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WELCOME TO 7TH GRADE SOCIAL STUDIES!
SUPPLIES STUDENTS NEED TO HAVE IN MY CLASS:
1" 3 Ring Binder
Notebook Paper
2 Sets of 3 by 5 Index cards
2 Blue or Black Pens or 2 Pencils
Tab Dividers
Optional: Kleenex Box Pencil Sharpener Color Pencils
ANNOUNCEMENT!!!!!!!!
STUDENTS NEEDING TO MAKE UP WORK OR GET TUTORING MAY COME TO MY CLASSROOM FROM 7:50 TO 8:20 EVERY Monday, Tuesday, Wednesday, and Friday MORNINGS AND 3:40-4:00 in the afternoons ON Monday-Friday. Week of __September 27- October 1____ Social Studies | September 27, Monday | Objective (Student will…) | 1. Apply all they can remember about the Legislative, Executive, and Judicial branches of government and use it on a written exam. 2. Recall the parts of the State Legislative branch of government. | Teacher Activities & Strategies | BELLWORK: - T/F You must be 30 years old to become a Senator.
- T/F You must be 25 years old to become a Representative.
PRE AP 1. Get out a blank sheet of paper, notes, book 2. Number 1-15 on blank sheet of paper 3. Title paper “Chapter 6 Quiz” PRE AP ASSIGNMENT: Read “Graduated Driver’s License” on page 148. Do you think states should have graduated licensing requirements for drivers under age 18? Why or Why not? (1/2 page essay) LESSON: Regular-10 minutes to finish up crossword, Review for test PRE AP- Turn in Crossword and Take Chapter 6 Quiz Grade in Class Cornell Notes (Chapter 9: State Legislative branch) CLOSING ACTIVITY: Review the State Legislative branch. Reminder that BELLWORK IS DUE TOMORROW! | Student Activities | Taking test, note taking Homework: Write summary in Cornell notes if don’t finish in class and get bellwork together, ready to turn in tomorrow. | Assessment/Evaluation | Test Review the State Legislative branch by asking the following questions: How many representatives and senators does New Mexico have? How long does the legislature meet in NM? How old do you have to be to become a Senator? Representative? How long is the Senator and Representative terms in NM? What is the job of the Legislative branch? What is recall? What is a proposition? | Academic Vocabulary (optional by dept.) | | Additional Resources | Chapter 6,7,8 Test, Chapter 9 notes, pen/pencil, paper, overhead projector | Social Studies | Tuesday, September 28 | Objective (Student will…) | 1. Recall the parts of the State Legislative branch. 2. Identify the parts of the State Executive branch. | Teacher Activities & Strategies | BELLWORK: (review) Using your notes, answer the following: How many Representatives and Senators does New Mexico have? How old do you have to be to become a State Senator? State representative? Define recall. LESSON: Regular- Take Chapter 6 Quiz Cornell notes (Chapter 9 Executive branch) Sentence Activity: Students will be using new words and terms and matching them with the proper sentence. CLOSING ACTIVITY: Grade sentence activity in class! | Student Activities | Note taking, matching sentences | Assessment/Evaluation | Sentence activity | Academic Vocabulary | | Additional Resources | Bellwork, Notes, Sentence Activity worksheet, paper, pen, overhead projector | Social Studies | Wednesday, September 29 | Objective (Student will…) | - Recall the parts of the State Executive and Legislative branch.
- Summarize the parts of the State Judicial Branch.
| Teacher Activities & Strategies | BELLWORK: 1. Head of the Executive Branch A. pardon 2. Release a person from crime or punishment B. Governor 3. Postpone a sentence C. Reprieve LESSON: How much do you know activity? (Recall) The State Judicial Branch Notes (Chapter 9) (Cornell Notes) Go over expected behavior for group work tomorrow. CLOSING ACTIVITY: Review the parts of the judicial branch. | Student Activities | How much do you know? (answer questions) Note taking | Assessment/Evaluation | How much do you know? Review Notes by asking the following questions: What are felonies? Give an example. What are Misdemeanors? Give an example. What is the difference between civil and criminal cases? What do lower courts handle, misdemeanors or felonies? What do General Trail courts handle, misdemeanors or felonies? What is an Appeal court? | Academic Vocabulary | | Additional Resources | Notes, overhead projector, How Much do you know worksheet, and pen/paper | SocialStudies | Thursday, September 30 | Objective (Student will…) | - Demonstrate the appropriate behavior for group work.
