stub

Wednesday, December 14

2011-12-14T10:05:00.000-08:00

Learning Goal: Students will learn how the market and changing situations affect supply

Strategy: note-taking, foldables

TE Page: : (Glencoe) “Civics Today” Chapter 21, pages 568-586

Assignment: create a foldable (teacher-modelled) illustrating the factors that affect supply

*need clear paper, lined paper, scissors and glue!

Tuesday, December 13

2011-12-14T10:04:00.001-08:00

Learning Goal: Students will learn to recognize factors affecting demand

Strategy:

note-taking/summarization;

compare/contrast,

authenticity video

TE Page: Glencoe) “Civics Today” Chapter 21, pages 573-578

Assignment: no HW

Monday, December 12

2011-12-14T10:03:00.001-08:00

Learning Goal: Students will learn how supply and demand interact to determine price and quantities bought and sold

Strategy: note-taking & summarization,

Authenticity video

TE page: : (Glencoe) “Civics Today” pages 568-572

Assignment: Read Chapter 21, Sec 1, and answer #1 and #2 on “Analyzing Charts and Graphs” on page 571.

Friday, December 9

2011-12-14T10:02:00.001-08:00

Learning Goal: Students will learn how credit can be a powerful financial tool

Strategy: note-taking, summarizing

*authenticity videos*

TE Page: Civics Today, Chapter 20, Sec 2, pages 273-274

Thursday, December 8

2011-12-14T10:01:00.001-08:00

Learning Goal:

Students will learn about different types of investments using online information

Strategy: note-taking, compare/contrast

*authenticity videos* - CDs and stock market

TE Page: Glencoe “Civics Today” Chapter 20, Section 2

Wednesday, December 7

2011-12-14T10:00:00.001-08:00

Learning Goal: Pearl Harbor Day

Students will learn about the attack on Pearl Harbor and why it remains significant.

Authenticity video: “Pearl Harbor”

Pearl Harbor Memorial website

Tuesday, December 6

2011-12-14T09:59:00.002-08:00

Learning Goal: Students will learn how to create a budget using sample scenarios

Strategy: *authenticity* - students will decide how dollars are to be spent given sample incomes and costs

TE Page: Glencoe) “Civics Today” Chapter 20,

Section 2

Assignment: Students will complete charts and answer 1-4 on page 551

Monday, December 5

2011-12-14T09:59:00.000-08:00

Learning Goal: Students will learn how to write checks and keep a checkbook, and how to create a budget.

Strategy: *authenticity* - students will write checks and create a ledger to track their account balance.

Budget videos

TE page: : (Glencoe) “Civics Today” Chapter 19

Friday, December 2

2011-12-14T09:58:00.000-08:00

Learning Goal: Students will learn about managing their money, types of bank accounts, investments, etc.

Strategy: note-taking and summarizing

Authenticity: savings and checking accounts, credit and debit cards

TE Page: (Glencoe) “Civics Today” page 538-540

Assignment: no hw

Thursday, December 1

2011-12-01T09:55:00.002-08:00

(continued from Wednesday)

Students will learn to consider career paths based on economic opportunity.

Strategy: powerpoint – what do they make?

Define “trade offs” and opportunity cost”

Compare/contrast careers and incomes

Wednesday, November 30

2011-12-01T09:55:00.000-08:00

Students will learn to consider career paths based on economic opportunity.

Strategy: powerpoint – what do they make?

Define “trade offs” and opportunity cost”

Compare/contrast careers and incomes

Tuesday, November 29

2011-12-01T09:54:00.000-08:00

Students will learn how to buy a house, and the decisions involved in selecting a place to live.

“scarcity”- define

Strategy: property analysis (compare/contrast)

Smartboard exercise w/realtor.com

TE Page: Glencoe) “Civics Today” pages 498-502

Monday, November 28

2011-12-01T09:53:00.000-08:00

Students will learn how to make choices in a world where resources are limited.

