities and the signing of the Armistice on November 11th at 11 :am (11,11,11)
Analyze and prepare a Mock Trial argument in either a Plaintiff or Defendant Team role playing lawyers for the famous Anderson v Grace Chemical Co ( Woburn Massachusetts
Argue the case interjecting evidence of past cases from researching the Trial document.
List all cases relevant to your case and submit them to me
Explain Street law Chapter Three negotiation
10/31-10/4
Daily/Weekly Objectives and learning Targets Grade 8 Civics and Government
Massachusetts Framework Connections
Topic 1. The philosophical foundations of the United States States political system
I will be able to ...................
Explain the origins of Veterans Day( Next Friday) to the end of WWI hostilities and the signing of the Armistice on November 11th at 11 :am (11,11,11)
Explain and Assemble a Power Point News Paper Section Project in teams and turn in for credit.
Research and Assemble a list of current Federal,State, Local and Tribal Representatives to prepare for Super Tuesday Election Day next week.
Complete any missing assignments and turn them in for credit by November 10th end of Term 1
October 24th-28th
Frame Work Connection:
Topic 2. The development of the United States government
Topic 1. The philosophical foundations of the United States
Daily/Weekly Objectives Grade 8 Civics and Government
I will be able to..........
Explain the Importance of The Jamestown Colony to Representative Government in America.
Explain Why The Middle Colonies were called "The Colonial Breadbasket" ( complete Study Guide)
Explain Why The New England Colonies were called "The Colonial Workshop" ( complete Study Guide)
Explain Why The Southern Colonies were called " The Colonial Green House" ( complete Study Guide)
Explain the Importance of both The Mayflower Compact and The Connecticut Fundamental Orders to America's Government.
Collaborate with my Enterprise Scavenger Hunt Team to begin project ( Due Friday Nov 4th)
Review and Explain the Unit Learning Objectives from The Study Guide, Mind Bender Homework and The Song Parody Curriculum for Friday's TEST
October 24th-28th
Daily/Weekly Objectives Grade 9/10 U.S History I
Frame work connection:
Topic 1. Origins of the Revolution and the Constitution
I will be able to............
Recognize the important contributions of both the First and Second Continental Congress to the American Revolution.
Identify and Explain the different Revolutionary War Battles.
Know the "Difference" between Loyalists and Patriots .
Identify who Thomas Paine was and his important " Common Sense" and " Crisis" pamphlets and their influence on the colonists and the Revolution.
Explain Who, When, and Why The Declaration of Independence was written.
October 24th-28th
Daily/Weekly Objectives Law and legal High School Elective
I will be able to....
Collaborate and Research within Defense/Plaintiff Teams to build case for "Mock Trial " of Anderson v Grace Chemical.
Create Case within class/personal Rubric Guide to present
Present on Friday ' Mock Trial after sharing "Discovery" with each team.
Introduce Chapter Three Street Law lobbying, grassroots lobby,referendum,
October 17th-21st
Daily/Weekly Objectives Law and legal High School Elective
REMEMBER TEST ON CHAPTER 2 AND THE MOVIE A CIVIL ACTION
Notes may be used on Test
Review chapter vocabulary and "Big Ideas " for the Test
Finish and Analyze Movie a Civil Action and the Precedents it set
Review and Explain the role of Each of America's Three branches of Government.
Explain the "Steps" of a Bill becoming a Law
October 11-14th
Daily/Weekly Objectives Law and legal High School Elective
Apply notes from either "Defense or Plaintiff" assigned Mock Trial of Woburn Pollution Case from watching true story movie A Civil Action
Evaluate "evidence gathered from the movie to apply to mock trial
Create a team Defense or Prosecution case based on the Evidence
Daily/Weekly Objectives Grade 9/10 U.S History I
October 17th-21st REMINDER TEST FRIDAY OCTOBER 21st
CP Period 6 may use Study Guides and Notes
Honors Period 2 may use notes only
Topic 1. Mass Frameworks Origins of the Revolution and the Constitution
Analyze Longfellow's Famous poem The Midnight Ride of Paul Revere and deciphering "Fact from Fiction " and the use of Poetic License by Longfellow
Explain the importance of "The Shot Heard Round the World " and The Battle of Lexington and Concord
Predict how the outcome of that battle will set up The Battle of "Bunker" ( Breeds Hill)
Evaluate the importance of Boston early in the Revolution
October 11-14th
Daily/Weekly Objectives Grade 9/10 U.S History I
Massachusetts Frame Work Lesson Connection
Topic 1. Origins of the Revolution and the Constitution
Explain how the "Outcome" of the French and Indian War began to push the American Colonies closer to rebellion against the British Crown.
Analyze The effect that both The Proclamation of 1763 and the Taxes that followed had on the colonial support for the crown.
Evaluate the effect of Patrick Henry and The Virginia House of Burgesses ' No Taxation Without Representation and Boston's Tea Party, Massacre and Committee of Correspondence led by Sam Adams had on helping to start the American Revolution.
Daily/Weekly Objectives Grade 8 Civics and Government
October 17th-21st REMEMBER QUIZ ON FRIDAY OCTOBER 21st.
