Date

Objective

Belltask

ISN pgs

What happened in class:

2/2

· Identify the main events of the Trail of Tears

Chapter 12 Section 2 Assessment

· #2

· #3abc

ISN Pg 107

1. Class began with a review of the painting. 

2. Jigsaw: Students then got into groups of 3 to solve a puzzle in the form of a mixed up flow map to review the events of the Trail of Tears. 

2/1

· Identify the main events of the Trail of Tears

Chapter 12 Section 2 Assessment

· #2

ISN Pg 107

1. The lesson began with a whole group discussion about positive and negative symbolism commonly used by artists in paintings.  This was review from September. 

2. Students examined a painting of the event known as the “Trail of Tears”.  They listed their observations (on the surface).

3. Students pair shared the items in the painting with their partners.

4. Next, a paragraph was read aloud which describes the Trail of Tears event.  Students listed key information while looking at the painting. 

1/30 -1/31

· Craft a definition for:

· Jacksonian Democracy

· Spoils System

Chapter 12 Assessment

· Critical Thinking #1/5

ISN Pg 105

Chapter 12 Section 2 Assessment

· #1

ISN Pg 107

1/30

1. Students GR 12S4 (Due 1/31)

2. Students gathered information from the book using a circle map

3. The class got into groups of 3 (pre-arranged by teacher) to share information before being called on to contribute to class discussion.

1/31

1. Students will continue the lesson by crafting their definitions

1/27

· Set up new ISN

Chapter 12 Assessment

· Review Questions #6-10

ISN Pg 105

141-280

1. Students numbered the ISN from 141-280

2. The new table of contents was established.

1/26

· Identify the main points of Jackson’s presidency

Log on to computer

Paste x-word on page 104

102-104

1. Students had the opportunity to complete the webquest which was started on Friday. 

2. There was an online quiz at the end of the activity

3. A crossword based on Jackson’s presidency  was distributed.  Students had time in class to work on it.  Anything not completed during the class period is homework.  Due Wednesday.

1/25

· Identify the main points of Jackson’s presidency

Chapter 12 Assessment

· Terms and Names

· Review Questions #1-5

ISN Pg 105

98

1. Guided Reading Chapter 12 Section 4

2. Students put a Budget Vocabulary Matrix (graphic organizer) on page 96 of their ISN

3. Any part of the assignment not completed during the class period is homework.  Due Tuesday.

1/20

· Identify the main points of Jackson’s presidency

Log on to computer

Paste webquest on page 102-103

102-103

1. Students had the opportunity to complete the webquest which was started on Friday. 

2. There was an online quiz at the end of the activity

3. A crossword based on Jackson’s presidency  was distributed.  Students had time in class to work on it.  Anything not completed during the class period is homework.  Due Wednesday.

1/19

·  

1.  

1/18

·  

Chapter 12 Section 1

· #3abc

ISN Pg 99

1. 8th grade class Picture day

1/17

·  

1. Visiting Teacher:  Building Vocabulary chapter 12

1/16

Martin Luther King Jr. Day  

(No School)

1/13

· Organization day / Grades calculated

Chapter 12 Section 1

· #1-2

ISN Pg 99

1. I

1/12

·  

1. Projects Due

1/11

· Identify the effects of the War of 1812

1. Project: 

Multi-flow Map of the causes and effects of the war of 1812.

1/9-1/10

· Identify the causes of the War of 1812

1.  

1/5-1/6

· In groups of 3 provide hints to a student in the group about the vocabulary words on the screen.

· Use the hints given by the students in the group, to correctly infer the word on the screen. (without looking at the screen)

Chapter  10 Section 4 Assessment

· #1-3abc

ISN Page 90

Chapter  10 Assessment

· #3abc

ISN Page 92

1. Students participated in an activity called “guess what” which reviews key vocabulary and concepts which will be tested.  Today was mainly spent on how to run the activity.

1/4

· Identify the causes of the war of 1812

Chapter  10 Section 4 Assessment

· #1-3abc

ISN Page 90

-

1. New seating charts

2. How to get into groups of 3

1/3

· Identify the causes of the war of 1812

Chapter  10 Section 3 Assessment

· #1-3abc

ISN Page 88

89

1. Students worked on Guided Reading Chapter 10 Section 3 in class.

12/15-16

· Create 1 flashcard for each branch of government

· Indicate the correct branch when prompted with a function on the screen in the classroom.

___

1. Obtain 3 large 11” x 5” cards

On a card write and draw the following:

· Branch name written in large block letters (one card for each branch)

· 2-3 colored icons / symbols relating to the branch.

· On the back write (in regular size) names of people, jobs or things related with each branch.

12/14

· Create a double bubble which shows the differences between Jefferson’s Democratic-Republicans and Hamilton’s Federalists

· Summarize the Alien and Sedition Acts, Foreign Policy, and the National  Bank

Chapter  9 Section 3 Assessment

· #3abc

ISN Page 78

1. Students had time to craft their projects in class.  Projects will be due tomorrow.

12/13

· Create a title page which shows the differences between Jefferson’s Democratic-Republicans and Hamilton’s Federalists

1 Summarize the Alien and Sedition Acts, Foreign Policy, and the National  Bank

Chapter  9 Section 3 Assessment

· #2

ISN Page 78

1. Students had time to develop their title pages in class.  The title page will be used as a rough draft for the project.  Projects will be due Thursday.

