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Task List for Tuesday, January 7th
- Entrance: Grab an Exit Ticket and Homework Packet
- Preparation: Fill out the exit ticket
- Recap
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Lesson 11: Political Developments in the
Early RepublicHow did the Federalist and Republican visions for the United States
differ?
Classroom Success Criteria
Entrance
Looks like…
• Waiting at the door to shake Mr. Simoneau’s hand before entering.
• Custom handshakes are encouraged.
Sounds like…
• Quiet conversations with friends and Mr. Simoneau are allowed.
Taking Exit Tickets
Looks like…
• Politely waiting your turn to take an Exit Ticket from the cart by the door.
Sounds like…
• Quiet conversations with friends are allowed.
Seating
Looks like…
• Choosing a seat or place where you can focus and not distract others.
Sounds like…
• Quietly walking to your seat or your place.
Personal Space
Looks like…
• Keeping your hands, arms, legs, feet, and personal items to yourself at all times.
Sounds like…
• Keeping your voice at an acceptable level for the classroom
Filling Out Exit Tickets
Looks like…
• Getting out your pen/pencil.
• Filling out the Daily Objectives and the Task List.
• Paying attention to the countdown timer to make sure you are on pace
Sounds like…
• Quietly Filling out the Daily Objective and the Task List
Bell Work
Looks like…
• Getting any additional supplies noted on the board for the Bell Work
• Following any additional instructions noted on the board for the Bell Work.
• Paying attention to the countdown timer to make sure you are on pace
Sounds like…
• Following any additional “Sounds like…” instructions noted on the board.
Bathroom Passes
Looks like…
• Leaving the classroom
• Giving the Bathroom pass to the teacher to sign at the end of class.
Sounds like…
• Quietly leaving the classroom
• Quietly reentering the classroom
Pair Share
• Looks like…
• Turning to the partner next to you
• Sounds like…
• Quietly sharing your wisdom and/or opinion addressing the prompt.
Review / Instructions / Directions
Looks like…
• Turning your bodies to face the front of the class.
• Closing your mouths.
• Looking at the teacher, Smart Board, or the Whiteboard.
• Writing down notes or correcting mistakes.
Sounds like…
• Silently paying attention to what the teacher is saying.
Asking / Answering Questions
Looks like…
• Raising your hand until the teacher calls on you.
• Paying attention as the teacher passes the speaking ball to you.
Sounds like…
• Remaining quiet until the whole class is paying attention to what you have to say.
• Sharing information that is relevant to the topic of conversation.
Listening to Other Students
Looks like…
• Turning your bodies to face the person speaking.
• Closing your mouths.
• Looking at the teacher, Smart Board, or the Whiteboard.
• Writing down notes or correcting mistakes.
Sounds like…
• Silently paying attention to what the student is saying.
Class Discussion
Looks like…
• Turning your bodies to face the person speaking.
• Respecting the opinions, ideas, and freedoms of others.
Sounds like…
• Silently paying attention to what the student is saying.
• Remaining quiet until the whole class is paying attention to what you have to say.
• Sharing information that is relevant to the topic of conversation.
Group WorkLooks like…
• Facing the group that you are working with.
• Understand the purpose of the activity.
• Identify the strengths of the team.
• Working together.
• Paying attention to the countdown timer to make sure you are on pace
Sounds like…
• Communicating with the team what is being asked of the group.
• Defining the goals of the activity: Discuss with the team what they would like to present.
• Making sure that everyone knows their roles and what is expected of them.
• Engaging in relevant conversation about the work .
Group Presentations
Looks like…
• Turning your bodies to face the group speaking.
• Respecting the opinions, ideas, and freedoms of others.
• Standing at the front of the class when presenting.
• Sharing the presentation responsibilities with the whole group.
Sounds like…
• Silently paying attention to what the student is saying.
• Remaining quiet until the whole class is paying attention to what you have to say.
• Sharing information that is relevant to the topic of conversation.