Strategy: note-taking and summarizing

(powerpoint, authenticity video, and T-chart)

TE Page: : (Glencoe) “Civics Today” pages 498-502

Tuesday, November 22

2011-12-01T05:55:00.000-08:00

Students will explore how the internet has changed the way people communicate, gather information, and participate in government

Strategy: Graphic organizers – students will create web graphic organizers to illustrate the changes brought about by the internet

TE Page: (Glencoe) “Civics Today” Chapter 17, Sec 2

Monday, November 21

2011-12-01T05:54:00.000-08:00

Students will learn about the history of laws

Strategy: note-taking w/ prepared outline

Authenticity video – “What We Believe”

TE Page: (Glencoe) “Civics Today” Chapter 15, Sec 1

Friday, November 18

2011-11-21T12:48:00.000-08:00

Read and analyze the articles in Glencoe "Civics Today" in Chapter 14: SADD, Rosa Parks, and "Silent Spring"

Thursday, November 17

2011-11-21T12:46:00.001-08:00

Chapter 14 Test (20 MC questions)

Wednesday, November 16

2011-11-21T12:45:00.001-08:00

Review for Chapter 14 Test,
complete Chapter 14 assessment

Tuesday, November 15

2011-11-16T05:47:00.000-08:00

Chapte4, Sectin 3 - Environmental Issues

*Authenticity video - Eli Lilly company

Students will rank and define environmental goals by order of importance (opinion)

"Define the problem, explain the situation"

HW: ALL Chapter 14 content vocabulary definitions

Monday, November 14

2011-11-16T05:45:00.000-08:00

Students will learn the history of "Taps", and learn the proper etiquette for playing and observing the playing of "Taps" at military funerals, ceremonies, and assemblies.

*Authenticity videos - history of 'Taps"

*article (handout) - students will read & outline article, and compose a paragraph explaining their responsibilities during the playing of "Taps"

Friday, November 12

2011-11-16T05:43:00.001-08:00

complete Public Policy activity from Thursday.

Thursday, November 11

2011-11-10T09:45:00.000-08:00

Chapter 14, Section 1

Students will learn what public policy is, and will work in groups to develop policy for one of the stated issues.

(Collaborative learning, choice, and supplemental handout)

*Authenticity video: "7 Principles of Sound Public Policy"

Wednesday, November 10

2011-11-10T09:43:00.000-08:00

Students will complete the Chapter 13 Open-Notes Test (20 matching questions)

Tuesday, November 8

2011-11-08T17:46:00.000-08:00

Students will learn about towns, villages, and townships and life in small-town America (Chapter 13, Sec 3)

authenticity video: The Wiener Dog Races from Grand Island, Nebraska

Chapter 13 Open Notes Test is Wednesday (TOMORROW)

Monday, November 7

2011-11-08T17:44:00.000-08:00

Students will learn about the duties and responsibilities of the sheriff.

*authenticity video - Andy Grifith episode "Mayberry goes bankrupt"

***Chapter 13 Open Notes Test will be on Wednesday!

Friday, November 4

2011-11-08T17:42:00.001-08:00

Students will learn about county government, and the duties and functions of the elected county officials.

Chapter 13, Sec 2 (especially the chart on page 385)

HW: all 10 content vocabulary definitions from Chapter 13, Sec 1 (due on Monday)

Thursday, November 3

2011-11-03T07:46:00.001-07:00

Students will learn about forms of city government, including city officials ands their duties.

HW: Read Chapter 13, SEc 1 and complete content vocabulary definitions
(due at beginnning of class on Friday)

Wednesday, November 2

2011-11-03T07:45:00.000-07:00

Chapter 12 Open-Notes Test
(students have option of Open Book Test, but will be marked down a letter grade)

Tuesday, November 1

2011-11-02T05:47:00.000-07:00

Students will learn about the state judicial system and review for test.

(teacher-provided notes handout)

authenticity video: "Cram For The Exam - Federalism"

Monday, October 31

2011-11-02T05:45:00.000-07:00

BOO!

Students will compare/contrast the state and national executive branches.

Chapter 12 Open Notes Test on Wednesday

Friday, October 28

2011-10-30T18:27:00.000-07:00

EARLY RELEASE DAY!

Students will defend a "yes" or "no" position on the state lottery, at least 3 paragraphs, due by end of class.