12/12

Park / Reward Day

12/9

· Explain the death of Hamilton by Aaron Burr

· Progress Reports distributed

Chapter  9 Section 3 Assessment

· #1

ISN Page 78

1. Students examined 3 t-charts which listed the differences between the Democratic-Republicans and the Federalists.  The information was summarized and placed in the Double-Bubble.

2. A crossword was distributed.  Students used their double-bubble to answer the hints on the crossword.

3. Progress reports were distributed to students.  Students glued them onto page 6.

12/8

· Explain how Hamilton’s political philosophy lead to the development of the Federalists.

Chapter  9 Section 2 Assessment

· #3abc

ISN Page 76

1. Students summarized the political philosophy of Alexander Hamilton.  The summary was written on a Post-It and placed on the double-bubble on ISN pg 81.

2. Students examined 3 t-charts which listed the differences between the Democratic-Republicans and the Federalists.  The information was summarized and placed in the Double-Bubble.

3. A crossword was distributed.  Students used their double-bubble to answer the hints on the crossword.

12/7

· Explain how Jefferson’s political philosophy lead to the development of the Democratic Republicans

Chapter  9 Section 2 Assessment

· #2

ISN Page 76

81

1. Students summarized the political philosophy of Thomas Jefferson.  The summary was written on a Post-It and placed on the double-bubble on ISN pg 81

2. Students examined 3 t-charts which listed the differences between the Democratic-Republicans and the Federalists.  The information was summarized and placed in the Double-Bubble.

12/6

· Research how political parties reflect the desires of the people and influence policies in the US.

No Belltask

1. Class was held in the computer lab.  Students participated in a web quest activity, learning about modern political parties and how the differences between Jefferson and Hamilton created a 2 party system.

12/5

· Craft a definition for

Þ Political party

Þ Whiskey Rebellion

· Explain how political parties developed

Chapter  9 Section 2 Assessment

· #1

ISN Page 76

1. Students craft a definition for “Political Party”

· Create a list of words for Political Party using context clues from the book.

· Share and steal 2 from your neighbor

· Share out w/ sticks of doom

· Choose 5 of the best related words and record them on the BVM.

· Using 3 of the 5 related words,  craft a sentence showing how the words relate to Political Party.

12/2

· Go over the test

· Calculate grades

Chapter  9 Section 1 Assessment

· #3abc

ISN Page 74

1. Work was passed back from the previous 10 days

2. Students pasted these assignments into their notebooks

3. Students calculated their own grades to discern where they stand academically in this class, and know how to rectify their grade if necessary.

12/1

· Identify and Explain how Washington used his powers as president. (Creation of the Cabinet)

Chapter  9 Section 1 Assessment

· #2

ISN Page 74

1. Worksheet: Guided Reading Chapter 9 Section 1

11/30

· Match each term (government function, job or office) with the correct branch of government.

· Identify the article, section and clause number from the Constitution which shows you have made the correct match

· Create a tree map showing how each branch functions inside government. 

Chapter  9 Section 1 Assessment

· #1

ISN Page 74

49

1. After the belltask, students received a magnetic yellow card with a term.  In pairs, students identified the correct branch associated with the term.

2. Each student placed the magnetic yellow card on the board  below the branch they associated the term with. 

3. There was then a whole group discussion about whether each term was correctly placed.  “Nominate” and “Treaty” were introduced as new terms.  Their meaning and functions were discussed.

4. Students had time (approximately 15 min) to develop their tree maps using the correctly placed terms on the board.

5. Graded assignments were passed back   (66,67,68) and 2 new handouts were distributed.  Students organized their old and new assignments in the ISN. 

6. Students were specifically instructed that there was no homework today.  The usual policy (unfinished class work is to be completed after school) will resume tomorrow.

11/29

· Explain the purpose of GPA and how learning institutions use this information.

· Calculate your GPA and RCMS

No Belltask

-

1. Class will be in the library on Tuesday for the purpose of Ms. Valenzuela giving information about how the High School uses GPA.  Students will learn how to calculate their GPA.

11/28

· Match each government duty with a branch of government

· Identify and explain how the Constitution preserves citizens’ rights

Chapter  8 Assessment

· Review Questions #6-10

ISN Page 55

62-66

1. Students had the opportunity to  complete the following assignments which are due tomorrow:

·  Constitution  Word Association WKST

· Bill of Rights Picture Association worksheet

· Bill of Rights Crossword

11/23-11/27

 Thanksgiving Break

11/22

· Match each government duty with a branch of government

Chapter  8 Assessment

· Review Questions #1-5

ISN Page 55

66

1. Constitution  Word - Association Worksheet

2.  ISN organization

11/21

· Identify and explain how the Constitution preserves citizens’ rights

Continue with the Webquest activity from wherever you left off. 

62-66

1. Class was held in the computer lab.  Students participated in a web quest activity learning about the main principles of the Constitution (dual sovereignty, checks and balances, federalism, separation of powers) and the Bill of Rights.

2. Students had an opportunity to see their final grades by logging into Zangle.  This was the last time to repair grade issues.

11/18

TEST!