Period 4 CP May use both notes and Study Guides on Quiz
Period 1 Honors May use Notes only on Quiz
Daily/Weekly Objectives Grade 8 Civics and Government
Topic 1. The philosophical foundations of the United States political system
Finish Study Guides and Review for Fridays 13 Colonies Map/History Quiz
Review the settlement of Jamestown Colony and its importance
Review what a Representative Government is
Review how each of the three regions New England , Middle and Southern all differed Historically geographically and economically
Begin learning how to read a Newspaper and a Voting Ballot
October 11-14th
Daily/Weekly Objectives Grade 8 Civics and Government
Mass Frameworks weekly lesson connection:
Topic 1. The philosophical foundations of the United States political system
Compare and Contrast both Plymouth Bay/Mass Bay and Jamestown Colonies
Identify who John Smith , John Rolfe, The Powhatan Nation, and Pocahontas were and how each was important to Jamestown.
Explain the "Cash Crop" introduced at Jamestown which saved the colony after no gold was found.
Evaluate the creation of the first Representative Government in North America and the influence it had on creating our Constitution.
Daily/Weekly Objectives Grade 8 Civics and Government
Identify (who) the Pilgrims were and why they are important to American History
Explain the important contributions the Wampanoag Native American Culture made to the Pilgrims survival
Know who Squanto, Samoset Massasoit William Bradford and John Carver were
Explain the importance of the Mayflower Compact to America's history
Identify who the Puritans were and where they settled and why.
Know who John Winthrop and the significance of " City on a Hill" Who were Roger Williams , Thomas Hooker and John Wheelwright and what was " The Great Migration"
Compare and Contrast both the Puritans and the Pilgrims reasons for coming to the New World
Explain lasting ideas of government contributions from the Mass Bay Settlement
Identify who Metacom (King Phillip) was and Explain what King Phillips War was and was it is important to the future settlement of North America.
State Social Studies Frameworks Strand 1
• Know the fundamental ideas central to the vision of the 18th century founders, the vision that holds us together as one people of many diverse origins and cultures.
Grade 8 State Frameworks for Civics and Government:
A Renewed Mission: Education for Civic Life in a Democracy The primary purpose of a history and social science education is to prepare students to have the knowledge and skills to become thoughtful and active participants in a democratic society and a complex world. “Government of the people, by the people, for the people” is not just a historical phrase from Lincoln’s “Gettysburg Address,” but an ideal that must be renewed and reinvigorated by each succeeding generation. The future of democracy depends on our students’ development of knowledge, skills, and dispositions that will enable them to embrace democracy’s potential, while recognizing its challenges and inherent dilemmas. People who are prepared to continue the legacy of democracy in the United States: • Know the fundamental ideas central to the vision of the 18th century founders, the vision that holds us together as one people of many diverse origins and cultures. • Understand the intellectual and political tensions and compromises in the Founders’ ideas and how successive generations in the United States have worked to resolve them. • Know how democratic ideas have been turned into institutions and practices, and the history of the origins, growth, and struggles of democratic societies on earth, past and present. • Understand what economic, social, cultural, religious, and international conditions have helped to shape democratic practices. • Understand the purposes, principles, and practices of the United States government as established by the Constitution, which includes their rights and responsibilities, and how to exercise them in local, state, and national government. • Understand that, in the United States, the Constitution has continued to be vibrant and relevant through amendments and decisions of the federal courts. • Understand how individuals, groups, organizations, and governments have addressed obstacles to democratic principles by working within the structure set forth in the Constitution. • Are knowledgeable about local, state, and national politics and policies, and understand the current condition of the world and how it got that way. • Are prepared to discuss complex and controversial issues and ideas with people of different views, learning to speak with clarity and respectfulness. • Develop and practice habits of civic engagement and participation in democracy
Week of September 19th-23rd GRADE 8 Civics and Government Classes Period 1 and 4 Lesson Plan Lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom :
https://academy4sc.org/wp-content/uploads/sites/39/2020/04/Magna-Carta-lesson.pdf
Weekly Objectives:
To be able to
Explain the importance of the signing of the Magna Carta in England in 1215
Compare some its ideas to America's Bill of Rights in The Constitution
Explain how those "rights" are important to you
Important vocabulary words: Magna Carta, King John ,1215 Runny Meade England , vassals and nobles, Trial by Jury, Consent of the Governed. Representative Government, The Bill of Rights , The Constitution, Freedoms and Rights, "Due Process under the Law"
GRADE 8 Civics and Government Classes Period 1 and 4 Lesson Plan Lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom :
TEST FRIDAY SEPTEMBER 30th
Weekly Objectives
Finish and Review Magna Carta and Bill of Rights Study Guides
Review Google Classroom for a list of what is on Friday's TEST
Listen and Take Notes on Any of the Four Song Parody's we heard in class: Roman Twelve Tables (Mr. Nicky Macklemore/Thrift Shop) Magna Carta Rap. Bill of Rights song Jam Campus)
Be on time and prepared for the TEST on FRIDAY September 30th)
Twelve Tables Song Link
www.youtube.com/watch?v=m5V-IK1cEtE
Magna Carta Rap Song Link:
www.youtube.com/watch?v=F_5My8XH-n0
Bill of Rights Song 1 Link
www.youtube.com/watch?v=KtH5KjiHeps
Bill of Rights Song Link 2
www.youtube.com/watch?v=tlt6R1KD4E0
Bill of Rights Song Link
https://play.kahoot.it/v2/game-summary?quizId=cf72c894-6ab6-4589-bb13-c9c159352f15
Week of September 19th-23rd grades 9/10 U.S. History I Periods 2 and 6 Lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom . Daily Assignments can be found on my Google Classroom :
https://billofrightsinstitute.org/lessons/mercantilism
Week of September 19th-23rd grades 9/10 U.S. History I Periods 2 and 6 Lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom . Daily Assignments can be found on my Google Classroom :
https://billofrightsinstitute.org/lessons/mercantilism
Weekly Objectives : Grade 9/10 U.S 1
To be able to
. Explain the importance of the French and Indian war to the American Revolution
Identify the leadership qualities George Washington learned during the French and Indian War which later gave him experience during the American Revolution
Identify the "Causes" of the the French and Indian War
Explain how the outcome of the war helped shape the " settlement" of North America
United States History I Content Standards53 Building on knowledge from previous years, students should be able to: Topic 1. Origins of the Revolution and the Constitution [USI.T1] Supporting Question: How did events of the Revolutionary period inform the ideas in the Constitution? 1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution.