• Sharing the presentation responsibilities with the whole group.
Individual Work
Looks like…
• Working in your own space on the task at hand.
• Paying attention to the countdown timer to make sure you are on pace.
• Independently reading when you have accomplished the individual work
Sounds like…
• Silently working on the task at hand
Individual Test Taking
Looks like…
• Keeping your eyes on your own work
• Using only the material and media that the teacher provided to complete the test.
• Independently reading when you have finished your test.
Sounds like…
• Silently completing the test.
Leaving the Classroom
Looks like…
• Waiting until the teacher say “Have a wonderful day!” to pack up.
• Dropping off exit tickets
Sounds like…
• Quietly talking with friends or Mr. Simoneau.
Emergency DrillsLooks like…
• Following the directions of the teacher.
• Walking in a single file line out to the blacktop.
• Remaining in a single file on the blacktop.
• Walking in a single file line back to class.
Sounds like…
• Silently listening to the teacher during the whole drill.
• Silently walking to the blacktop.
• Silently remaining in line on the blacktop.
• Silently walking back to class.
Active Shooter Drills
Looks like…
• Watching the teacher for instructions.
Sounds like…
• Absolute Silence
Last Time in Mr. Simoneau’s History Class…
• English Dudes came to North America seeking freedom and new opportunities.
• The English Government mostly let the colonists run themselves.
• The Colonial Dudes thought of themselves as English Citizens and expected the same rights.
Last Time in Mr. Simoneau’s History Class…
• George Washington accidently started World War 0 (The French and Indian War) and fought as a British soldier.
• The British basically got loans to defeat the French. They decided to tax the colonies to pay back the money.
• The Colonies did not like that very much…
Last Time in Mr. Simoneau’s History Class…
• A series of Acts (laws) were passed to make the North American Colonies pay for the war.
• The colonists boycotted the taxed goods and protested the laws.
• A bunch of Rowdy Dudes, The Sons of Liberty, caused a lot of trouble for the English by having a Tea Party.
• The English punished Boston for its Tea Party.
• When the British tried to take some guns from a militia, someone opened fire and started the Revolutionary War.
Last Time in Mr. Simoneau’s History Class…
• Massachusetts needed help. Patrick “Give me Liberty or Give me Death” dude convinced Virginia to help out. Other colonies followed.
• The Continental Congress picked George Washington to be general of the Continental Army.
• Tommy J decided that he needed to write a breakup letter.
Last Time in Mr. Simoneau’s History Class…
• The Continental Army was made of highly motivated men with little training or supplies.
• The British Army was made of Highly trained men with little motivation or supplies.
• George Washington was a difference maker with his inspiring leadership.
• The French joined the side of the Colonists and helped turn the tide of the war.
• The British surrendered to George Washington at Yorktown.
Last Time in Mr. Simoneau’s History Class…
• The Americans needed to figure out how to set up their government.
• At first, they created a very weak government under the Articles of Confederation.
• A bunch of angry farmer dudes exposed how ineffective the new government.
• Jimmy Madison had an idea to fix things…
Last Time in Mr. Simoneau’s History Class…
• Jimmy Madison helped create a government with a strong central government that balanced the interests of states with large and small populations.
• This government also separated the functions of government into 3 Branches that can check each other to prevent one branch of government.
• In order to get states to adopt the Constitutional government, the government drafted a series of individual rights called the Bill of Rights.
Task List for Wednesday, January 8th
- Entrance: Grab an Exit Ticket, Spiral, and Homework Packet
- Preparation: Fill out the exit ticket
- Prelude
- Vocabulary
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Preview
• The song you are about to hear is called "Hail, Columbia." It was first performed at George Washington's inauguration in 1789.
• Read the lyrics as you listen to the song.
Preview
• Go to the Preview assignment in your print or online Interactive Student Notebook. Write down your answers to the first two questions in the Preview.
• Let’s share our answers.• What are three adjectives that describe the song’s mood?