Thursday, October 27

2011-10-30T18:26:00.000-07:00

Chapter 12, Section 2 - the state legislative system

create a graphic organizer and notes

Bonus exercise due today (Chapter 11 take home test)

Wednesday, October 26

2011-10-30T18:24:00.001-07:00

Chapter 12, Section 1: note-taking, graphic organizer - State Government and federalism

Tuesday, October 25

2011-10-30T18:23:00.001-07:00

Chapter 11, Open Notes Test

Monday, October 24

2011-10-30T18:22:00.001-07:00

Chapter 11, Section 3 - notetaking: media and propaganda techniques, review for Chapter 11 Open Notes Test

Thursday, October 20

2011-10-20T13:02:00.000-07:00

EARLY RELEASE! PARENT-TEACHER CONFERENCES STARTING AT 1 pm

Students will learn about the effects of the media on politics and government.

Create a graphic organizer and accompanying outline for Chapter 11, Sec 2.

Wednesday, October 19

2011-10-20T12:28:00.000-07:00

Students will learn how public opinion is shaped and measured (Chapter 11, Sec 1)

Create Graphic Organizer and accompanying outline (*modeled on Starboard)

HW: page 324, #6 - complete paragraph

Tuesday, October 18

2011-10-18T06:20:00.000-07:00

Chapter 9 and 10 Test! (19 questions from chapter assessments)

READ Chapter 11, Sec 1 and 2 (focus on the media's influence on politics)

Monday, October 17

2011-10-18T06:19:00.000-07:00

Students will complete Chapter 9 and 10 assessments (page 288-289 and page 312-313) to review for Chapter 9 & 10 Test on Tuesday.

more cat videos...

Friday, October 14

2011-10-14T07:50:00.000-07:00

Happy Birthday, Daniel Stubblefield!

(and Robert J. Stubblefield of Tulsa..."The Last Champion of Justice"

Students will examine different methods of voting.

Classwork: read pages 314-315 and complete literacy policy article form in class.

Thursday, October 13

2011-10-14T07:15:00.000-07:00

Students will learn how elections are conducted and how votes are counted.

authenticity videos: "US Election Problems", "Officials Discuss Election Problems"

Read Chapter 10, Sec 1 and 2

Wednesday, October 12

2011-10-14T07:14:00.000-07:00

continue compare/contrast Republicans and Democrats.

examine third parties, list types of third parties and the characteristics of each

Chapter 9 content vocabulary definitions due on Thursday.

Tuesday, October 11

2011-10-11T10:48:00.000-07:00

Students will learn about the development of the American two-party political system, and will compare/contrast the modern Republican and Democratic parties with a T-chart.

Read Chapter 9, Sec 1 and 2, all chapter content vocabulary definitions due on Thursday.

Monday, October 10

2011-10-10T08:32:00.000-07:00

Students will complete Chapter 8 Test

10 MC and 2 short answer
(choice...select 2 of the 7 Supreme Court landmark cases studied in class last week)

Assignment: read Chapter 9, Sec 1 beginning on page 271 "development of political parties"

Friday, October 7

2011-10-07T10:57:00.000-07:00

Students will leran about the landmark case Miranda vs Arizona and the 5th Amendment protections.

class activity: review definitions and Supremem Court cases for Chapter 8 test on Monday.

Thursday, October 6

2011-10-06T09:45:00.003-07:00

Students will learn about selected landmark cases of the Supreme Court

Marbury vs Madison,
Dred Scott
Plessy vs Ferguson
Brown vs the Board of Education
Roe vs Wade
Bush vs Gore

video clip: presidential election of 2000

Wednesday, October 5

2011-10-06T09:36:00.001-07:00

Students will learn about the Supreme Court

note-taking, World Book video clips

HW: Read Chapter 8, Sec 4

Tuesday, October 4

2011-10-04T10:41:00.000-07:00

official race results posted! thank you for all your encouragement and support.

http://s122036257.onlinehome.us/results/2011/2011%20Kickin%20Route%2066%2050Kresults.pdf

Chapter 8, Sec 3: Students will learn about the Supreme Court - jurisdiction, duties, powers and limitations. (note-taking)

Homework: Chapter 8, Sec 3 and 4 content vocabulary definitions due on Wednesday

Monday, October 3

2011-10-03T06:48:00.001-07:00

Students will read literacy policy article "Marbury vs Madison", and complete attached worksheet.

