Civics

1. Civics Chapter 2

2. TSWBAT create a collage describing Democracy; review and analyze chapter 1. Date: Tuesday March 4 Warm up: time to complete the Collage Project Activity: If completed with collage, time to study for test tomorrow: See Study Guide!

3. TSWBAT evaluate their understanding of naturalization and what it means to be an American citizen; survey and explain the Big ideas and concepts of Chapter 2 Date: Wednesday March 5 Warm up: 5 minutes to study/ Q&A Activity: Test; then complete chapter 1 survey and hang up group poster ((should say immigrants NOT immigration))

4. TSWBAT explain the importance of the Magna Carta and Parliament in the changes that occurred in England in the 1600s and how this influenced the United States; describe and evaluate John Locke’s ideas Date: Thursday March 6 Warm up: write this answer in your notes: What seems to be the main idea of this next chapter? Activity: Time to complete section 1 reading guide

5. TSWBAT explain the meaning of enlightenment Date: Friday March 7 Warm up: What does the term “enlightenment” mean to you after reading section 1 of chapter 2. Activity: reading partner activity; comparison

6. TSWBAT explain how political and economic institutions evolve to help individuals and groups accomplish their goals Date: Monday March 10 Warm up: CH 1 tests returned; make corrections Activity: PPT of chapter 2 and notes; make up work for Ms. Shaheen

7. Used textbook PPT • Not needed for future

8. Date: Tuesday March 11 Warm up: SPEAKER Activity:

9. TSWBAT explain how political and economic institutions evolve to help individuals and groups accomplish their goals; define interpret a primary resource Date: Wednesday March 12 Warm up: Write this answer in your notes- what was the Mayflower compact? Write any detail you can think of or guess to what it could have been! Activity: PPT for back ground info—take notes!! read and answer questions in a group from “reading the Mayflower Compact

10. Origins of the Mayflower Compact • Since the new location for their colony was outside the areas claimed by the two chartered joint-stock companies, they considered themselves independentand created their own government under the Mayflower Compact. • Creating the Mayflower Compact • In basic terms, the Mayflower Compact was a social contract whereby the forty-one men who signed it agreed to abide by the new government's laws in exchange for shared protection.

11. The Purpose of the Mayflower Compact "Having undertaken, for the Glory of God and advancement of the Christian Faith and Honour of our King and Country, a Voyage to plant the First Colony in the Northern Parts of Virginia Combine ourselves together into a Civil Body Politic, for our better ordering and preservation and furtherance of the ends; and by virtue hereof to enact, constitute and frame such just and equal Laws, Constitutions and Offices, from time to time, as shall be thought most meet and convenient for the general good of the Colony, unto which we promise all due submission and obedience.“ –William Bradford

12. The Mayflower Compact’s Significance • The Mayflower Compact was the foundational document for the Plymouth Colony. • the fact that it was a covenant whereby the settlers would subordinate their rights to follow laws passed by the government to ensure protection and survival made it a unique document. • As previously stated, it set a precedent and was indeed an influential document for the founding fathers as they created the US Constitution.

13. Reading the Mayflower Compact! • Read the Mayflower Compact and answer the questions • Once you have finished reading, please answer the reflection questions: • Why do you think they believed they needed a “compact”? • Why did they write what they did?

14. TSWBAT create a “Mayflower Compact” using information from their research yesterday Date: Thursday March 13 Warm up: get out your reflection questions from yesterday! Discuss answers to these two questions Activity: With a partner/group, write your OWN “Mayflower Compact”

15. Example “Classroom” Compact: • "We, who have signed this document below, have joined together to attend the Mount Pleasant Area Jr/Sr High School, and study Social Studies. . . .“ • Reminder: a Compact was a pledge to do something in a stated way for an expressed reason, and your "Classroom Compacts" should do the same. • each group (2-3 people) will write its own "Classroom Compact." Explain that they should follow the format of the Mayflower CompactBUT use modern language and substitute appropriate descriptions of themselves for those given in the Mayflower Compact. • BE SURE TO SIGN YOUR NAMES AT THE BOTTOM!!!!

16. TSWBAT navigate the web to read and analyze the English Bill of Rights and Date: Friday March 14 Warm up: sign out a computer and load; review the assignment while computers load Activity: Short online activity and reflection

17. The Bill of Rights, 1689 • It lays down limits on the powers of the crown • sets out the rights of Parliament and rules for freedom of speech in Parliament, the requirement for regular elections to Parliament and the right to petition the monarch without fear of retribution • http://teachingamericanhistory.org/library/document/the-english-bill-of-rights-1689/

18. TSWBAT Review the English Bill of Rights and the Mayflower Compact to explain and discuss how it influenced America Date: Tuesday March 18 Warm up: Review the English Bill of Rights and the Mayflower Compact to explain and discuss how it influenced America Activity: PPT and notes

19. How did the Mayflower Compact and English Bill of Rights influence American Feelings on Declaration?

20. TSWBAT describe the causes of war, declaration of Independence and translate the Declaration Date: Wednesday March 19 Warm up: Public Poll: would you have went to war- why or why not (begin in groups of 4 and cast your ballot!!) Activity: PPT of Declaration of Independence; begin activity