- Explain and Draw a picture of each definition pertaining to the Judicial and Executive branch.
| Teacher Activities & Strategies | BELLWORK: Copy down the following: Testers Artists Taskmaster LESSON: Group Work on vocabulary of State Branches of Government: Students will be in groups of 3 or 4. Each student in the group will be assigned 3 vocabulary words. On a note card they will put the word’s definition and write an example using page 157 in their book. On the other side of the card, they will draw a picture pertaining to the word. Each student will then explain their words to their group members. Then each student will test their group members on the words. A quiz will be given at the end of class. CLOSING ACTIVITY: Take a vocabulary quiz. | Student Activities | Group work with vocabulary cards | Assessment/Evaluation | Vocabulary quiz | Academic Vocabulary | | Additional Resources | Index cards, pg. 157 in book, markers, Chapter 9 Quiz, overhead | Social Studies | Friday, October 1 | Objective (Student will…) | - Explain the parts of the State Executive, Legislative, and Judicial branch.
| Teacher Activities & Strategies | BELLWORK: - T/F Felonies are serious or violent crimes or those involving valued property.
- T/F Stealing a pencil from the Dollar Tree is an example of a misdemeanor.
LESSON: Complete STATE GOVERNMENT questions (#1-23) CLOSING ACTIVITY: Pick up paper off the floor, straighten desks | Student Activities | Students will: 1. Complete the State Government worksheet | Assessment/Evaluation | State Government worksheet | Academic Vocabulary | N/A | Additional Resources | Overhead, Bellwork, Worksheet, paper, pen/pencil |
Week of __September 13-17____ Social Studies | September 13, Monday | Objective (Student will…) | Students will be able to: - Demonstrate the expected behavior while doing group work
- Identify the jobs of the State and National Governments
- Compare and contrast the jobs of the State and National Governments
- Recall the 3 branches of Government
| Teacher Activities & Strategies | BELLWORK: Copy the following questions: - Which person in your group will be the writer?
- Which person in your group will be the idea machine (look up words in dictionary)?
- Which person in your group will be the task master (keep everyone on task)?
PRE-AP Weekly Assignment: Read Santa Fe Independent School District vs. Doe on page 55. Do you agree or disagree with the Supreme Court’s decision to make prayer in school unconstitutional? Why or Why Not. (Essay needs to be ½ page long) LESSON: Group Work: 2 per group (writer, taskmaster, idea machine) Assign each group with a job from the National government and a job from the state government. Must explain each job in their own words. Students may use the glossary, word bank, etc. to describe in own words. Will get paraphrased draft approved by teacher then put on a card. Decorate card. (for student in OCS or are absent, have them copy the chart on pg 43 3 times!) CLOSING ACTIVITY: Go over jobs of the governments! (Paste cards on the board!) | Student Activities | The students will: - Look up the definition for a group of words
- Use a different word in place of the other words when writing their statement
- Put the rewritten word on a new card
- Draw a picture representing that word
| Assessment/Evaluation | Final index card | Academic Vocabulary (optional by dept.) | N/A | Additional Resources | Jobs of government cards, dictionaries, markers, index cards, civics book, overhead, instruction sheet | Social Studies | September14, Tuesday | Objective (Student will…) | OBJECTIVES: 1. Identify the jobs of the State and National Governments 2. Define the 3 branches of government, constitution, and bill of rights 3. Draw pictures relating to the 3 branches of government, constitution, and bill of rights. | Teacher Activities & Strategies | BELLWORK: Copy the following: (do not answer!) - Who makes up the legislative branch of government?
- The president is head of what branch of government?
- What body heads the judicial branch of government?
Brainpop on branches of government LESSON: How much do you know? Activity (reviewing jobs of governments and the branches of government) State, National Jobs of government matching worksheet Create Definition booklet for Chapter 3: - Students will get out a blank sheet of paper
- Fold the paper in half (hotdog style)
- Cut half of the paper into 6 sections (cut every 5 lines)
- Define the following 6 words:
- Constitution
- Amendment
- Bill of Rights
- Judicial Branch
- Legislative Branch
- Executive Branch
- Draw a picture for each definition- if time
CLOSING ACTIVITY: Review: Branches of Government, Jobs of Government, Checks and Balances, | Student Activities | Students will: - Complete the Jobs of Government matching worksheet
- Create a definition booklet
| Assessment/Evaluation | Definition booklet, matching worksheet | Academic Vocabulary | - Constitution
- Amendment
- Bill of Rights
- Judicial Branch
- Legislative Branch
- Executive Branch
| Additional Resources | Paper, scissors, markers, matching worksheet, overhead, Brainpop | Social Studies | September 15, Wednesday | Objective (Student will…) | OBJECTIVES: Students will be able to: - Identify the first 10 Amendments to the Constitution
- Recall the 3 branches of government
- Explain checks and balances.
| Teacher Activities & Strategies | BELLWORK: - What Amendment guarantees the right to free speech?
- What Amendment gives the right to bear arms?
- Which Amendment protects you from having people search your homes or your bedroom?
- Which two Amendments give you the right to a trail by jury?