HW: read Chapter 8, Sec 2 and 3 for Tuesday

Friday, September 30

2011-09-30T10:01:00.001-07:00

Early out day!

Students will learn how federal courts are organized by levels.

finish Perry Mason authenticity video.

NO HOMEWORK

Thursday, September 29

2011-09-30T09:59:00.000-07:00

Students will learn which types of cases originate in federal courts.

Perry Mason authenticity video (part 2)

Homework: Chapter 8, SEc 1 & 2 content vocabulary definitions (11)

Wednesday, September 28

2011-09-28T09:58:00.000-07:00

Students will learn basic concepts of the Judicial Branch: "Innocent until proven guilty" and "Equal Justice For All".

Authenticity video: Perry Mason episode (Part 1)

Friday is snack day to finish video!

Tuesday, September 27

2011-09-28T09:57:00.000-07:00

Chapter 7 Test! 17 MC & Matching questions.

Students will organize Civics binders. (These were getting very sloppy and incomplete.)

Monday, September 26

2011-09-27T03:37:00.000-07:00

Some students did NOT turn in their literacy policy article reviews...ALL worked on it in class Friday...where did it go? Parents, I sent a number of letters home regarding missing assignments. Homework is not an option - students MUST turn in completed homework on time to be successful.

Chapter 7 content vocabulary terms were also due...several students did not have these either.

Students reviewed for Chapter 7 Test on Tuesday, they were supplied with a focus list of the 17 items that will appear on the multiple choice/matching test (on Smartboard, they had to write them down and add them to their Civics binders), and we discussed and dissected each item in class.

Authenticity film for Executive Branch studies: "Ronald Reagan, an American Journey"

Friday, September 23

2011-09-23T08:31:00.000-07:00

Learning Goal: Students will read literacy policy article and complete supplied form. [“The Corrupt Bargain” – presidential election of 1824]

Authenticity videos (Ronald Reagan)

TE Page: (Glencoe) “Civics Today” pages 218-230

Assignment : complete literacy article assignment, and write all Chapter 7 content vocabulary definitions for Monday

plan on Chapter 7 Test on Tuesday!

Thursday, September 22

2011-09-22T13:04:00.001-07:00

Students took notes from powerpoint presentation: The Executive Branch, emphasizing the duties and roles of the president.

authenticity video: Seinfeld TV clip

Wednesday, September 21

2011-09-22T13:03:00.000-07:00

Students took notes and summarized information from Smartboard outline for Chapter 7, Sec 1.

Video presentation from JFK featuring Zapruder Film and the Magic Bullet Theory.

Tuesday, September 20

2011-09-22T13:02:00.000-07:00

Students completed Chapter 6 Test,

begin reading Chapter 7 - The Executive Branch

Monday, September 19

2011-09-19T11:49:00.000-07:00

Students reviewed definition list for Chapter 6 Test on Tuesday.

Several students submitted late posters! Good job for accepting responsibility for your grade!

Tuesday, September 13 - Friday, September 16

2011-09-18T15:00:00.000-07:00

I apologize for the missing posts. Our network and servers at school have been on and off all week, and I have not been able to post on a timely basis. Here's what we have accomplished this week:
We finished reading and taking notes on all of Chapter 6, "The Legislative Branch".
Students were provide with a list of 30 content vocabulary definitions to prepare for the Chapter 6 Test on Tuesday, September 30.
We spent Tuesday in the computer lab doing social studies work on Study Island.
Students were introduced to THREE videos to help them remember the steps of how a bill becomes a law.
On Friday, students submitted their project posters. (Several students did not turn in a poster and received a "0" on that 50 point assignment...hopefully they will get their posters in SOON.)
That's it...all caught up and ready for next week!

Monday, September 12

2011-09-13T07:50:00.000-07:00

Chapter 6, Section 1: Students will learn how Congress is organized, and how work is done in committees.

POSTER PROJECT DUE FRIDAY

Civics Posters, Legislative Branch, Chapter 6

Students will create a poster in flow-chart format, showing how a bill becomes a law.

1. Poster must be at least 16” x 24”

2. Must be neat, illustrated, and utilize colors for effect

3. Must show all steps of how a bill becomes a law in a way that both entertains and educates.

Students will create a poster that compares & contrasts the powers of the House of representatives and the Senate.