United States History I Content Standards53 Building on knowledge from previous years, students should be able to: Topic 1. Origins of the Revolution and the Constitution [USI.T1] Supporting Question: How did events of the Revolutionary period inform the ideas in the Constitution? 1. Analyze the economic, intellectual, and cultural forces that contributed to the American Revolution. 2. Explain the reasons for the French and Indian War (1754–1763), the North American component of the global Seven Years’ War between Great Britain and France (1756–1763), and analyze how the war affected colonists and Native Peoples. 3. Explain Britain’s policies in the North American colonies (e.g., the Proclamation of 1763, the Sugar Act, the Stamp Act, the Townsend Duties, the Tea Act, and the Intolerable Acts) and compare the perspectives of the British Parliament, British colonists, and Native Peoples in North America on these policies. 4. Describe Patriots’ responses to increased British taxation (e.g., the slogan, “no taxation without representation,” the actions of the Stamp Act Congress, the Sons of Liberty, the Boston Tea Party, the Suffolk Resolves) and the role of Massachusetts people (e.g., Samuel Adams, Crispus Attucks, John Hancock, James Otis, Paul Revere, John and Abigail Adams, Mercy Otis Warren, Judith Sargent Murray, Phillis Wheatley, Peter Salem, Prince Estabrook). 5. Explain the main argument of the Declaration of Independence, the rationale for seeking independence, and its key ideas on equality, liberty, natural rights, and the rule of law. 6. Describe the key battles of the Revolution (e.g., Lexington, Concord, Bunker Hill, Trenton, Saratoga, Yorktown); the winter encampment at Valley Forge; and key leaders and participants of the Continental Army. 7. Explain the reasons for the adoption of the Articles of Confederation in 1781 and evaluate the weaknesses of the Articles as a plan for government, the reasons for their failure and how events such as Shays’ Rebellion of 1786-1787 led to the Constitutional Convention. 8. Describe the Constitutional Convention, the roles of specific individuals (e.g. Benjamin Franklin, Alexander Hamilton, James Madison, George Washington, Roger Sherman, Edmund Randolph), and the conflicts and compromises (e.g., compromises over representation, slavery, the executive branch, and ratification). Clarification Statement: Students studied the debates between the Federalists and antiFederalists in grade 8; these arguments may be briefly reviewed. Key Primary Sources for Topic 1in Appendix D: An Act for the Better Ordering and Governing Negroes and Other Slaves in this Province (1740) (Slave Codes of South Carolina) Letter from Abigail Adams to John Adams 31 March-5 April 1776 The Declaration of Independence (1776) 53 See Appendix D for annotations and links to key and suggested primary documents for United States History
To be able to
Explain what Mercantilism was and how it applies to the American colonies
Name the 13 English colonies and three regions they belong to and what each produced
Explain who Adam Smith was and why he is important to both the signing of The Declaration of Independence and Capitalism
Explain the economic, cultural and geographic differences of each of the 13 colonies and three regions
Important vocabulary words: Mercantilism, Capitalism , Adam Smith, Mother Country, Triangle Trade, Import, Export, Raw Material, Finished Goods, Tariffs , The Navigation Acts New England Colonies, Middle Colonies, Southern Colonies, Jobs in the Colonies , King Philips War, Metacam, Pocahontas, John Smith, John Rolfe, William Penn, James Oglethorpe, Lord Calvert, John Winthrop, Puritans, Pilgrims, Mayflower Compact , Squanto, Samoset, Mayflower Compact, The Great Migration . Salem Witch Trials William Penn, Peter Minuit and Manhattan Island , New Amsterdam to New York, Roger Williams and Anne Hutchinson , Thomas Hooker and the Fundamental Orders of Connecticut, The Great Awakening ,
Colonies, Southern Colonies, Jobs in the Colonies , King Philips War, Metacam, Pocahontas, John Smith, John Rolfe, William Penn, James Oglethorpe, Lord Calvert, John Winthrop, Puritans, Pilgrims, Mayflower Compact , Squanto, Samoset, Mayflower Compact, The Great Migration . Salem Witch Trials William Penn, Peter Minuit and Manhattan Island , New Amsterdam to New York, Roger Williams and Anne Hutchinson , Thomas Hooker and the Fundamental Orders of Connecticut,
Weekly Objectives: October 3-6 U S 1
Explain the importance of The French and Indian War for The American Revolution
Recognize the "leadership Skills" possessed by George Washington learned during the FR/IN War which allowed him to lead the Continental Army during the American Revolution
Explain how the "outcome" of the FR/IN War on the development of The United States
Identify the 13 original Colonies and the role they played during the war
Massachusetts State Frame Work Standard explored
Topic 1. Origins of the Revolution and the Constitution
Students begin their study of United States history with a review of the origins and main events of the American Revolution, Constitutional principles, and events of the early Republic. They examine the causes and consequences of the Civil War, industrialization, immigration, Progressivism and the role of the United States in World War I. They explore guiding questions such as “What are some examples of continuity and change in the first 150 years of United States history?” Additional supporting questions appear under each topic. The questions are included to stimulate teachers’ and students’ own questions for discussion and research. United States History I Topics Topic 1. Origins of the Revolution and the Constitution Topic 2. Democratization and expansion Topic 3. Economic growth in the North, South, and West Topic 4. Social, political, and religious change Topic 5. The Civil War and Reconstruction Topic 6. Rebuilding the United States: immigration and industry Topic 7. Progressivism and World War I
