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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 : 


10/23 - 10/27

Daily/Weekly Objectives & Learning Targets U.S History 1 


10/23 - 10/27 

Grade 8 Civics & Government Weekly Objectives & Learning Targets

Students will be able to do the following :   




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 :   




10/16 - 10/20

Daily/Weekly Objectives & Learning Targets U.S History 1 

10/10 - 10/ 16th

Daily/Weekly Objectives & Learning Targets U.S History 1 

10/10 -10/13

Grade 8 Civics & Government Weekly Objectives & Learning Targets

 Students will be able to do the following :

10/2 - 10/10

Grade 8 Civics & Government Weekly Objectives & Learning Targets

 Students will be able to do the following :

Identify state license plate slogans for the fifty states 

10/2 - 10/10

Daily/Weekly Objectives & Learning Targets U.S History 1 

Students will be able to do the following :


Daily/Weekly Objectives & Learning Targets U.S History 1 

9/25 - 9/29 Students will be able to do the following :

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: 

 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


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 



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 

LESSONS :

TURN IN TO GRADE 


9/11-9/15   Students  will be able to do the following:


Weekly Objectives:  • expand their capacity for historical, economic, political, and geographical reasoning 


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



Weekly Homework an Assignments: 

6/5 - 6/16

Daily/Weekly Objectives / Learning Targets  Grade 9/10  U.S History I

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:


Students will be able to do the following:


5/30 - 6/2

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:

Students  will be able to do the following:



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:


5/22 - 5-26 

Massachusetts Framework Connections:

Massachusetts Framework Connections:

Students  will be able to do the following:


5/15 - 5/19

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:

Students  will be able to do the following:

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:



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:

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:


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:



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 

Students will be able to do the following:


4/24 - 4/28

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:

*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:


4/10 - 4/ 14

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:


Students will be able to do the following:


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:

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:

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:

Students will be able to do the following :


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 :

3/6 - 3/10

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:

Students will be able to do the following :


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 :


2/27- 3/3 

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:


Students will be able to do the following:


2/27- 3/3 

Daily/Weekly Objectives and Learning Targets   Law and legal High School Elective  

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 

Explain how "Federalism " works / Review for TEST


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. 





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 

Explain how "Federalism " works 

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. 


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 

Students will be able to do the following:


Explain how "Federalism " works 

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:



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:


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


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

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.


12/5-12/9

Daily/Weekly Objectives and Learning Targets   Law and legal High School Elective  

I will be able to do the following :


11/28 - 12/2

Daily/Weekly Objectives and Learning Targets   Law and legal High School Elective 


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:


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] 



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:

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 

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:



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...................

Recognize similarities and differences in both  governments 

11/14-11/18

Daily/Weekly Objectives / Learning Targets  Grade 9/10  U.S History I

Massachusetts Framework Connections



Topic 2. Democratization and expansion 


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...................




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)


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 ................... 




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..........


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

October 24th-28th

Daily/Weekly Objectives   Law and legal High School Elective 

I will be able to....

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



October 11-14th 

Daily/Weekly Objectives   Law and legal High School Elective 




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  



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





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


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


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




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

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

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




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

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 


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







        




Weekly Homework an Assignments: 

10/16 - 10/20

Grade 8 Civics & Government Weekly Objectives & Learning Targets

 Students will be able to do the following :   




10/16 - 10/20

Daily/Weekly Objectives & Learning Targets U.S History 1 

10/10 - 10/ 16th

Daily/Weekly Objectives & Learning Targets U.S History 1 

10/10 -10/13

Grade 8 Civics & Government Weekly Objectives & Learning Targets

 Students will be able to do the following :

10/2 - 10/10

Grade 8 Civics & Government Weekly Objectives & Learning Targets

 Students will be able to do the following :

Identify state license plate slogans for the fifty states 

10/2 - 10/10

Daily/Weekly Objectives & Learning Targets U.S History 1 

Students will be able to do the following :


Daily/Weekly Objectives & Learning Targets U.S History 1 

9/25 - 9/29 Students will be able to do the following :

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: 

 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


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 



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 

LESSONS :

TURN IN TO GRADE 


9/11-9/15   Students  will be able to do the following:


Weekly Objectives:  • expand their capacity for historical, economic, political, and geographical reasoning 


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



Weekly Homework an Assignments: 

6/5 - 6/16

Daily/Weekly Objectives / Learning Targets  Grade 9/10  U.S History I

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:


Students will be able to do the following:


5/30 - 6/2

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:

Students  will be able to do the following:



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:


5/22 - 5-26 

Massachusetts Framework Connections:

Massachusetts Framework Connections:

Students  will be able to do the following:


5/15 - 5/19

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:

Students  will be able to do the following:

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:



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:

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:


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:



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 

Students will be able to do the following:


4/24 - 4/28

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:

*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:


4/10 - 4/ 14

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:


Students will be able to do the following:


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:

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:

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:

Students will be able to do the following :


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 :

3/6 - 3/10

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:

Students will be able to do the following :


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 :


2/27- 3/3 

Daily/Weekly Objectives and learning Targets   Grade 8 Civics and Government

Massachusetts Framework Connections:


Students will be able to do the following:


2/27- 3/3 

Daily/Weekly Objectives and Learning Targets   Law and legal High School Elective  

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 

Explain how "Federalism " works / Review for TEST


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. 





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 

Explain how "Federalism " works 

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. 


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 

Students will be able to do the following:


Explain how "Federalism " works 

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:



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:


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


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

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.


12/5-12/9

Daily/Weekly Objectives and Learning Targets   Law and legal High School Elective  

I will be able to do the following :


11/28 - 12/2

Daily/Weekly Objectives and Learning Targets   Law and legal High School Elective 


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:


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] 



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:

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 

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:



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...................

Recognize similarities and differences in both  governments 

11/14-11/18

Daily/Weekly Objectives / Learning Targets  Grade 9/10  U.S History I

Massachusetts Framework Connections



Topic 2. Democratization and expansion 


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...................




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)


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 ................... 




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..........


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

October 24th-28th

Daily/Weekly Objectives   Law and legal High School Elective 

I will be able to....

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



October 11-14th 

Daily/Weekly Objectives   Law and legal High School Elective 




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  



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





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


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


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




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

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

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




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

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 


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






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@mpspk12.org

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

scorey@mpspk12.org

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.


https://www.google.com/search?q=magna+carta+rap+youtube&rlz=1CAICRP_enUS948US948&oq=magna+carta+rap&aqs=chrome.1.69i57j69i59j0i512j0i15i22i30j0i22i30j0i390l3.12199j1j7&sourceid=chrome&ie=UTF-8&safe=active&ssui=on


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. 


www.google.com/search?q=compromise+of+1850+song+youtube&rlz=1CAICRP_enUS948US948&oq=compromise+of+1850+song+youtube&aqs=chrome..69i57.24334j1j7&sourceid=chrome&ie=UTF-8&safe=active&ssui=on#kpvalbx=_fkoGY_CzK5iGptQP24yNsAw15 


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