1. Poster must be at least 16” x 24”

2. Must be neat, illustrated, and utilize colors for effect

3. Must show both similarities and differences of the two houses of Congress in a way that both entertains and educates.

Friday, September 9

2011-09-11T11:29:00.000-07:00

Students completed Chapter 5 Test.

Authenticity video: (Discovery Channel) Killing Bin Laden

Monday: begin Chapter 6, Section 1 - the organization of Congress

POSTER PROJECT DUE ON FRIDAY, SEPTEMBER 16:

"How a Bill becomes a law"

This is a major project assignment, and is worth 50 points!

Thursday, September 8

2011-09-08T09:57:00.000-07:00

Chapter 5 Review for test on Friday:

Be able to define or identify the following terms in:

short answer, multiple choice, or matching situations.

bureaucracy
charitable organization
consent of the governed
duty
income tax
Peace Corps
responsibility
tolerance
volunteerism
welfare

authenticity: videos - United Flight 93

article - ESPN.com

Wednesday, September 7

2011-09-07T10:02:00.000-07:00

Working in small groups, students will formulate 5 examples of how volunteerism makes our communities better places to live.

THEN, students will read the supplied article "The Importance of Volunteerism", and write a three-paragraph summary and review to turn in on Thursday.

There will be a test over Chapter 5 on Friday.

Tuesday, September 6

2011-09-07T10:00:00.000-07:00

Progress report grades will be figured on Friday! If you have anymissing assignments, they must be turned in by then.

This week, we will finish Chapter 5 (only two sections), and also have an authenticity lesson every day to commemorate the anniversary of the 9-11 attacks.

Today, take notes over Chapter 5, Section 1, then read graphic novel, pages 9-14, and write a brief review.

Friday, September 2

2011-09-05T06:49:00.000-07:00

TEST was a little disappointing. Students struggled with the expressed, reserved, and concurrent powers, and with the Bill of Rights amendments. Some of us need to learn better study skills, and some of us just need to read the material!

No homework over the weekend, begin Chapter 5 on Tuesday.

Thursday, September 1

2011-09-01T08:42:00.000-07:00

Students will learn about the Civil Rights struggle

authenticity video: Martin Luther King's "I have a dream" speech

Review for Chapter 3 and 4 Test

Friday is an early-release day.

Wednesday, August 31

2011-08-31T10:02:00.000-07:00

LAST DAY OF THE MONTH

Students will learn how the 2nd Amendment helps protect our freedoms, how the Civil War Amendments extended rights to African-Americans, and how the 19th and 26th Amendments benefitted specific groups of American citizens.

Assignment: finish reading all of Chapter 4, work on Test review sheet (21 items) for Friday's test.

*Friday is early out day with short classes, show up ready to test immediately. (I will distribute tests and then take roll while you are working so you have those extra minutes to work.)

Tuesday, August 30

2011-08-30T18:21:00.005-07:00

Students will learn how the Bill of Rights protects the rights of the accused.

Assignment: define the content vocabulary terms on page 126 (Chapter 4, Section 2)

Monday, August 29

2011-08-30T18:20:00.000-07:00

Students will learn how the Bill of Rights protects our personal freedoms.

Assignment: define the content vocabulary terms from page 120 (Chapter 4, Sec 1)

Friday, August 26

2011-08-28T13:57:00.000-07:00

Students took the Preamble Quiz today, with mostly positive results.

The Bill of Rights project (one-page essay plus a separate poster) are due on Monday. Bonus points are available on this assignment.

Sunday, August 28

2011-08-28T13:53:00.000-07:00

This week, we will be finishing Chapter 4, and then have a test on Friday over Chapters 3 and 4. Students will be responsible for the following items:

Chapter 3 and 4 Test Review Sheet

Preamble
Articles of the Constitution
Amendments
Expressed powers
Reserved Powers
Concurrent Powers
Executive Branch
Legislative Branch
Judicial Branch
Bill of Rights
1^st Amendment
5^th Amendment
13^th Amendment
19^th Amendment
26^th Amendment
prejudice
segregation
discrimination
Civil Rights
Martin Luther King
Brown vs. the Board of Education of Topeka, KS

Students: prepare for each item as if every one would be a short answer or essay. Then you won’t trip on any of the multiple choice or matching questions. Be able to differentiate between the branches of government, the listed amendments, and the three types of government powers.

