Chapter 5 Station Work

We will be working on the following station work for chapter 5 until winter break.  All of the following assignments will be due the same day as your chapter 5 test, which will be on Thursday, 12/13 (A-Day) & Friday, 12/14 (B-Day).  The outlined notes will not be collected, but they will be very useful to have in class (hint, hint).  For stations 5 & 6, you will need to access your online book.  I've assigned the documents to all students for you to print out and complete.  Every student should have logged on by now.

There will be no mandatory chapter 5 project, but I will post an extra credit project option either over the weekend or on Monday for those students who want to improve their grades.

 Chapter 5 Station 1

Lesson 1: First Governments

Directions: Complete the following assignments. In order to receive credit, assignments must be completed in full.

1.   Read pages 116-121. Take notes on your own.

2.   Create a web diagram showing the weaknesses and problems of the Articles of Confederation.

a.   Pick one of the problems or weaknesses. Write an extended response on a possible solution for that problem or weakness.

3.   Research more information on Shay’s rebellion. Then create a single political cartoon about Shay’s rebellion or a cartoon detailing the events that happened. Include a short response on your cartoons.

Rubrics:

Web Diagram

Points	Description
10	Web diagram is complete. At least 6 bubbles are on the diagram. Information is written in complete sentences. Information is accurate and correct.
10	Extended response is written in complete sentences. Information is accurate. Student provides 3 supporting details. Extended response is written in pen or typed.

Cartoons:

Points	Description
40	Cartoon is accurate and correct. Cartoon is either a single, detailed political picture or at least 6 frames long. Cartoon is colorful. Cartoon is organized and neatly drawn.
10	Description is written or typed. Description contains little or no errors.

Chapter 5 Station 2

Lesson 2: Creating a New Constitution 

Directions: Complete the following assignments. In order to receive credit, assignments must be completed in full.

1.   Read pages 122-129 and take your own notes.

2.   Using the chart provided,fill in the information about the Virginia Plan, New Jersey Plan, and The Great Compromise.

3.   You are a newspaper journalist. Explain to the readers why the Great Compromise was accepted by both small and large states.

4.   Research more information on Federalist and Anti-federalist.

a.   Create a t-chart showing the differences between the two.

b.   Create “Wanted” ads for a Federalist and Anti-federalist. Remember to include information on their view points of the Constitution and political stance. Remember what time period we are studying!!

Rubric For Station 2:

Chart:

Points	Description
15	Chart is filled in completely. At least 5 points are in each box. Points are written in complete sentences.

Newspaper Article:

Points	Description
25	Article is typed or written in pen. Article has at least 3 supporting details. Student thoroughly explains why the Great Compromise was accepted by both small and large states.

Federalist/Anti-Federalist

Points	Description
10	Chart is filled in completely. At least 5 points are on each side.
40	Wanted ads have details explaining a Federalist and Anti-Federalist. Wanted ads are colorful. Ads are organized and done neatly.

Chapter 5 Station 3

Lesson 3: Structure of the Constitution

Directions: Complete the following assignments. In order to receive credit, assignments must be completed in full.

1.   Read pages 130-135. Take notes on your own.

2.   The middle part of the Preamble states six purposes of the government. Create a visual representation for each purpose.

3.   Create a diagram showing two ways to propose an amendment to the Constitution and two ways to ratify an amendment to the Constitution. Include a visual with each step.

Rubrics:

Preamble

Points	Description
30	Visuals are on computer paper. Visuals clearly represent the purpose of government. Visuals are neat and organized.

Amending the Constitution:

Points	Description
25	Diagram shows and explains the way to propose and ratify an amendment. Diagram is accurate and correct. Information is written in complete sentences. Diagram is neat and organized.

 Chapter 5 Station 4

Lesson 4: Principles of the Constitution

Directions: Complete the following assignments. In order to receive credit, assignments must be completed in full.

1.   Read pages 136-141. Take notes on your own.

2.   Create a foldable like the example shown. The tabs on your foldable are going to be labeled popular sovereignty, separation of power, rule of law, limited government. Under each tab include the major idea of each as stated in the Constitution. Include information that applies to each of these.

3.   Create a chart showing the three types of power. Not only are you to describe the type of power but also give an example of the power.

Rubrics:

Foldable

Points	Description
50	Information is accurate and correct. Information is written in complete sentences. Foldable is neat and organized. All information is included as stated in the directions. Information is written in pen or typed.

Powers:

Points	Description
30	A chart was created. Chart is neat and organized. Information is accurate and correct. Information is written in complete sentences. At least 3 points are included about the powers. At least 1 example is given of the power.

Chapter 5 Station 5

Primary Source Activity

Directions: Complete the following assignments. In order to receive credit, assignments must be completed in full.

1.   Read and complete the worksheets entitled “Primary Source Activity: The Constitution”.

Rubric:

Points	Description
25	Questions are answered completely. Answers are written in complete sentences.

 

Chapter 5 Station 6

21^st Century Skill: The Constitution

Directions: Complete the following assignments. In order to receive credit, assignments must be completed in full.

1.   Read and complete the worksheets entitled “21^st Century Skills: The Constitution”.

Rubric:

Points	Description
25	Questions are answered completely. Answers are written in complete sentences.

Also, the 12 days of spirit countdown to winter break information is listed below.

The Twelve Days of Team 7B Spirit
Countdown to Winter Break

Thursday, Nov. 29 – Tacky ThursdayCome dressed In your tackiest attire!

