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Mrs.
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Daily Assignments
May 18
Last day of school – Have a great summer!
Principles of Constitutional Democracy
- Knowledge of the
principles expressed in documents shaping constitutional democracy in the
united states
A.
Principles of constitutional democracy in the United States
a. Analyze important principles in the Declaration of
Independence, including inalienable rights and government by consent of the
governed - DOK 3 / SS1
1.6. 4.2
b.
Analyze important principles in the Constitution including:
1. Limited government
2. Rule of
law
3. Majority
rule and minority rights
4. Separation
of powers
5. Checks and balances
6. Amendment process
7. Federalism (i.e., as regards federal and state governments, powers being shared, delegated and reserved)
8. Popular
sovereignty
9. Due process of law (see Amendments V & XIV)
10. Voting by citizens, especially as later amendments were passed
DOK 2 / SS1 1.6, 4.2
c. Apply
important principles of the Bill of Rights, such as:
1. Basic rights and freedoms (for rights listed, see Amendments 1-8; for rights not listed, see Amendment 9)
2. Protections against the government (fair trials, rights of accused, due process of law, etc.)
DOK 2 / SS1 1.1
B.
Role of citizens and governments in carrying out
constitutional principles
Apply knowledge of
responsibilities that governments and citizens need to accept in order to carry
out the principles in the Bill of Rights DOK 3 / SS1 1.6, 4.2
C.
Understanding of the main purposes of United States documents
a. State the main purposes of
the Declaration of Independence (3rd grade)
Explain the major purpose of the
Constitution and the Bill of Rights (4th grade)
b. Identify the purpose of the
Constitution (3rd grade)
D.
Knowledge
of the symbols of our nation
Identify the flag as a symbol of our nation and recite
the Pledge of Allegiance (K)
Recognize and explain the significance of the
following national symbols (1st grade):
• Statue of
Liberty
• Nation’s
capitol Describe the importance of the
Pledge of Allegiance
Explain how the National Anthem symbolizes our nation
(3rd grade)
Principles and Processes of Governance Systems
- Knowledge of principles and processes of governance systems
C. Processes
of governmental systems
a. Apply rights and responsibilities of
individuals to events in US history and everyday life
DOK 4 / SS2 4.2
b. Explain how laws are made, interpreted
and enforced DOK 2 / SS1 1.10
c. Explain how leaders are selected DOK 2 / SS2 1.10
d. Explain how power is distributed among
individuals and branches of government
DOK 2 / SS2 1.10
e. Describe how to participate in
government (i.e., voting, campaigning, lobbying, participating in a political
party, petitioning, influencing public opinion, etc. DOK 2 / SS2 4.2
f. Give examples of how local, state and
national governments impact people’s lives
DOK 2 / SS2 1.6
g. Analyze decision-making and conflict
resolution in courts at local, state and national levels (roles of judge, jury,
attorneys for prosecution, plaintiff and defense; civil vs. criminal law; court
procedures) DOK3 /
SS2 1.6
Missouri, United States and World History
3a. Knowledge of continuity and change in the history of Missouri and the United States
- Understand
the migrations of people from many regions to North America
Analyze the
viability and diversity of Native American cultures before Europeans came
DOK 2 / SS3 1.9
- Discovery, Exploration and
Settlement of the United States
Evaluate the importance of the discovery, exploration
and early settlement of America
DOK 3 / SS3 1.6
- Perspectives
on The American Revolution
Interpret
the American Revolution, including the perspectives of patriots and loyalists
and factors that explain why the American colonists were successful DOK 3 / SS3 3.6
- Political
Developments in the U.S.
Justify the
drafting of the Constitution and its effects on the formation of the new nation
DOK 3 / SS3 4.1, 1.6
- Westward Expansion and
settlement in the US
a.
Assess the significance of Westward Expansion including:
1. Louisiana Purchase
2. Lewis and Clark Expedition
3. Missouri Compromise
4. Texas and the Mexican War
5. Oregon Territory
California Gold R
b.
Analyze cultural interactions among these groups:
1. Native Americans
2. Immigrants from Europe
3. Africans brought to America DOK 3
/ SS3 1.9, 1.6
H.