Week of September 19th-23rd Law and You Elective Course: Period 7 L lesson Plan Objectives and Weekly Goals Daily Assignments can be found on my Google Classroom . Daily Assignments can be found on my Google Classroom :
https://www.archives.gov/exhibits/documented-rights/education/lesson-plan.html
Weekly Objectives: 10/3-6
To be able to
Explain the difference between a "law" and a "value and debate is there one?
Discuss the story of three ship wrecked sailors who killed one of the three to survive
Explain what a "Human Right" is and why they are so important
Discuss the impact of two World Wars and their aftermath on humanity
Explain the important leadership role Eleanor Roosevelt took in drafting The Declaration of the Rights of Man and the impact it still has today
Please do all assignments to the best of your ability and treat everyone with respect.
Class Syllabus Ancient Civilization and World History 1
Law and Legal System I and II
Mr. Sean Corey
Room A 103 539-3600 ext 1031
scorey google home page
Landmark cases will be evaluated and discussed as a primary focus of the class as well as the creation and content of the United States Constitution Students will be able to tell the difference between Criminal and Civil cases and State and Federal Laws as well as the due process of law which governs our nation.
Materials , needed, Pen , pencil, single subject notebook and binder Chrome Book and enthusiasm!
Online Access If you do not have internet access at home please let me know as soon as possible. There are many assignments that will utilize online . I also post weekly homework assignments on my google classroom page. The school library is availble for use most days after school.
Communication The best way to reach me is by email(scorey@mpspk12.org or by phone 539- 3600 ext 1031
Power School Is where all grades are posted and regularly updated. Please check your Power School account often to help keep up with assignments.
Classroom Expectations Be respectful of all others in the classroom. Be on time to class and prepared for each lesson. Check classroom home page for all assignments and due dates. Do your own work to avoid plagiarism. Take advantage of extra help opportunities when needed. No cell phones , ear phones , Air Pods or any other electronics besides laptops are allowed during class unless specified by me. No hoods and hats are allowed to be worn during class. It is important to have your full attention on the important learning which will be taking place so thank you in advance for giving me your attention during lessons in class. During independent learning times music devices may be used when told they are allowed.
Grading
10% Homework Complete homework consistently and thoughtfully to the best of your ability.
30% Classwork All work assigned in class including daily Mind Bender Daily Responses.
30% Projects There will be small projects assigned throughout the year.
30% Tests and Quizzes Expect tests at the end of each unit with several quizzes given leading up to them. If students wish to improve their test scores they may correct the questions they did not get right by writing each one out in a complete sentence and stapling them to the back of the test and resubmit it for partial credit. Example would be a test with 20 points missed(80%) will be raised to a (90%). Quizzes may be signed by a parent or guardian and brought in after school to correct for full credit.
LETS HAVE A GREAT YEAR!!
Grade 8 U.S. Government and Civic Life
Mr. Sean Corey
Room A 103 civics and government grade 8
539-3600 ext 1031
The curriculum focuses on the development of the United States Government and the effect it has on our daily lives. The year will begin by examining influential documents starting with the Twelve Tables of Ancient Rome, The Magna Carta of England signed in 1213, as well as the The Mayflower Compact, individual state constitutions, Declaration of Independence and The Articles of Confederation all leading to the the writing of out Federal Constitution. Ideas of important writers in history contributing to the framework of our country as well as our founding fathers who collaborated in the creation of our Nation will be also studied. Special emphasis will be placed on the role each one of us plays in our government throughout the year in an interactive lesson format. The culmination of the class will be preparing each student for the final class State Required Civics Project we will be putting together as a class.
Materials Pen, pencil, one subject notebook, and three ring and enthusiasm binder along with your school issued Chrome Books.
Textbook We The People The Citizen and The Constitution Center for Civic Education Publishing . Book will be utilized primarily in class as no online link is available for the text book. I will copy some work out of the book periodically as homework assignments. I also post weekly homework assignments on my Google classroom page. The school library is available most days after school.