- Which Amendment gives the people freedom from being forced to house soldiers?
Watch Brainpop on “Bill of Rights” .DEFINITION BOOKLET DUE TODAY!!!! LESSON: Amendment Sheet (Due Wednesday!) Directions for Amendment sheet: Have a blank white sheet of paper, fold three times, unfold, there should be 8 boxes on paper….put first 8 amendments into each box (will do this part together as a class) and draw a picture representing each amendment. Turn paper over put Amendment 9 and 10 on back. *Discuss Bill of Rights a little more by asking the following questions: 5th Amendment says not to “rat on yourself” What do they mean? (Miranda rights Pg. 61 Read page 64 (2 minutes)….9th Amendment deals with powers of the people…What other powers or rights do we have that are not mentioned in the constitution? Pg. 64 8th Amendment deals with treating people fairly…(don’t lock me in dark places)…Ask if the following is fair: someone steals candy in the store…pays a fine Someone murders someone and spends 1 month in jail. Someone writes something bad about a celebrity in a magazine that is not true and pays a fine. Someone accidentally kills someone in a car wreck after driving drunk…lifetime in jail. 10th Amendment deals with state powers….states have rights too. Color Amendment Sheet!!!! CLOSING ACTIVITY: Review 3 branches of government, amendments, checks and balances | Student Activities | The students will: - Finish their definition booklet
- Sing the Amendment song
| Assessment/Evaluation | Definition booklet | Academic Vocabulary | N/A | Additional Resources | Brainpop, markers, civics book, paper, pen/pencil, scissors | SocialStudies | September 11, Thursday | Objective (Student will…) | OBJECTIVES: - Explain the 3 branches of government
- Recall the 10 Amendments to the Constitution
| Teacher Activities & Strategies | BELLWORK: Using page 45 in your book, match the following (answers may be used more than once): 1. President A. Legislative 2. Senate B. Executive 3. House of Representatives C. Judicial 4. Supreme Court 5. Makes Laws 6. Carries out laws 7. Interprets laws as it decides cases LESSON: Jobs of Government flashcard activity: Pass out three index cards…Have students put National, State, and Both on the index cards. Students will look at the flashcards on the overhead and tell me if it is the job of the state government, national government, or both Finish Amendment Sheet and Start on Bill of Rights Worksheet (using chapter 4 in book) CLOSING ACTIVITY: Pick up paper off floor, pass forward worksheet | Student Activities | The students will: - Complete the Bill of Rights worksheet
- Participate in the flashcard activity
| Assessment/Evaluation | Bill of Rights worksheet, verbal questions | Academic Vocabulary | N/A | Additional Resources | Index cards, Bill of Rights worksheet, flashcards on schoolnotes.com, pen/pencil, paper | Social Studies | Friday, September 17 | Objective (Student will…) | OBJECTIVES: Students will be able to - Identify the first 10 Amendments to the Constitution
- Recall the 3 branches of Government
- Explain the Jobs of Government
| Teacher Activities & Strategies | BELLWORK: Matching: 1. Freedom of Religion, Speech, and Press A. Amendment 2 2. State power B. Amendment 1 3. Trial by jury in civil cases C. Amendment 6 4. Trial by jury in criminal cases D. Amendment 7 5. Right to bear arms E. Amendment 10 Bellwork Due! LESSON: Jobs of Government flashcard activity: Pass out three index cards…Have students put National, State, and Both on the index cards. Students will look at the flashcards on the overhead and tell me if it is the job of the state government, national government, or both Class Quiz Grade Finish and Grade Bill of Rights Worksheet Watch Constitution video Last 20 minutes: Play basketball game to review for test *****CHAPTER 3 &4 TEST on Branches of Government and Amendments IS MONDAY!!!!***** Back up Plan: Do Chapter 3 and 4 Review sheet!!!! CLOSING ACTIVITY: Pick up paper off the floor! | Student Activities | The students will: - Finish up their Amendment sheet
- Participate in a Review Game
| Assessment/Evaluation | Amendment Sheet | Academic Vocabulary | n/a | Additional Resources | Color pencils, basketball, trash can, review sheet |
Week of _August 23-27_____ Social Studies | August 23, Monday | Objective (Student will…) | OBJECTIVES: Students will be able to: - Identify the jobs of the government
- Review Citizenship and the 3 Types of Government
- Design their note books
| Teacher Activities & Strategies | BELLWORK: (5 minutes) - Where was Hitler born?
- Why was Hitler imprisoned for one year?
- Why did Hitler feel the need to discriminate against certain people?
- Because he wanted to give more representation to poor people
- Because he thought that certain people were naturally superior to others and should have more power
- What event helped Hitler to gain power?
