Mr. Saindon / United States History
Tuesday, November 12
to
Friday, November 15
This Week: Starting "Running for President Project
AND
Crash Course of the Three Branches of Government
Objective(s):
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Students will be able to research different political issues by using online resources.
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Students will be able to explain their position on an issue by citing sources as evidence.
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Students will use multiple online resources to check for the validity of the information.
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Students will have a simple understanding of the powers of the three branches of government
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Students will begin to understand the role/purpose of the Electoral College - pros and cons
United States History Class / Mr. Saindon / November 12 -15
The Election is over and our “RUNNING FOR PRESIDENT” project is now over - I will start grading the poster boards.
What is Due This Week:
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Election video made on your cell phone. Campaign speech/commercial must be approximately 1 to 2 minutes - Due by Thursday Example: Campaign Commercial
2. Test on the Election will be held on Friday (Study Guide will be passed out on Tuesday). Be sure to study!!!
3. Letter Writing Activity.
In the spirit of ‘good citizenship’ and ‘good sportsmanship’ and in keeping with the theme that we are ALL Americans and that WE ALL have a vested interest in a peaceful and powerful America….The students will have the choice to write President-elect Donald Trump a letter …OR… Vice-President Kamala Harris a letter. The letter can be congratulatory and should commend the candidate. You may want to suggest your concerns about an issue(s) that you want the President-elect or VP to focus on.
What WAS Due LAST Week:
1. On Monday, Students will be given poster paper to begin creating a poster for their campaign for president project. The poster will be like a ‘display’ or like a ‘bulletin board’. All of the items needed for the can be found on my website: “Mr. Saindon History is not Dead” . Find a creative way to display the various items. “Poster” Due Friday
2. Students Will be given 2 Electoral College Maps to be filled out Election night (if possible). One is a rough draft and one will be the final. Use RED for Trump won states and Blue for Harris won states. Map is due by Wednesday
3.Students will play a Game on Monday, CAST YOUR VOTE (to be found on google classroom. and their score will be turned into a grade .
“CAST YOUR VOTE GAME”: Due MONDAY
4. Students will watch and write out on a piece of paper the questions and the answer (on a separate piece of paper!!!!!). To be turned in at the end of class on Tuesday.
“Video: ELECTION DAY” DUE TUESDAY
5. Electoral College Game will be played in class (with dice!!!!) on Monday and Tuesday: this will be for fun and students will receive a participation grade.
6. On Election Day, all students at Freedom Middle School will cast their vote for who they think should be President of the United States
(results will be announced at the end of the day):
*Donald J. Trump (Former President and Businessman)
Or
*Kamala Harris (Former California Senator and State’s Attorney General)
Kennedy picks an issue to run on
The Declaration of Independence: Overview/Goals/Objectives
OVERVIEW
At the end of the French and Indian War (1763), victorious Great Britain was the only superpower left in North America, with France losing all her North American colonies. However, the French and Indian War left the British colonies broke. Beginning in 1763, the British government imposed a series of taxes and proclamations on their American colonies. The American colonists rebelled against these taxes through a series of boycotts, claiming that, as Englishmen, they were entitled to representation in England prior to any colonial taxation. In response to the British government’s taxes and its declaration that the colonies were in open revolt, on June 7, 1776, Richard Henry Lee of Virginia offered a formal resolution to the Second Continental Congress calling for independence of the American colonies from Great Britain. Thomas Jeffer- son was tasked in writing the Declaration of Independ- ence. On July 2, 1776, Congress approved Lee’s resolu- tion for America’s independence from Great Britain by a 12-0 vote (New York abstained). With independence adopted, Congress spent the next two days editing Jeffer- son’s draft of the Declaration. On July 4, 1776, Congress formally adopted the Declaration of Independence and sent it to the printer for duplication and distribution.
UNDERSTANDING GOAL
Students will understand the origins and text of the Declaration of Independence.
By the end of the week they will be able to explain and discuss:
Why it was written?
What are the central ideas of the Declaration?
What ideas and legacy from the Declaration of Independence are important to you in the 21st century?
OBJECTIVE
Students will learn how to read a timeline, examine and interpret primary sources and using critical thinking skills write an expository paragraph on the Declaration of Independence’s enduring ideas and legacy in today’s world.
INVESTIGATIVE QUESTION
What were the central ideas of the Declaration of Inde- pendence and how would you describe the legacy of these ideas in today’s world?
CURRICULUM STANDARDS
8th Grade Social Studies
8.23 Determine the central ideas expressed in the Declaration of Independence and write an expository piece in which the legacy of these ideas in today’s world is described and validated with supporting evidence from the text. (H,P)
8th Grade English/Language Arts
Reading: Informational Text – Key Ideas and Details.
1. Cite the textual evidence that most strongly supports an analy- sis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to support- ing ideas; provide an objective summary of the text.
3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through compari- sons, analogies, or categories).
Writing
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader
categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to
aiding comprehension.
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Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other infor-
mation and examples.
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Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
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Use precise language and domain-specific vocabulary to inform about or explain the topic.
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Establish and maintain a formal style.
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Provide a concluding statement or section that follows from and supports the information or explanation pre-
sented.