Communication The best way to reach me is by email (scorey@mpspk12.org) or by phone 539-3600 ext 1031.
Power School is where all grades are posted and regularly updated. Please check your Power School account often to keep up with assignments.
Classroom Expectations Be respectful of all others in the classroom. Be on time to class prepared for each lesson. Check classroom homepage for all assignments and due dates. Do your own work to avoid plagiarism. Take advantage of extra help opportunities when needed. No cell phones , ear phones , Air Pods or any other electronics besides laptops are allowed during class unless specified by me. No hoods and hats are allowed to be worn during class. It is important to have your full attention on the important learning which will be taking place so thank you in advance for giving me your attention during lessons in class. During independent learning times music devices may be used when told they are allowed.
Grading
10% Homework Complete homework consistently and thoughtfully to the best of of your ability.
30% Classwork All work assigned in class including daily Mind Bender Daily Responses.
30% Projects There will be small projects assignments assigned throughout the year.
30% Tests and Quizzes Expect tests at the end of each unit with several quizzes given leading up to them. If students wish to improve their test scores they may correct the questions they did not get right by writing each one out in a complete sentence and stapling them to the back of the test with 20 points missed (80%) will be raised to a ( 90%). Quizzes may be signed by a parent or guardian and brought in after school to correct for full credit.
LETS HAVE A GREAT YEAR!!
Mr Corey's Civics, History and Law Play List
Please listen,enjoy and learn from my History/Government and Law Play List!
Mr Corey's History, Civics and Law Learning Music Play List
Background: During the Mid 80,s I attended a college in Western Massachusetts majoring in English and Communication. While there I had the opportunity to work on the radio station on campus playing music on my own radio show. I had always loved music and realized early on I could remember song lyrics to my favorite songs so I started substituting in what I was learning in classes and it worked! Now decades later this is a common learning practice found throughout the internet. Enjoy the Learning List I put together and have fun while studying.
1) Pink Floyd " Learning to fly" This song by one of my all time favorite music groups shows that anything is possible. Leonardo da Vinci dreamed of flight and centuries later the Wright Brothers made that happen. Great video and scenery. remember to follow your passion for learning!
www.youtube.com/watch?v=nVhNCTH8pDs
2). Jam Campus " Why do we need to learn History Rap"? A common question students sometimes have asked me in my decades of teaching is " Hey Mr. Corey why do we need to learn history" ? My reply is the world we live in has been shaped by the people,events and ideas that came before us and will continue to be shaped by generations to come. It often has repeated itself and certainly will again in the future. The Jam Campus Rappers sum it up nicely in this fast moving song.
www.youtube.com/watch?v=VMqoIZqpZAc
3). Enigma " Silent Warrior" Enigma was one of the early pioneers of Techno Music in the late 1980's and 1990's. This song effectively takes the learner from a time in the Americas before the first European Native American encounter through the five hundred years + of changes brought about by The Colombian Exchange. In particular focus were Native Americans being forced to abandon their culture as more and more people arrived. Enigma uses effective sounds to take the listener on this sad journey. During the lesson, identify the important sounds and the key one that is missing in the end.
www.youtube.com/watch?v=43HV_vn5JlQ
4). Mr. Betts " Columbus and the New World ( Jay Z song parody Empire State of Mind) Fellow history teacher Mr. Betts takes you on a journey from the Beginning of The Age of Exploration, through Columbus and The Colombian Exchange and the multitude of changes brought about to the Americas and its indigenous population. You may know the original lyrics to Jay Z"s famous song but remembering the new lyrics will help you learn this important history.
www.youtube.com/watch?v=z7oe8TD_Vn0
5). Horrible Histories Magna Carta Rap. This well acted song takes you on a journey through the signing of the Magna Carta in England in 1215. It highlights the importance this document would have on famous documents to come, including our Declaration of Independence and Constitution.
6). Mr. Betts The Pilgrims ( Selena Gomez song parody Bad Liar). Mr Betts explains the role that the Pilgrims ( separatists as they were known in England ) had in shaping American history starting in the region where we live. The Pilgrims are best known for drafting the Mayflower Compact, which was America's first written form of government.
www.youtube.com/watch?v=6AOAXiuWOKI
7). Mr Betts Puritan ( George Michael's song parody Faith). Mr Betts highlights the founding of the state we live in and the role that the settlement the Puritans had in it. Once being driven from England they founded the city of Boston long before the Celtics, Red Sox and Bruins were sports teams.
https://www.youtube.com/watch?v=HcCBv6tf5qA
8). Mr Nicky Ancient Greece ( song parody of Cape Cod's own Meghan Trainor All About that Bass ). Fellow teacher Mr. Nicky begins the story of our governmental system with the founding of the idea of Democracy in Ancient Greece.
www.youtube.com/watch?v=0F5qlu3nSDY
9) Mr Nicky Ancient Rome ( song parody of Macklemore and Ryan Lewis Thrift Shop). Once again Mr. Nicky traces the idea of our Republican form of government to its roots in Ancient Rome and its impact.
www.youtube.com/watch?v=m5V-IK1cEtE
10). Soomo Publishing " Too late to apologize a Declaration of Independence ". The new set of words and founding Father performers put a new spin on this well known One Republic song . The song shows the unprecedented brave action that our Founding Fathers took by Thomas Jefferson drafting the Declaration of Independence and then the Founding Fathers signing it. If the colonists had lost The American Revolution, each of them would have been tried for treason and likely put to death.
