Academic Check in
Week of 11/03/08
Subject
|
Topic this Week |
Tests and Projects |
|
|
Social Studies
Ms.
Clifford |
How did Americans create a government based on
democratic ideals? How have they transformed that government to
better reflect changing interests, needs, and values?
The Unit Test is this week. After the test we will take a
closer look at the United States during the "Early Republic." |
Students should be studying for the unit test. The study guide
was handed out Tuesday and is attached to the end of this
Academic Check-in. Test Tuesday (Election Day) for B, C, E
classes
Test Wednesday for F class |
|
|
Science
Mr. Price
pricen@arps.org |
What is
density and how does it compare to mass and volume?
How do
we do density word problems and find find density using numbers and
floating and sinking.
Test this
week on Density. |
Web
links and
online grades
Lab on Mass and Volume due This week.
|
|
|
English
Ms.
Sullivan-Flynn |
We finish delivering speeches up to election
day. We reflect on the unit.
Next...the beginning of our Shakespeare unit! Life 400 years
ago in Elizabethan England and playing with language.
|
Speech reflection will be due this week
Intro to Shakespeare assignment due this week |
|
|
WR2
Ms.
DuBock
|
Spot the Phony Photo
- Finish & Correct
Twisted Vision - Image manipulation in the media.
Election Headlines - Check the headlines!
Headlines-
Headlines & Leads
Spot the Phony News Story - -
3 short news articles. Which is fake?
Catch-Up Day
-
Papers in?
Brochure
Complete? Papers
back? Fill in grades. Get work done. |
All work is done in
class.
See the
WR2 Homepage for more info.
|
|
| |
|
|
|
Political Change:
Unit Test Study Guide
Essential Questions:
How did Americans create a government based on
democratic ideals?
How have they transformed that government to better
reflect changing interests, needs, and values?
1. Read through this
study guide.
2. Use the following
materials to make sure you know the information:
v
French & Indian War Map
v
Staying in Charge and Proclamation of 1763 Response
v
A Taxing King and Stamp Act Response
v
Building Colonial Unity
and Venn Diagram: Boston Massacre
v
The Coercive Acts and Intolerable Acts Response
v
Continental Congress Resolutions
v
One If By Land, Two If By Sea
and Lexington & Concord Response
v
Naming A General/Battle of
the Hills
v
Declaring
Independence/Signing Up and
Continental Army Response
v
The Declaration of Independence
v
“The Times That Try Men’s Souls”
video notes
v
“The World Turned Upside Down”
video notes and Battle of Yorktown Response
v
Colonial Vocabulary 1
v
Colonial Vocabulary 2
v
All reading quizzes
v
Articles of Confederation Class
Notes
v
U.S. Constitution Class Notes
v
Any other materials you have
referring to the Political Change Unit
Format
You will see the following types of
questions on the test:
Multiple Choice
Timeline
Short
Answer
Explain
Identify or
Define Describe
Cause and
Effect Compare &
Contrast
True/False
Content
|
By the end of
this unit, you will Know and Be Able To:
(This is what I
am supposed to teach you during this unit) |
On the test,
you will be asked to:
(This is how I
will find out if you have learned what you are supposed to have learned) |
Check
Box |
|
·
Identify the push and pull
factors that brought people to America.
|
Explain
why colonists wanted to leave
Europe
Explain
why colonists wanted to go to
North America
Define
and be able to use the
following vocabulary words:
colony
debtor slave indentured servant
charter
proprietor frontier Mercantilism
subjects
|
|
|
·
Investigate the political
and economic factors leading to the American Revolution.
|
Identify
each of the following actions and give their causes and
effects:
-
Proclamation of 1763
- The Stamp
Act
- The
Townshend Acts
- The Writs
of Assistance
- The
Boston Massacre
- The Tea
Act
- The
Boston Tea Party
- The
Coercive/ Intolerable Acts
- 1st
Continental Congress
- The
Battles of Lexington and Concord
Place the above
actions in chronological order along a timeline.
Define
and be able to use the
following vocabulary words:
-
Parliament
- boycott
-
petition
- duty
-
smuggle
-
blockade
-
repeal
|
|
|
·
Analyze the origins,
purpose and key ideas of the Declaration of Independence |
Explain
why the Declaration of
Independence was written.
|
|
|
·
Analyze the reasons for the
American victory and the British defeat in the Revolutionary War
|
Compare
the British and American
experiences during the Revolution.
Identify:
- British
Advantages
- British
Disadvantages
- American
Advantages
- American
Disadvantages
and explain
how they affected the outcome of the war. |
|
|
·
Evaluate the crucial post
war events that led to the Constitutional Convention.
|
Explain
how the first national government
(The Articles of Confederation) was organized.
Identify
the major flaws in the Articles of Confederation system and
how these flaws affected life in the colonies. |
|
|
·
Analyze the debates
surrounding the writing and ratification of the Constitution.
|
Explain
the major compromises negotiated
during the Constitutional Convention.
Explain
how the system created under the
Constitution addressed concerns from the Articles of Confederation. |
|
Skills
Answer questions based on
a map (which will be provided).