For each item, students should be able to answer: (1) What is it? and (2) Why is it important?

Thursday, August 25

2011-08-25T09:51:00.000-07:00

PREAMBLE QUIZ ON FRIDAY!!!

Novelty video/authenticity: video on Principles of the Constitution

Learning Goal: Students will learn the personal freedoms guaranteed by the Bill of Rights.

Assignment:

Students will read pages 118-125.

Working in small groups, students will create posters and one-page essays illustrating ONE of the freedoms or amendments from the Bill of Rights. Posters and essays are due on Monday.

Wednesday, August 24

2011-08-24T18:28:00.000-07:00

The 7th grade is off to a good start on attendance this year! Most are collecting those daily attendance points, but still have a few who are forgetting some items. If you have lost your planner or ID already, bite the bullet and get a new one from Joanne. You need those points!

Learning Goal: Students will learn the 5 principles of the Constitution (from Chapter 3, Section 4, pages 85-90).

Assignment: write the content vocabulary definitions for the terms on page 85. Due at the beginning of class on Thursday.

Preamble Quiz on Friday! (which is also picture day...don't forget your forms and money for the photographer if you want prints.)

Tuesday, August 23

2011-08-23T12:08:00.000-07:00

Return tests and review what went right/wrong. Students need to read the text more carefully and KNOW the definition terms for each section.

LEARNING GOAL: Students will learn the structure of the Constitution, and will learn the Preamble.

ASSIGNMENT: Read pages 79-84 and define the following terms for Wednesday: Preamble, Legislative Branch, Executive Branch, Judicial Branch, Amendment; prepare for Preamble practice quiz.

Monday, August 22

2011-08-22T12:15:00.000-07:00

TEST had mixed results. ONE perfect score, ONE 29/30, several 27's and 28's. But TOO MANY poor scores. No excuse for not knowing definition terms from the text.

Every question on the test appeared on the review sheet and was covered extensively in class.

Be reading Chapter 3, Section 3 and 4, and be memorizing the Preamble (top of page 95).

The Preamble Quiz will be on Friday!

Friday, August 19

2011-08-21T13:00:00.000-07:00

Review for TEST on Monday!

Start memorizing the Preamble to the Constitution. (check out the Schoolhouse Rock song "The Preamble" on youtube if you have access to it at home.)

I am already seeing missing assignments. If you miss a day or just don't turn in an assignment, get that to me ASAP for credit.

Let's get out of the "Bronze Age"...everyone should be Gold or Silver by progress report.

Thursday, August 18

2011-08-18T10:56:00.000-07:00

FIRST CIVICS TEST WILL BE MONDAY, AUGUST 22

Learning Goal: Students will learn how the new constitution was formed, and the compromises required to complete it.

Assignment: finish reading through Chapter 3, Section 2, and make up any missing assignments.

Students are responsible for Chapter 1 (all), Chapter 2 (Section 1), and Chapter 3 (Section 1 & 2)
They should know all the definitions from the text, and be prepared for the following items.

7^th Civics Test Review, August 19, 2011

1. What is Civics?

2. List the steps in the naturalization process.

3. Compare/contrast “direct democracy” with “representative democracy”.

4. Compare/contrast “ democracy” with “totalitarianism”.

5. Define “bicameral” .

6. Why was the Magna Carta important?

7. List the weaknesses of the Articles of Confederation

8. Define “unanimous”

9. define “monarchy”

10. define “Parliament”

11. What was the most important provision of the Northwest Ordinance?

12. What was the result of Shay’s Rebellion?

13. What was the Great Compromise at the Constitutional Convention? (explain in depth)

14. Why was the Three Fifths Compromise significant? (explain in depth)

15. What is the purpose of the Electoral College?

Wednesday, August 17

2011-08-17T14:30:00.000-07:00

FIRST CIVICS TEST WILL BE MONDAY, AUGUST 22

[Chapter 1 (all), Chapter 2, Section 2 only, and Chapter 3, Section 1 and 2]

Learning Goal: Students will learn how and why the United States changed from the Articles of Confederation to the new constitution.