www.youtube.com/watch?v=uZfRaWAtBVg
11). Mr Betts " Lexington and Concord" ( MIA's Paper Planes song Parody)
Not far from Cape Cod North of Boston a small group of determined and brave colonists began a war with the most powerful country on earth at the time in what became known as " The shot heard round the world".
www.youtube.com/watch?v=nwLm6wZa1B8
12). Mr. Betts "Causes of the American Revolution" ( Kesha's Die Young song parody) Mr. Betts names and explains the multiple causes of the American Revolution through the eyes of the colonists.
www.youtube.com/watch?v=TcDxSICplPE
13). Mr Leddy " Dump it off" ( Taylor Swift "Shake it off" song parody) This animated song video and lyrics help you learn about one of the most important events leading to the American Revolution, The Boston Tea Party. See if you can find the Boston Red Sox reference in the video!
www.youtube.com/watch?v=7c7bswVxuKs
14) Jam Campus " The Boston Tea Party" ( Pharrell Williams "Happy" song Parody) Another song which will help you learn about this famous and historic event. Jam Campus takes on this 21st Century classic in a way you have never heard before. Learn and laugh!
www.youtube.com/watch?v=-h5Nh7mggx0
15) Mr. Betts "George Washington in the American Revolution" ( Rick Astley "Never going to give "you up song parody) Mr Betts shows the importance of George Washington to the American Revolution and the beginning of our country through the many "Precedents" he set. This 1980's classic song has never sounded so good!
www.youtube.com/watch?v=fcryFCpxrZg
16) The Singing History Teachers " The Biggest Break up in History The American Revolution ( Russell Flats What Hurts the Most song parody) This great performance from a bunch of History Teachers explains the key events that led up to The American Revolution.
www.youtube.com/watch?v=TnDRhOAAQ1g
17). Mr Betts " Precedents of Washington" ( Toto " Africa" song Parody) Mr Betts takes this "Yacht Rock" classic from your parents radio station and reviews and explains the many important "Precedents" (firsts) George Washington did as America's first President. A Mr Betts classic rock song and a great way for you to learn about the "Father of our country" !
18) Mr. Betts Articles of Confederation ( song parody of Kelis's Milk Shake) Before we had our current Constitution our Founding Fathers drafted the Articles of Confederation. It was replaced because it did not establish a strong enough Federal Government and gave individual states too much power.
www.youtube.com/watch?v=WxYHW8Jr0Ng
19). Mr Betts Federalist Papers ( Drakes "In my Feelings song parody)
Mr. Betts puts a theatrical twist on this well known song to explain the importance of a series of writings ( The Federalists Papers ) secretly written by Alexander Hamilton , James Madison and John Jay supporting the strengthening of the Federal Government after events like Shay's Rebellion in Springfield Massachusetts almost succeeded. The end result would be the Constitution we have today.
www.youtube.com/watch?v=Q52CEbmR504
20). Mr. Betts " The Great Compromise" ( Drake " Hotline Bling" song parody) Mr. Betts takes Drakes words and substitutes them to teach about ' The Great Compromise" which led to the drafting of the Constitution. Ever wonder why Connecticut is known as " The Constitution state" ? It is because of their representative at the Constitutional Convention Roger Sherman and the "Compromise " he came up with helping form the framework of the Constitution
www.youtube.com/watch?v=3YtfPCMF47U
21). Mr Betts " The Constitution Song" ( Justin Bieber Descipito Song Parody)
Mr Betts sings about the document who has guided America successfully for over two hundred years.
www.youtube.com/watch?v=s5KJb_FnCnU
22). Smart Songs Shoe less Joe and Scott Free " Constitution Rap" This catchy and well done song teaches you all about the document of laws which guide and protect America to this day.
www.youtube.com/watch?v=UCJ2of4kx5E
23). Smart Songs Shoe less Joe and Scott Free " Bill of Rights Rap" Once again this clever Rap will help you memorize the part of the Constitution outlining American citizens the basic rights we all know so well like Freedom of Speech.......... Watch for the singer wearing a shirt of a great football team!
www.youtube.com/watch?v=tlt6R1KD4E0
24). Jam Campus " Bill of Rights Song" ( Jay-Z " Run this Town" song parody) Jam Campus puts the first Ten Amendments of the Bill of Rights to music and teach about James Madison the main writer of the Constitution and these amendments
www.youtube.com/watch?v=KtH5KjiHeps
25). Jam Campus " Why you should Vote Rap Song" The Jam Campus Rappers remind us of the importance we have as citizens of the United States to vote when we turn 18 ! If you do not vote how can you have your voice and concerns heard? It is your " Civic Duty"
www.youtube.com/watch?v=l4_r-F3KalY
26). Smart Songs Shoe Less Joe and Scott Free " Three Branches of Government" This musical trio takes you through the workings of America's Three Branches of Government found in our Constitution. In this lively song the branches come alive from the Legislative to executive and the Judicial Branch.
www.youtube.com/watch?v=ZCB8EOY5d48
27). School House Rock "The Preamble " I had to include a classic from my youth and one that my social studies teachers often used to help us remember the Preamble( opening ) to our Constitution. Enjoy and remember learning should be fun!