Reform movements
Summarize
reform movements such as:
- Abolitionism
- Women’s movement
- Jacksonian
Democracy DOK 2
/ SS3 1.8
I.
Understanding the causes and consequences of the Civil War
Interpret
political, economic and social causes and consequences of the Civil War and
Reconstruction. DOK 3 / SS3 1.6, 3.1
Economic Concepts and Principles
4. Knowledge of economic concepts (including productivity and the market system) and principles (including the laws of supply and demand)
A. Knowledge of
basic economic concepts, being able to explain and
Apply the following economic concepts:
1. b
2. unemployment
3.
market economy DOK 2
/ SS4 1.10
B. Understanding
the consequences of personal and public economic decisions
Describe
how decisions and actions of governments, b
- Understanding vario
Identify
different forms of taxes, such as tariffs, sales taxes and income taxes,
and their purposes. DOK 2 / SS4 1.10
E. The role of technology in changing the US from an agricultural
economy to an ind
Assess
the role of technology in our economy and how our economy has changed from an
agricultural economy to an ind
F. Interpreting the past, explaining the present and predicting the
future of economic decisions
Interpret
the past, explain the present and predict future consequences of economic
decisions. DOK 3 / SS4 3.8
Elements of Geographical Study and Analysis
5. Knowledge of major elements of geographical study and analysis (such as location, place, movement and regions) and their relationship to changes in society and the environment
A. Reading and constructing maps
a.
Use and evaluate geographic research sources to process and report information
to solve problems and make predictions.
DOK 4 / SS5 1.5, 3.2,
3.7, 1.4, 2.1
b. Construct maps DOK 2 / SS5 1.8
B. Understanding the concept
of location to make predictions and solve problems
A)
Locate states of the United States DOK1 /
SS5 1.4, 1.5
b) Locate cities and topographic
features of the United States DOK 1 / SS5 1.4, 1.5
c)
Locate and describe geographic places, using absolute and relative
location DOK 2 / SS5 1.4, 1.5, 1.10
C. Understanding the concept of place
a.
Analyze physical characteristics, such as climate, topography,
relationship to water and ecosystems DOK 2 / SS5 1.6
b.
Analyze human characteristics, such as people’s education, language,
diversity, economies, religions, settlement patterns, ethnic background and
political system DOK 2 / SS5 1.6
E. Understanding relationships
between and among places
Explain
how changes in transportation, communication and other technologies affect the
movement of people, products and ideas.
DOK 2 / SS5 1.10, 1.6
F. Understanding relationships between and among regions
Explain
how regions of the United States relate to one another and change over
time. DOK 3 / SS5 1.6
H. Human Systems
Compare
major patterns of population distribution, demographics, and migrations
in the United States and the impact of those patterns on cultures and community
life. DOK 3 / SS5 1.6
J. Using geography to
interpret, explain and plan for the future
Use
geography to interpret the past, explain the present and plan for the
future. DOK 3 / SS5 1.6, 3.2
Relationships of Individuals and Groups to
Institutions and Traditions
6. Knowledge of relationships of the individual and groups to institutions and cultural traditions
E. Group membership
Analyze
how a person becomes a member of a group or institution and what factors that
influence incl
G. Effect of laws and events on
relationships
Describe
how laws and events affect members of groups and relationships among
groups. DOK2 / SS6 1.6, 3.6
H. Effect of personal and group
experiences on perceptions
Assess
how personal and group experiences influence people’s perceptions and judgments
of events. DOK 3 / SS6 3.6, 3.5, 1.6
I. Changing ideas, concepts and
traditions
Analyze
how ideas, concepts, and traditions have changed over time (e.g., women’s role
in society). DOK 3 / SS6 1.9
Tools of Social Science Inquiry
7. Knowledge of the use of tools of social
science inquiry (such as surveys, statistics, maps and documents)
A. Identify, select,
Select, investigate, and present a topic
B. Knowledge to create and
a.
Use maps, graphs, statistical data, timelines, charts and diagrams to
interpret, draw concl
b.