• How do you think Washington’s swearing in as president united the country?
Preview
• The next song is a campaign song from the 1800 presidential election. This song was sung by members of the Republican party, one of the nation’s first political parties.
• Read the lyrics as you listen to the song.
Preview
• Write down your answers to the remaining questions from the Preview in your Interactive Student Notebook.
• Let’s share our answers.• What are three adjectives that describe the song’s mood?
• According to the lyrics, what were some of the issues of the 1800 presidential election?
• In what ways do you think the nation changed between Washington’s inauguration in 1789 and the election of 1800?
Vocabulary
• Whiskey Rebellion: a revolt by farmers in 1794 against an excise tax on whiskey
• Washington’s Farewell Address: George Washington’s parting message to the nation, given in 1796, in which he warned of threats to the nation’s future
• loose construction: a broad interpretation of the Constitution, meaning that Congress has powers beyond those specifically given in the Constitution
Vocabulary
• strict construction: a narrow interpretation of the Constitution, meaning that the Congress has only those powers specifically given in the Constitution
• Sedition: the crime of encouraging rebellion against the government
• Nullify: to refuse to recognize a federal law
• states’ right theory: the theory that rights not specifically given to the federal government by the Constitution remain with the states
Preview
• Read the Introduction on pg .
• Why might George Washington have been reluctant to become president?
• Why did George Washington choose Hamilton and Jefferson to serve in his cabinet?
• Why do you think Hamilton and Jefferson became political rivals?
Task List for Thursday, January 9th
- Entrance: Grab an Exit Ticket, and ISN
- Preparation: Fill out the exit ticket
- ISNs
- Debate
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Activity
• Complete Sections 1 – 4 in your ISNs
Activity
• Now let’s debate four issues from the perspective of Jefferson and Hamilton.• Issue 1: View of Human Nature
• Issue 2: Best Form of Government
• Issue 3: Views on the Economy
• Issue 4: Views on Great Britain and France
Activity
• Now let’s discuss this experience.
• How did it feel to represent Thomas Jefferson or Alexander Hamilton?
• What was the Republicans' vision for the United States?
• What was the Federalists' vision for the United States?
• If you were living in 1800, would you have been a Republican or a Federalist? Why?
Task List for Friday, January 10th
- Entrance: Grab an Exit Ticket, ISN
- Preparation: Fill out the exit ticket
- Debate
- ISNs
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Activity
• Now let’s debate four issues from the perspective of Jefferson and Hamilton.• Issue 1: View of Human Nature
• Issue 2: Best Form of Government
• Issue 3: Views on the Economy
• Issue 4: Views on Great Britain and France
Activity
• Complete Sections 5 – 7 in your ISNs.
Lesson 12: Foreign Affairs of a Young Nation
To what extent should the United Stateshave become involved in world affairs in the early 1800s?
Task List for Monday, January 13th
- Entrance: Grab an Exit Ticket, ISN, Spiral, and Homework Packet
- Preparation: Fill out the exit ticket
- Prelude
- Vocabulary
- ISN
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Preview
• Examine this map.
• Go the Preview assignment in your print or online Interactive Student Notebook, and answer the questions.
Preview
• The geographic location of the United States played a significant role in the development of the nation’s early foreign policy.
• You are going to learn how the United States responded to early foreign policy challenges and discuss how much the nation should have become involved in world affairs.
Vocabulary
• Neutrality: a policy of not choosing sides in a dispute or war between other countries
• Isolationism: a policy of avoiding political or military agreements with other countries
• Embargo: a government order that forbids trade with another country
Vocabulary
• Blockade: a closing off of an area to keep people or supplies from going in or out
• Monroe Doctrine: President James Monroe’s declaration in 1823 that the Western Hemisphere was no longer open to European colonization
Preview
• Read the Introduction on pg
• Based on what you read, propose some possible answers to the Essential Question:
• To what extent should the United Stateshave become involved in world affairs in theearly 1800s?