Friday, Nov. 30 – Flip Flop Friday

Monday, Dec. 3 – Make your own Shirt MondayMake a shirt about what you are learning in one of your five core classes and receive bonus points for that class!

Tuesday, Dec. 4 – True Blue Tuesday
It’s National Hand Washing Day.  Wear blue to show your support!

Wednesday, Dec. 5 – What Do You Wanna Be Wednesday?

Thursday, Dec. 6 – Throwback Thursday
Dress as your favorite decade.

Friday, Dec. 7 – freaky FridayFind someone and dress as each other.
Monday, Dec. 10 – Mustache Monday
Tuesday, Dec. 11 – Tiara Tuesday

Wednesday, Dec. 12 – Wild West Wednesday
Dress up as a character from the Old West!

Thursday, Dec. 13 – Twin Thursday
Pick a friend and dress as twins!

Friday, Dec. 14 – Fancy Friday
Come dressed in your best!

Chapter 4 Test & Grade Portal Update

Don't forget to study for your chapter 4 test on Tuesday, 11/27 (A-Day), and Wednesday, 11/28 (B-Day). 

Grades have been updated in the grade portal.  I will be holding individual conferences with each student after the test on Tuesday & Wednesday to discuss grades, so make sure that your assignment grades reflect everything you've completed up until now.  If you have any problems or questions, bring them to my attention during the conference and I will work to fix it.

Hope everyone enjoyed their extended break!

Chapter 4 Study Guide

Below is a copy of the chapter 4 study guide for your test on Tuesday, 11/27 (A-Day) & Wednesday, 11/28 (B-Day).  This will not be due for a grade, but it will be very helpful in succeeding on your test.  Enjoy your Thanksgiving break, but don't forget to take some time to STUDY!

PARENTS:  I am currently behind on grading.  I plan on updating grade portal over the break with assignments and chapter 4 projects to provide a clearer picture of student's current progress and grades.

Chapter 4 Study Guide

1.     Study vocabulary from the chapter.

2.     What kind of rights did American colonists have?

3.     What allowed British officials to search houses and businesses?

4.     Who influenced Thomas Jefferson?

5.     What did the New England economy depend on?

6.     Explain the Tea Act of 1773.

7.     Know the geographical features of the Southern Colonies.

8.     Know the geographical features of the New England Colonies,

9.     Know the geographical features of the Middle Colonies.

10.                        Who was responsible for the Declaration of Independence?

11.                        What did most colonial governments have in common?

(Going to be an extended response!!!)

12.                        What was the Great Awakening and describe the impact it had on the colonists?

13.                        Know the Magna Carta and it’s importance.

14.                        What was the Enlightenment?

15.                         What were the actions taken by the First Continental Congress? What was King George’s reaction?

16.                        Colonists elected local assemblies. Most governors, however, were appointed by the King. Why did the king want royal governors?

17.                        What was the main economic reason people came to America?

18.                        How did the ideas of John Locke and other great thinkers contribute to the Declaration of Independence?

19.                        How did the outcome of the French and Indian war affect the colonists?

20.                        Why did the Tea Act anger the colonists?

21.                        What was the outcome of the Second Continental Congress?

22.                        What were the Coercive Acts? What did the colonists call them?

23.                        Name two early English documents that influenced the foundation of democracy. What did they have in common?

24.                        Jamestown colonists formed an assembly called the House of Burgesses. They elected leaders to represent them in this assembly. What was the significance of this form of government?

Timeline Due On Monday & Tuesday

If you didn't finish your timeline in class, it will be due for full credit on Monday, 11/19 (A-Day) & Tuesday, 11/20 (B-Day).  Follow the directions below.

Disagreements with Great Britain

Directions:

1.   Create timeline on the construction paper provided.

2.   Your timeline should include the events that led to the writing of the Declaration of Independence in 1776. (Starting with the French & Indian War)

3.   Your timeline needs to include the dates of each event or act.

4.   Each event on your timeline needs some type of visual to go along with it.

5.   Don’t forget to give your timeline a title. You must make up your own.

Rubric:

25 points: Chart is completed and filled in.

20 points: Timeline is created. Ten dates are on the timeline. Each event has an illustration. Timeline is neat and free of errors

5 points: Timeline has a title.

RAFT Extended Response Due

RAFT Extended Response Due on Thursday, 11/15 (A-Day) & Friday, 11/16 (B-Day).  Directons are listed below.

Colonial RAFT Extended Response

Directions: You have decided to move from Great Britain to America in the 1700s. Write a letter to a friend explaining which colony you have chosen to settle in and why. Use the four elements of an extend response to guide your letter. Remember you should be focusing on the examples and details part.

Role: colonial settler

Audience: friend or family

Format: letter

Topic: moving to American colony and why.

Rubric:

Points	Content	Evidence	Organization
50	Information is accurate and correct. Student shows a thorough understanding of the information.	Three pieces of support and evidence is provided in the letter.	Letter is grammatically correct. Letter is accurate, complete, and fulfills all requirements of the task. Student uses complete sentences.
30	Information is mostly accurate and correct. Student shows an understanding of the information.	Two pieces of support and evidence is provided in the letter.	Letter is mostly grammatically correct. Letter is complete and fulfills some requirements of the task. Letter is missing some information.
15	Only small parts of the information are correct. Student shows little understanding of the information.	One piece of support or evidence is provided in the letter.	Grammatical errors found throughout the letter. Letter does not fulfill requirements. Letter is missing information.
0	Information is incorrect. Student shows no understanding of the information.	No evidence is provided	Letter is not grammatically correct. Format is not followed at all.