Assignment: Read pages 64-78, take note over the weaknesses of the Articles of Confederation, and explain why the Articles of Confederation did not work.

class notes:

The purpose of the Articles of Confederation was to create a confederation of states whereby each state retained "its sovereignty, freedom, and independence, and every power, jurisdiction, and right . . . not . . . expressly delegated to the United States in Congress assembled." In other words, every state was as independent as possible with the United States only responsible for the common defense, security of liberties, and the general welfare. To this effect, the Articles were purposely written to keep the national government as weak as possible. However, there were many problems that soon became apparent as the Articles took effect.

Weaknesses of the Articles of Confederation

Following is a list of the weaknesses of the Articles of Confederation:

Each state only had one vote in Congress, regardless of size.
Congress did not have the power to tax.
Congress did not have the power to regulate foreign and interstate commerce.
There was no executive branch to enforce any acts passed by Congress.
There was no national court system.
Amendments to the Articles of Confederation required a unanimous vote.
Laws required a 9/13 majority to pass in Congress.

Under the Articles of Confederation, states often argued amongst themselves. They also refused to financially support the national government. The national government was powerless to enforce any acts it did pass. Some states began making agreements with foreign governments. Most had their own military. Each state printed its own money. There was no stable economy.

In 1786, Shay's Rebellion occurred in western Massachusetts as a protest to rising debt and economic chaos. However, the national government was unable to gather a combined military force amongst the states to help put down the rebellion.

Tuesday, August 16

2011-08-16T08:42:00.000-07:00

Learning Goal: Identify English Heritage items from Chapter 2, Section1.
(What are they? Why are they important?)

Assignment: Using the provided model, create an outline complete with definitions for each item

English Heritage Items

I. Items that influenced Colonial government

A. The Magna Carta

B. Parliament

C. English Bill of Rights

D.Philosophical Influences

1. Natural rights

2. Social Contract

3. Separation of Powers

E. Representative Government

F. Mayflower Contract

G.Fundamental Orders of Connecticut

Monday, August 15

2011-08-15T14:30:00.000-07:00

Bell Ringer: What is perfection?

Learning Goal: (note-taking, summarizing) Students will IDENTIFY the need for government, and COMPARE/CONTRAST the different forms of government.

Assignment: READ pages 20-26, LIST and DEFINE the different forms of government provided in the text. (Due on Tuesday)

Don't forget your attendance items for points!

Friday, August 12

2011-08-12T11:04:00.000-07:00

Chapter 1, Section 2

Bellringer discussion: [opinion] Are naturalized citizens more patriotic than those who are citizens by birth?

Learning Goal: compare/contrast citizenship gained by (1) birth and (2) by the naturalization process.

Class activity: novelty videos, small-group work - create a Venn diagram that illustrates the Learning Goal. (This is not a graded exercise but can be used as a guide for completing the homework assignment)

Homework assignment: In three paragraphs, compare/contrast citizenship gained by (1) birth and (2) by the naturalization process. (students should use the guide modeled in class on the Starboard). This assignment is due at the beginning of class on Monday, August 15.

FIRST DAY!

2011-07-17T10:49:00.000-07:00

Bell Ringer: in 3 sentences or less, write a definition for : "What is Civics?" (5 points)

LEARNING GOALS:

students will learn class rules, goals, and expectations
daily check list: ID badge (worn), planner, textbook, 3-ring binder, black or blue pen (5 points possible everyday)
students will learn how citizenship is gained by birth and by naturalization.

ASSIGNMENT:

READ Civics Chapter 1, pages 5-19 & be prepared to (1) compare/contrast a citizen by birth with those who become citizens by naturalization, and (2) analyze why some rights are denied to naturalized citizens

Points Of Emphasis for Chapter 1:

immigration
naturalization
principles of democracy

stubswr5.blogspot.com

2011-07-15T08:59:00.000-07:00

July 15, 2011

stubswr5.blogspot.com

This is the online site for my 2011-12 7^th Grade Social Studies classes. Here you will find class notes, homework assignments, project descriptions, “heads up” warnings for upcoming quizzes and tests, and more.

I hope that students and parents alike will use this site to maximize the opportunity for success in Social Studies.