Preview
• Read Section 1, President Washington Creates a Foreign Policy, on pg . and then complete Section 1 in your ISN on pg .
Task List for Tuesday, January 14th
- Entrance: Grab an Exit Ticket, ISN
- Preparation: Fill out the exit ticket
- Prelude
- Vocabulary
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Activity
• In this activity, you will play the role of foreign policy advisers to four U.S. presidents.
• You will be summoned to the White House to make recommendations on how to respond to four foreign policy dilemmas faced by the United States.
• Before you can make your recommendations, you’ll need to do some background reading.
• Let’s get started!
Activity
• To prepare for the first round, read Section 2, President Adams’s Dilemma: Protecting U.S. Ships, on pg and complete Section 2 in your ISN on pg .
Activity
• Now it’s time for you to review the dilemmas facing President Adams and to make foreign policy recommendations to him.
• For each dilemma, your group will:• Discuss all of your options.
• Prepare arguments in support of one option and in opposition to the other options.
• Choose a spokesperson to present your group’s recommendation to the president.
Activity
• In your group, discuss the foreign policy options.
• Prepare arguments in support of one option and in opposition to the other options.
• Choose a spokesperson to present your group’s recommendation to the president.
Activity
• Now read Section 3, What Happened: Adams Pursues Peace, on pgand complete Section 3 in your ISN on pg.
Activity
• To prepare for the next round, read Section 4, President Jefferson’s Dilemma: Dealing with Pirates, on pg and complete Section 4 in your ISN on pg .
Activity
• In your group, discuss the foreign policy options.
• Prepare arguments in support of one option and in opposition to the other options.
• Choose a spokesperson to present your group’s recommendation to the president.
Activity
• Now read Section 5, What Happened: Jefferson Solves the Problem, in the Student Text, on pg and complete Section 5 in you ISN on pg .
Task List for Wednesday, January 15th
- Entrance: Grab an Exit Ticket, ISN
- Preparation: Fill out the exit ticket
- Prelude
- Vocabulary
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Activity
• To prepare for the next round, read Section 6, President Madison’s Dilemma: Protecting Sailors and Settlers, on pg and complete Section 6 in your ISN on pg .
Activity
• In your group, discuss the foreign policy options.
• Prepare arguments in support of one option and in opposition to the other options.
• Choose a spokesperson to present your group’s recommendation to the president.
Activity
• Now read Section 7, What Happened: The War of 1812, on pg , and complete Section 7 in your ISN on pg .
Activity
• To prepare for the next round, read Section 8, President Monroe’s Dilemma: A New Foreign Policy Challenge, on pg , and complete Section 8 in your ISN on pg .
Activity
• In your group, discuss the foreign policy options.
• Prepare arguments in support of one option and in opposition to the other options.
• Choose a spokesperson to present your group’s recommendation to the president.
Activity
• Now read Section 9, What Happened: The Monroe Doctrine, on pg , and complete Section 9 in your ISN on pg .
Task List for Thursday, January 16th
- Entrance: Grab an Exit Ticket, ISN
- Preparation: Fill out the exit ticket
- Posters
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Lesson 13: A Growing Sense of Nationhood
What did it mean to be an American in theearly 1800s?
Activity
• I will assign your table a Section in Lesson 13.
• With your table, you will:• Create a Poster that illustrates that Main Points of the Section.
• Answers the Questions from your ISN for that Section in your ISN and
ON THE POSTER
• Has color and is legible
Task List for Friday, January 17th
- Entrance: Grab an Exit Ticket, ISN
- Preparation: Fill out the exit ticket
- Walkaround
- Exit: Complete Exit Ticket and drop it off in the cluster basket.
Activity
• You will walk around to each of the Posters that you created yesterday.
• You will start with the NEXT Section. If you have the Last section, you will go to Section 1.
• Fill out the Answers to the ISNs based on the Poster
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