www.youtube.com/watch?v=nKJ6oZlw5no
28). Jam Campus ( featuring Mr. Baildon) " Lewis and Clark song " ( Fresh Prince Television Show Theme song parody) Jam Campus takes the learner along with their Shoshone Guide Sacagawea on the Corps of Expedition west to explore the newly purchased Louisiana Purchase and find an all water route to the Pacific Ocean. This clever rap song will teach you all about this important historic journey. Imagine you are along on this expedition!
www.youtube.com/watch?v=MhsoQJ-O0Fg
29). The Singing History Teachers " The Monroe Doctrine Song" ( Michael Jackson " Beat it" song Parody) The Musical History enthusiasts take on one of the greatest songs of the 1980"s and have you learning about one of the most important things 5th president James Monroe is known for. The Monroe Doctrine ( actually written by his Secretary of State John Quincy Adams) warned foreign nations to stay away from conquering the America's . Listen,laugh and learn!
www.youtube.com/watch?v=LGH3PdDylB0
30). Mr. Betts " Monroe Doctrine " ( Adele " Hello" song parody) Mr Betts takes on musical power house Adele in one of his finest performances. He again teaches you about the importance of the Monroe Doctrine in away you will not be able to forget!
www.youtube.com/watch?v=9KYRepV9IQU
31). Mr. Betts " Andrew Jackson " ( Irene Cara " Maniac Flash song parody" Mr. Betts does his best to show 7th president Andrew Jackson worthy of his "Nick name" Old Hickory" for his toughness. Jackson's hot temper even found himself fighting in over one hundred illegal duels wounding him for life an killing some of his opponents. He is the founder of the modern Democratic Party and because of his numerous human rights violations, he may be removed from the $20 bill.
www.youtube.com/watch?v=2sd-ENcK-N0
32). The Singing History Teachers " The Trail of Tears Rap Song" ( Justin Timberlake and One Republic " Apologize" song parody. The Signing Teachers take you through one of the saddest events in human history the " Trail of Tears" . This event followed the passing of the Indian Removal Act during the presidency of Andrew Jackson and the removal of large groups of Native American's in the southeast against a Supreme Court decision on a deadly journey to Oklahoma territory. They use this song to show tribute to those who died on the forced march.
www.youtube.com/watch?v=ZSM3w1v-A_Y
33). The Singing History Teachers " Manifest Destiny Rap' The teachers take you on a musical lesson about how the American West was obtained and settled. America's 11th and 12th presidents James Polk and Zachery Taylor both play important roles in that history. Remember the Alamo as well as this lesson!
www.youtube.com/watch?v=eCsH8C07D7E
34). Mr Betts and Tom Richey ( Snoop Dogg " Gin and Juice " song parody) The signing of the Missouri Compromise drafted by one of the most important senators in American history Henry Clay in 1820 held off civil war for another forty years with this compromise. In it Missouri was admitted as a "slave state " and Maine as a " free state" following it breaking away from Massachusetts. This lesson changes Snoop Dogg's original lyrics in away that will have you learning about this important chapter of American history.
www.youtube.com/watch?v=sd5F6EnH6I0
35) Tom Richey "Compromise of 1850 Rap" Mr Richey teaches and raps through Henry Clay's second attempt to prevent Civil War. Less effective than the Missouri Compromise the idea of "Popular Sovereignty " ( vote) failed as violence erupted across America's mid west over the statehood of Kansas and Nebraska as either a free or slave states. Clay would long be dead to see the first shots of the American Civil war fired at Fort Sumter South Carolina in 1861. The job of trying to keep the nation together would fall on unproven Republican president Abraham Lincoln. As history went on to prove Lincoln became America's greatest president.
36). U2 "Pride" 1980's Irish Rock Band and Nobel Peace Prize winner Bono wrote this song in tribute to the life and bravery of Dr. Martin Luther King jr. and the Civil Rights Movement he helped lead. Frederick Douglas, Abraham Lincoln and many others helped Dr. King overcome injustice and inequality. This video traces the turbulent 1960's in America and the triumph over inequality after Dr. Kings assignation making him a "martyr" for the cause.
37). Mr Betts ' Dred Scott Decision" ( Biz Markie's " just a friend " song parody ) In perhaps the worst decision in Supreme Court history Chief Justice Roger Tawney ruled against former Dred Scott when he sued for his freedom. As Mr. Betts sings in his new lyrics this helped bring on the Civil war as America became completely divided over the issue of slavery.
www.youtube.com/watch?v=c3-bKpfGR7I
38). Mr. Betts "North vs South Lincoln vs Lee" ( Sia " Cheep Thrills "song parody) Mr Betts traces the advantages and disadvantages both the North and the South had going into the costliest war in American history. In the end the Union and The United States prevailed but American history would be changed for ever.
www.youtube.com/watch?v=_hGu2NyCAkE
39). Mr Betts " Civil War Review Song" ( Miriah Carey " All I want for Christmas" song parody) Mr Betts takes the four year American Civil War and covers it musically in this best selling holiday classic!