Create maps, graphs, timelines, charts and diagrams to communicate
information. DOK 2 / SS7 1.8, 1.4, 2.1
C. Understanding fact, opinion, bias and points of view in sources
Distinguish
between fact and opinion and recognize bias and points of view. DOK 2 / SS7
1.7, 3.6, 3.5
D. Using technological tools
Use
technological tools for research and presentation. DOK 2-4 / SS7 1.4, 2.7, 2.1
G. Supporting a point of view
Identify,
research, and defend a point of view/position. DOK 3 / SS7 1.2, 1.4, 1.7
Classroom Checklist
1. Be Ready: Bring paper for this class every day.
Have a pencil or a pen with you every day.
2. Be Ready to Learn: Be in your assigned seat when the
bell rings. Read the side board at the beginning of class so you are ready to
start class when the bell rings.
3. Be Respectful: Enter the room quietly and use appropriate language
and volume.
4. Be Respectful to Yourself, Your Classmates and Teacher: Wait your turn to speak or raise
your hand. Actively listen and follow instructions.
5. Be Responsible: Bring necessary materials to class and turn
assignments in on time.
6. Be Positive: Believe in yourself.
Be willing to help others and try your best!
North County Middle School Positive Behavior Matrix
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NORTH
COUNTY MIDDLE SCHOOL MATRIX |
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I am… |
All Settings |
Classroom |
Hallway |
Cafeteria |
Restrooms |
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READY |
1.
Arrive on time. 2.
Be ready to participate. 3.
Know and follow school handbook. |
1.
Be in assigned seat when bell rings. 2.
Bring all necessary materials to class. 3.
Focus on class topic objective. |
1.
Move promptly to your destination. 2.
Use water fountain during passing time. |
1.
Have lunch money turned in on time. 2.
Go directly to the cafeteria. |
1.
Use restroom between classes and return promptly to
class. |
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RESPECTFUL |
1.
Follow adult directions. 2.
Keep your hands, feet, objects, and unkind words to
yourself. 3.
Use appropriate language and volume. |
1.
Raise your hand to speak. 2.
Actively listen & follow instructions the first
time. |
1.
Respect the space of others. |
1.
Wait patiently in line and be polite. 2.
Use good table manners. 3.
Keep your space and table clean. |
1.
Use facilities appropriately. |
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RESPONSIBLE |
1.
Clean up after yourself. 2.
Use time efficiently. 3.
Have necessary materials. |
1.
Start work immediately and work entire class period. 2.
Turn in completed assignments on time. |
1.
Walk quietly to your destination. 2.
Stay to the right and with the flow. 3.
Keep halls and lockers clean. |
1.
Have lunch money turned in on time. 2.
Stay seated in one location. 3.
Push in chairs. |
1.
Flush. 2.
Wash hands. 3.
Put trash in trash can. |
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POSITIVE |
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North County District Home Page
427 References to
Grammar and Writing
Patriotism and Nationalism Poster
Project
Introduction: Read pages 240 – 241 (red book) together and discuss
Discuss how words, holidays, and symbols can “stir patriotic feelings”.
Independent: Students follow the directions under “History and You, Writing to Learn” and write a paragraph. (p. 241)
Read page 243 together and discuss the artwork. Look at examples from last year.
Divide the class into groups by asking students to go to different corners of the room – leaders, artist, writers, people who consider their strengths to be getting along with others and helping to get a job done, anything else, probably no more than 4 in a group
Follow the group work instructions
Students cannot get material until the teacher has seen the draft and given the okay to begin
Patriotism
and Nationalism Poster Project
Group Work:
- Assign a leader who will make the final decisions and keep everyone on task.
2. Read your paragraphs to each other.
· As a group decide if all students’ paragraphs will be on the poster, or if your group will only have one or two paragraphs, or if your group will combine the paragraphs
3. Peer edit together
· Circle words that might be misspelled, re-word sentences that don’t make sense, and add or change punctuation
· Assign one person in the group to be the writer and make the final copy once the poster work begins. The writer will look words up in the dictionary and write the final copy that will go on the poster
4. Brainstorm and discuss how your group will “stir patriotic feelings” and “nationalism” in a poster of words, and/or holidays, and/or symbols. The artwork should reflect the paragraph(s) you have written and will place on the poster.
