Civics & Economics
June 21 / June 22 / June 23 / June 24Text: 13 Colonies / Building Colonies p. 4-5
Overview reading on inside cover of text.
Brainstorm why people move.
p. 4-14
Graphic Organizer: Why did people move to America?
1. money
2. land
3. religion
4. work
5. they had no choice (slaves)
13 Colonies map p. 15
Handout 13 colonies map. See if Ss know the names of the states. Have students color and label each state as it is introduced.
Virginia
1st permanent English settlement
Jamestown PPT
(See File on Wiki)
Video: Life in Jamestown (2:45)
http://www.history.com/topics/pilgrims/videos#life-in-jamestown / p. 16-23 Building a Colony
Massachusetts
Plymouth Colony
Mayflower
Life in Plymouth
Colony
Video: Life in the Plymouth Colony (17:46)
http://videos.howstuffworks.com/hsw/20599-living-history-life-in-the-plymouth-colony-video.htm
Begin Foldable for New England Colonies / Ch. 3 Thirteen Colonies
Regions of the Colonies PPT
(See File on Wiki)
(13 Colonies Map & Mnemonic Devices)
New England Colonies (color green)
(My Road is Closed Now)
Massachusetts
Rhode Island
Connecticut
New Hampshire
Middle Colonies (color purple)
(Nine New Pencils Draw)
New York
New Jersey
Pennsylvania
Delaware
Southern Colonies (color red)
(My Van Needs Some Gas)
Maryland
Virginia
North Carolina
South Carolina
Georgia
Finish Foldables
June 28 / June 29 / June 30 / July 1
Mayflower Compact
Discussion ?’s: What might happen if you and your family lived in a country that forced you to practice a religion you didn’t like? What is the govt. had you arrested for practicing religion the way you wanted? Would you leave the country? Where would you go? (Write student ideas on board)
Intro p. 4-5-6
Main Idea: The Mayflower Compact was the first document in the colonies to establish the concept of self-government.
William Bradford (Plymouth Colony governor)
Introduce and discuss Book Summary: Use doc camera or give students a copy for their notebooks.
Show U.S. map and point out Jamestown colony and Plymouth colony. Explain that bad weather caused the Mayflower to not reach the Jamestown colony.
Video: The Mayflower Compact (1:45)
http://videos.howstuffworks.com/hsw/5506-thirteen-colonies-the-mayflower-compact-video.htm / Chapter 1: Early Colonists
Use the graphic organizer as the class reads the following sections of this book.
Religious Freedom:
Church of England and Separatists p. 8-9
William Brewster
Life Among the Dutch p.10-11
William Bradford
Preparation for the Journey p.12-13
The Speedwell and the Mayflower
Myles Standish and John Alden
Graphic Organizer TG p.11
Show students the Separatists Table and have them make one in their notebooks. As you read through the text, stop at key points in the passage to point out reasons and to discuss possible problems. Model the first, then guide them with the next one, and have the find another one on their own as the reading is read aloud. / Finish June 29th discussion
Voyage of the Mayflower p. 14-15
Video: The Mayflower (2:18)
http://www.history.com/topics/thanksgiving/videos#the-mayflower
Explore WHY they needed the Mayflower Compact--read
Writing and Signing the Mayflower Compact p. 16-17
Plymouth was NOT under the Virginia Company agreement.
4 Groups of people on the Mayflower:
1. Separatists/William Brewster (leader)
2. Strangers/Stephen Hopkins (leader)
3. Indentured Servants
4. Ship workers / A Closer Look p. 18-19
Go over the Mayflower Compact and have students write main idea sentences or circle key words.
Vocabulary/Word Origins Handout TG p. 14
Chapter 3 Living with the Mayflower Compact
Make a Chart: TG p. 13
Legacy of the Mayflower Compact
ü Setting up government
ü Making rules or laws
ü Choosing leaders
ü Obeying leaders
ü Crime and punishment
ü Making decisions as a community
Fun review video of the story of the Mayflower. The Charlie Brown one is very cute and has a lot of details.
Video: This is America, Charlie Brown (23:17)
http://www.veoh.com/browse/videos/category/anime/watch/v19521087DpByss2c
Review activity (can be done as a game with teams using the doc camera)
Fill in the Blanks & Reading Passage: The Mayflower Compact Background Information Overview
Essential questions:
What is the legacy of the Mayflower Compact?
What kind of government was created by the Mayflower Compact?
Why did the Pilgrims leave England?