www.youtube.com/watch?v=Y9Yh_QRTyNU
40). Mr Betts " Reconstruction" ( Ed Sheeran " Shape of you" song parody) Mr. Betts wraps up our year of learning history with this recent song parody. Faced with preserving the Union and ending slavery Lincoln prevailed making him America's Greatest president but putting the country back together would be left to the Andrew Johnson and Ulysses S Grant. As John Wilkes Booth ended Lincoln's life April 14th 1865 at Ford's Theater the challenge would be left to others.
www.youtube.com/watch?v=MSjDrHntFZs
41). Mr Betts " Andrew Johnson" Queen " Under Pressure "song parody ) In this song parody of this 80's classic song the struggles America faced following the Civil War are taught and the impact they had on shaping the future of the country for the next hundred years.
www.youtube.com/watch?v=0VMg9C1zGuY
42) Thomas Edison " Mary had a little Lamb" This the first ever recording of a human voice by the prolific inventor onto his phonograph invention. As you listen to your favorite music today this is where it all started. Following the Civil War America expanded rapidly industriously and the creation of countless new products and mass production of others had both positive and negative effects on the country which we be learning about.
www.youtube.com/watch?v=YBXyuY2J20o
43). Jam Campus " Industrial Revolution Song" This fast moving song exemplifies the fast moving pace mankind took after the invention of the first steam powered machines. Beginning in England during the later part of the seventeenth century Entrepreneurs began to create the means of production for creating useful items by machine rather than by hand. This ha had far reaching effects since as we now live in a world where most goods we use are mass produced and readily available. The negative effects would be the division of wealth between factory workers and factory owners as well as those who worked in and owned transportation industries which also rapidly expanded. The environments around these factories and rapidly expanding cities and towns also became polluted as wave after wave of immigration strained the healthful living conditions found there. Reformers would do their best to try and regulate and improve these conditions into today.
www.youtube.com/watch?v=ZuKf03Rc-OA
44). Singing History Teachers " Titans of industry" "Billionaire" Bruno Mars Parody )The history teachers highlight entrepreneurs of industry such as Andrew Carnegie, J P Morgan John Rockefeller and others and the fortunes they created. Vocabulary terms such as trust, monopoly ( yes like the game ) strike and others are taught in this rap.
www.youtube.com/watch?v=_Y-eUMeIYLM
45). Horrible Histories " transportation Inventors song" The same group which gave you the " Magna Carta Rap " takes an amusing look at the entrepreneurs and inventors who changed the world we live in.
www.youtube.com/watch?v=vJH9EVNBxMc
46). Ben Leddy ' Immigration Song Justin Bieber " Sorry" song parody . Mr Leddy sings about the many reasons a person may immigrate to another place. Nineteenth century America saw wave after wave of immigration from Europe and Asia as well as other places making The United States the " Melting Pot" it became known as.
www.youtube.com/watch?v=il24pCDGLog
47). Mr. Betts " The Progressive Era" ( Rihanna's " Umbrella " song parody ) This song explains the beginning of a " Progressive Era" in American politics where the focus was to improve the lives of Americans by creating safe society to live in. It attempted to regulate Industry and the products it created highlighted with the passing of the Pure Food and Drug Act in 1906. President Teddy Roosevelt became the champion of the movement leading into a modernization of The United States in the 20th century.
www.youtube.com/watch?v=ddce6KWpcGg
48). Mr. Betts " The Jungle" ( The Tokens "The Lion Sleeps Tonight" song parody) This song takes an amusing look at " Muckrakers " ( reformers who tried to bring about positive change in American Society. In particular the song focuses on Upton Sinclair whose famous book " The Jungle " graphically informed people about the meatpacking industry in the United States and the unhealthy food it was selling the American public.
www.youtube.com/watch?v=TcuTvvpLzok
49). Mr Betts " World War One " ( Fun's " We are Young) World War I became the deadliest war in history ultimately killing more people than (all) the wars total before it. Mr Betts follows this 21st century pop song perfectly teaching about the War and its causes and effects.
www.youtube.com/watch?v=ir3CeRR1NAY
50). Mr. Betts " Causes of WWI" ( Moana's How far i'll go song parody) The song takes a final look at the War that changed the world and how wars would be fought going forward. World War II will soon start because of how WWI ended and where U.S History II begins!
www.youtube.com/watch?v=_nbHYDSPrWI
US. 1 Song Parody New Song Finds American Colonization and The American Revolution from Mr. Nicky of "Mesopotamia Song" Soulja Boy Fame
51). Mr. Nicky This song covers The Thirteen English Colonies, where ,why and Who set them up and explains what "Mercantilism" was which all 13 colonies had in common.
www.youtube.com/watch?v=4-EPVnmf21w
52). Mr. Nicky This Song takes students from the Midnight Ride( Which Paul revere did not complete despite what the famous poem by Longfellow ) to the Battle of Lexington and Concord and " The shot heard round the world"
www.youtube.com/watch?v=6ew0ag5oyew
53). Mr. Nicky This song covers the battles of the American Revolution and the importance of the Declaration of Independence to the Colonial cause
www.youtube.com/watch?v=N8gQLmG9YUE
54). Mr. Nicky This song parody to the beat of "Sicko Mode" by Travis Scott and Drake begins with the "first Contact' between Native Americans and white settlers at Jamestown and shows how these encounters continued to reduce the Native American's power and presence in the New World.
www.youtube.com/watch?v=DxAMjueVS8I