- On a white
sheet of paper produce a rough draft of what the finished poster
will look like. Groups cannot begin work on the actual poster until the teacher
has seen the draft your group has produced. Label the draft with names
so that everyone has a job and knows what they are expected to do.
Groups can change things as they work, but a strong rough draft must be
produced before your group can begin.
6. The poster should have everyone’s name in the bottom right had corner in small print.
7. The final paragraph(s) should be written on notebook paper and should be proofread one final time by someone other than the writer. After groups final approval, glue it to the front of the poster.
Westward Expansion Project
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Staple this scoring guide to your groups notebook
paper |
Names: |
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/2 |
Title |
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/3 |
Year(s) event took place |
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/5 |
Where: Geography |
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/10 |
People involved and what they did Include the President in office at the time |
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/20 |
Explain what the event was about Explain why it happened and the importance Anything else? |
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/5 |
Vocabulary (teach us a new word), must connect to the topic |
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/10 |
Two questions about your topic: Write the questions on the board before you begin the presentation Include your answers and the page numbers where the answers can be found in case the class needs to locate the answers |
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/15 |
Presentation: Introduce yourselves, voices loud enough to hear, information presented clearly so the audience knows the topic |
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/70 /100 Letter grade |
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Tour of the 50 States Book Project
Group Members
Name: ________________________________ Name: ______________________________
Name: ________________________________
Directions:
You are a member of the tourism board for the state of ______________________. You have to make a sales pitch about your state trying to get as many tourists to visit your state as possible. You will need to investigate the characteristics that make up your state and report these to your class. There are several things that you need to include and analyze in your presentation, as identified in Part 1. Your group will need to include a written report with the information included in the presentation. This report will be used by the group when presenting to the class. Make this presentation interesting to the class. Do not simply read the information from Part 1.
Part 1
Information included in your oral presentation:
Statehood: When it became a state, number of when state entered the Union
Region: Northwest, Southwest, etc.
Demographics: Population, increase or decrease, distribution of the population in your state
Human Characteristics of a Place: People’s education, language, diversity, economies, religions, settlement patterns, ethnic background and political systems.
Physical Characteristics of a Place: Landforms (mountains, canyons, caves, etc.), bodies of water, climate, and ecosystems
Natural Resources: Mining, oil, manufacturing, etc.
Interesting Information: Interesting facts about the state, notable (famous) people from the state, information about 1 state event or attraction, at least 1 interesting historical event from the timeline
Part 2
You must also make a map of the state that you have selected. The map will be your choice between a political map and a physical map. The team members will use the map as a visual aid for classmates when making the oral presentation. There are examples of both maps in your states’ book. Again, there are several requirements that come with each map.
Political Map:
State name, key, compass rose, bordering states or countries (outlined in a different color), and location of major cities, interstate highways, significant bodies of water (Oceans, Great Lakes, Mississippi or Missouri Rivers)
OR
Physical Map:
State name, key, compass rose, state capital, landforms, deserts, mountains and plains, state borders, major rivers, lakes, and oceans
Part 3
Group Co-operation: Details on rubric
Bonus: Dress as a businessman, famous individual from your state, or provide visual aids and receive 5 bonus points.
State Project
Scoring Rubric
Part 1- Presentation Student 1:______ Student 2:_______ Student 3:______
5pts. each = 40pts Total Part 1:____ Total Part 1:_____ Total Part 1:_____
Statehood _____ Total Part 2:____ Total Part 2:_____ Total Part 2:_____
Region _____ Total Part 3:____ Total Part 3:_____ Total Part 3:_____
Demographics _____ Total Bonus: ____ Total Bonus: _____ Total Bonus: _____
Human Characteristics of a Place _____
Physical Characteristics of a Place _____ Total: ____/100 Total: ____/100 Total: ____/100
Natural Resources _____
Interesting Information _____
Overall Presentation _____