July 6 / July 7 / July 8 / July 9
No School on Monday, July 5th
Road to Revolution
Road to Revolution Pre-Test TG p. 49
Map p. 4-5 The 13 colonies were on one side of the Atlantic Ocean, and England was on the other side. The 13 colonies were governed, or ruled, by England.
Discussion ?: Would it be difficult to follow rules made by someone far away?
Timeline: 1773-1776
Main idea: New laws and taxes caused the American Revolution
Review the 13 colonies, New England Colonies, Middle Colonies, and Southern Colonies
Create Main Idea Diagrams TG p. 89
Show the diagram from TG Learning masters p. 50 (in binder after TG p. 89) / Teach Key Concept Words TG p. 90
Introduce vocabulary: colony, govern, patriot, revolution, tax. Have students skim through the book to find pictures that represent those vocabulary words.
Have Ss fill in blanks in reading selection with key concept words. Learning Masters p. 51
Chapter 1: Fighting for a New Nation p. 6-15
Give students copies of Study Guide (Learning masters p. 52-53)
Video: American Revolution (3:20)
http://www.history.com/shows/america-the-story-of-us/videos/american-revolution#american-revolution / Chapter 2: Meet Paul Revere p. 17-23
Introduce Paul Revere:
ü Colonist from Boston
ü Silversmith
ü A Patriot
ü Risked his life to ride and warn the colonists
ü Used a secret code—“One if by land, Two if by sea”
Give students copies of Study Guide (Learning masters p. 54-55)
Video: Paul Revere: Messenger of the Revolution (2:30)
http://www.earlyamerica.com/paul_revere.htm / Chapter 3: Road to Revolution
p. 24-25 Use “Summarize Key Concepts” sheet from Teacher’s Guide to get students to write a paragraph about why the American Revolution was important.
Summarize Key Concepts (Learning Masters p. 56)
(lower level) Writing Frame (Learning masters p. 60) Have students write about reasons why either the colonists or the English fought in the Revolutionary War.
Game: Liar, Liar
Make a set of statements about things the students have studied so far (in this book or all the books for C & E). Make some of the statements true and some not true.
Give different sets of statements to each team and have students take turns saying them. If the statement is true, the team says “true”. However, if the statement is false, they say “liar, liar”. If the team saying “true” or “liar, liar” is wrong, they lose points. You decide on the points.
Road to Revolution Post-Test TG p. 61
July 12 / July 13 / July 14 / July 15
Declaration of Independence
?’s TG p. 19
Students fill out KWL Chart
Summary and Background Info TG p. 18
Vocab. TG p. 22
Loyalists/Patriots Venn Diagram
Copy Timeline Activity 1763-1781 TG p. 25
Video: Declaration of Independence (3:49)
http://www.history.com/shows/america-the-story-of-us/videos/declaration-of-independence#declaration-of-independence / Copy Cause/Effect Relationships TG p. 23
Use with p. 8-15 in textbook
Who Am I? Game
Have students write sentences describing people from the following list. Have teams play against each other trying to guess who the person is.
Colonist
English King George III
Royal Governor
Native American people
George Washington
British Parliament
Samuel Adams
Samuel Maverick
Crispus Attucks
Thomas Paine
Captain John Parker / p. 16 The Writers
Thomas Jefferson
Benjamin Franklin
John Adams
p. 17-18 The Voters and The Signers
Discussion: Why was signing the Declaration of Independence risky? p. 18 (inference)
Flyswatter Game
Use pictures of famous people from the book or some that you find on the internet. Play the game with two people at the board with flyswatters. Show 3-4 pictures at a time. Then say the name of one of the famous people. The students try to be the first to “swat” the correct person in the picture. / Ch. 2 A Closer Look
p. 20-23
Parts of the Declaration of Independence
(Foldable)