- A fire
- A flood
****Pick up index cards and grade supplies ****AP CLASSES HOMEWORK FOR FRIDAY: Students will read an article on Illegal immigration and will answer the following question on the article in essay format. Question is as follows: Do you agree or disagree with Senator Kyl’s desire to change the law and NOT allow children born of illegal aliens to become US citizens? Why or Why not? (Must be at least ½ page long or more) -Discuss and introduce what I want in class! LESSON: - Get Notebook Organized
- Row work: Have students copy down questions. Have students read page 5 in text for their section.
- Row 1: Security- What does the government protect us from?
- Row 2: Law and Order- What happens if there is no law and order?
- Row 3 & 4: Public Services- What are public services? (give me some examples of public services)
- Row 5: Maintaining other institutions- Give examples of institutions that the government has to establish and maintain
- Go over together and have students write down correct answers off of overhead
- If time: Start on Notes with Immigrants, Census, and Melting Pot, Salad Bowl Theory.
Closing Activity: - List the jobs of the government.
- Pop Quiz over notes tomorrow (AP classes only)
| Student Activities | The students will: - Answer a question from their row work
- Take notes
- Answer Questions over the brain pop
| Assessment/Evaluation | Notes, Oral Review, dividers | Academic Vocabulary (optional by dept.) | Chaos Immigrants Diverse Census Melting pot theory Salad bowl theory | Additional Resources | Brainpop, Row work sheet (questions), notes, pen/pencil, paper | Social Studies | August 25, Tuesday | Objective (Student will…) | - Retell in their own words the definition of a immigrant
- Recall the the Melting Pot and Salad Bowl theories
- Explain the type of American population we have.
| Teacher Activities & Strategies | BELLWORK: Immigrants- brainpop LESSON: Review: How much do you know?-Regular; AP Classes-Pop Quiz!!!(10 Questions) Start on Notes with Immigrants, Census, and Melting Pot, Salad Bowl Theory, Duties of Citizens CLOSING ACTIVITY: - What are the two theories that represent all of the different people in America becoming one nation? Which one allows people keep their culture?
- People who were born in another country and come to the US are called what?
- Between 1820-1930 the US received what percentage of immigrants?
- What is the fastest growing population in America right now?
- A way to count the population is called what?
- A census is taken every how many years?
| Student Activities | The students will: - Complete a How much do you know activity
- Take notes
- Review the lesson for the day
| Assessment/Evaluation | How much do you know?, Summary | Academic Vocabulary | Chaos Immigrants Diverse Census Melting pot theory Salad bowl theory | Additional Resources | How much do you know?, Notes, Brianpop, penpencil, paper | Social Studies | August 26, Wednesday | Objective (Student will…) | - Create their own American Dream
- Discover the American Values, Rights and Freedoms
| Teacher Activities & Strategies | BELLWORK: Read the part that says “What Unites America?” on pg. 8 Copy and answer the questions below: - What does the American Dream mean to you?
- Fill in the Blanks using page 8: Because you ___________ in America, you have the ______________ to see your dreams come ______________.
Review: questions from closing activity, native citizen, naturalized citizen, 3 types of government, government jobs LESSON: Finish Notes for Chapter 1 (Cluster on Duties of Citizen, American Values) Start on Study Guide (Is Homework if don’t finish in class) If finish study guide: Pass out bonus opportunity with study guide CLOSING ACTIVITY: Give me one of the freedoms we have. Everyone is equal is called what? Rights that come from God and not our government is called? Laws that are applied fairly to everyone is called? | Student Activities | The students will: - Take notes
- Complete a Study Guide
| Assessment/Evaluation | Study Guide | Academic Vocabulary | See above | Additional Resources | Study Guide, Notes, paper, pen/pencil | SocialStudies | August 27, Thursday | Objective (Student will…) | Students will be able to: - Define the words on American citizenship.
- Give an example for each definition.
| Teacher Activities & Strategies | BELLWORK: Using page 5 in your book copy and answer the following question: What is the most important purpose of the government? Review: questions from yesterday! LESSON: Pass forward Study Guide! Introduce how to use flashcards Make flashcards for the following words: - allegiance
- anarchy
- census
- civics
- coup
- democracy
- dictatorship
- diverse
- immigrant
- loyalty
- monarchy
- native
- naturalized
- society
(make flashcards…if don’t finish…homework!)- Due Friday CLOSING ACTIVITY: REMINDER!!! BELLWORK AND FLASHCARDS DUE TOMORROW!!! AP CLASSES!!! ESSAY on ILLEGAL IMMIGRATION DUE TOMORROW!!! Pick up paper off of floor! | Student Activities | The students will: 1. Create flashcards | Assessment/Evaluation | Flashcards | Academic Vocabulary | See above | Additional Resources | Index cards, list of definitions, paper, pen/pencil |
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