1. Preamble (purpose)
2. Basic Beliefs (human rights & why we have govt.)
3. Complaints (27 offenses of the King)
4. Statement of Independence (Free and Independent States)
Video: No More Kings (3:01) http://www.metacafe.com/watch/232173/no_more_kings/
p. 26-27 Comparison/Contrast of British and American Strengths and Weaknesses
July 19 / July 20 / July 21 / July 22
Ch. 1 The Constitution
Intro ?’s p. 4
Summary and background information
Vocab. TG p.30
Video “America Gets a Constitution” 3:09
http://www.history.com/videos/america-gets-a-constitution
First Govt. p. 8-9
Shay’s Rebellion p. 10-11
Graphic Org: Strengths and Weaknesses of the Articles of Confederation
Chart or Foldable: Differences between Art. of Conf. & the US Constitution / Ch. 2 Getting a Constitution
p. 12-13—Constitutional Convention & the delegates:
James Madison, George Washington, Ben Franklin, James Wilson, Alexander Hamilton (highlight on the doc cam)
Constitutional Convention PPT for Intro or Review
http://mrkash.com/activities/convention.ppt
Conflict & Compromise p. 14-15
Graphic Organizer:
VA Plan vs. NJ Plan
VA: James Madison
NJ: William Patterson
The Great Compromise
3/5 Compromise
George Mason from VA wanted a Bill of Rights similar to VA Declaration of Rights / Passing the Constitution p. 16-17
Federalists vs. Anti-Federalists
Federalists:
J Constitution
Anti-Federalists:
L Consitution
(foldable) / Ch. 3 Parts of the Constitution p. 18
Preamble
(See File on Wiki)
(not a law—just explains WHY they wrote the Constitution)
7 Articles (powers)
1. Established Legislative Branch
2. Established Executive Branch
3. Established Judicial Branch
4. Concerns States
5. About making amendments
6. About U.S. laws and allegiance to U.S.
7. Details for ratifying or accepting the Constitution
27 Amendments (changes to the Constitution)
3 Branches: Legistative (p20), Executive (p21), Judicial (p22) Graphic Organizer
Checks and Balances p.23
Checks and Balances PPT
(See File on Wiki)
3 Bucket Basketball game
Get three dollar store buckets and label them for the 3 branches of the govt. (legislative, executive, judicial). Make teams, and use a different color of paper for each team.
On small pieces of paper, have students write one descriptor or responsibility per paper for the 3 branches of the govt.
Tell them to try to write at least 4 sentences per branch. Then play as teams and have them try to make baskets by throwing the “wadded up” balls into the correct bucket. After a few shots, check the “balls” for accuracy. Only check the ones that make it into the baskets. Only give credit for the “balls” that have the correct information in the correct basket.
July 26 / July 27 / July 28 / July 29
The Bill of Rights
Ss say rights & put them on board
Preview book intro p. 4-6 & titles
Discussion ?—If you were making a new country would you take what you know about govt. and make it better for the new country?
Answer ?’s from TG p. 35
What is the Bill of Rights?
p. 5 The Bill of Rights is the 1st 10 Amendments or changes to the Constitution (vocab in context)
Timeline: overview on board
WaràIndependenceàNew Country & govt. (Declaration of Independence)àArticles of ConfederationàConstitutionàBill of Rights
Ch. 1 Five Freedoms
1st Amendment: Basic Rights
(RAPPS)
R eligion
A ssembly
P etition
P ress
S peech
(Fill out Graphic Organizer)
Five Freedoms pp. 8-17 / Warm up(students take notes)
Explain that the Bill of Rights can be put into 4 categories:
1st—Basic Rights (check for review)
2,3,4—Protection Rights
5,6,7,8—Rights of Accused
9&10—Limits of Power
Ch. 2 Protection
p. 18-21
Amendments 2,3,4
2: Right to Bear “Arms”
3: Don’t stay with me! (no housing soldiers)
4: Don’t knock on my door! (illegal searches and seizures) / Ch. 3 Rights of the Accused
p. 22-27
Amendments 5-8
5: Rights of the Accused
(thumb)
Good J ob
Grand Jury
no double jeopardy (pointer finger)
eminent domain (middle finger)
I “do”(due process) (ring finger)
Pinkie—silent finger—right to remain silent
6: no tricks—right to speedy trial, know charges & jury in criminal cases
7: be civil—jury trial in civil cases
8: like handcuffs—no excessive bail or cruel & unusual punishment / Ch. 4 Limits of Power p. 28-29
Amendments 9 & 10
9: Mine! (citizens have rights beyond what is written in the Const.)
10: If rights are not federal, ThenàPowers reserved to the states or to the people
REVIEW OPTIONS:
Bill of Rights PPT
(See File on Wiki)
As a review, show students pictures for amendments 1-10 and have them guess the amendment.
Partner Charades:
Have Ss guess the amendment being acted out from the Bill of Rights.
Teacher Tube video: Bill of Rights ROCK!
http://teachertube.com/viewVideo.php?video_id=45924
Bill of Rights Matching Games
ONLINE games (choose one or more)
www.texasire.org/BOR/billofrights.html
http://constitutioncenter.org/Billofrightsgame/
http://www.ohiokids.org/games/ah/dd01f.html