Welcome! Daily class activities are cataloged below, with the most recent day being at the top.

Wednesday, October 30,
Today, we:
  • Continued our paperslide work, ready to film on Friday! If you are in a group that isn't finished with your slides, you should have figured that out before leaving!

Monday, October 28:
Today, we:
  • worked on the storyboards, slides, and scripts for our paperslide video (storyboard and rubric are below for your review):

Tuesday, October 22:
Today, we:
  • completed our research on various Supreme Court cases affecting teens
  • Watched a sample paper slide video that also explained how they are made:

  • began working on our storyboards for our paper slide videos (we'll continue to work on them on the 28th - if you were gone on the health field trip, you'll catch up then, but you could check your Google acocunt and read over the now complete research your group finished while you were away that's in your Drive.)

Wednesday, October 16:

Thursday, October 10:
Today, we:

Tuesday, October 8:
Today, we:

Friday, October 4:
Today, we:

Wednesday, October 2:
Today we:
  • Took our "XL Quiz" over the foundations of the US government
  • Worked on Summarizing Articles 2 and 3 of the Constitution - what do the four sections in Article II say about the Executive branch, and what do the three sections in Article III say about the Judicial Branch?
Monday, September 30:
Today, we:

Homework: STUDY!

Thursday, September 26:
Today, we:

Tuesday, September 24:
Today, we:
  • Created images that explained the impact and categorization of each constitutional amendment (see me for makeup, also received an 11x17 document explaining the types of changes that have been made over time - get from bin instead of printing)
  • Reviewed the four typical "triggers" that cause amendments to the US Constitution to be proposed:

Friday, September 20:
Today, we:
  • Discussed the problems with the Articles of Confederation
  • Evaluated the importance of different articles of the Constitution based on the attention they were given in the document (via word count): (access the text of the Constitution to do an electronic word count of via your Google Drive; it has been shared with you and is labeled "constitution 2" - make a copy for yourself using the file tab.
  • Began working on a 6-panel assignment explaining the big ideas of the Constitution (use 11x17 paper, folded into 6 squares, or two pieces of computer paper folded up):

Wednesday, September 18:
Today, we:

Thursday, September 12:
Today, we:
  • Reviewed each other's findings on the Declaration of Independence, found here and in your Google Drives, discussing what we learned from each other and important facts about the D of I
  • School released early

Before school was let out, you were given a white copy of the Declaration of Independence, and a gold note-taking sheet. On the gold sheet, we took brief notes on Natural Rights, The Social Contract, Popular Sovereignty, and the Right to Revolt which were popular founding IDEALS of the document. You need to look at the four parts of the declaration in the white packet - the first page is the Preamble/Introduction, the two inside pages are the grievances (along with an explanation of what they meant), and the back page is the indictment and the conclusion.

For each of the four sections of the Declaration, you are annotating for evidence of the four ideals (from your gold sheet). You need to highlight these on your white paper, and then copy the first few words of the sentence you highlighted into that section of the gold sheet (so we can use it as a reference to find your highlighting).

For example:
In the Preamble, the Declaration states:
"We hold these truths to be self-evident, that all men are created equal and endowed by their creator with certain inalienable rights..."
This is evidence of a belief in Natural rights. Highlight it, and put "we hold these truths..." in the row for Natural rights and in the column for the Preamble. You are trying to find at least one statement for each ideal in each section (they're there, just read the words as carefully as possible and do your best).

Just like I said before we left, I want to see writing on the gold paper on Wednesday, essentially proof that you gave it a shot. It's tough to read something that is in antiquated language, but I know you studied the Declaration last year and have the background to try. If you are hanging out with classmates, you are welcome to work together, as we were going to in class.

Necessary papers:

Email me with questions.

Tuesday, September 10:
Today, we:
  • completed our foundational thinkers reflection (question is at the bottom of the entry from 9/6)
  • completed a timeline of the issues leading up to the declaration of Independence using a summary of the period (use the reading attached here and make a timeline of how we "got to" the point of declaring independence in the open area on the right side of the page. Use both dates and general time periods in your timeline - not every event has to have a specific date).
  • Worked on a knowledge building activity, DUE Thursday at the beginning of class (emailed or shared with me):
    • Create a Google presentation or Thinglink (shared or emailed) that built our knowledge about the D of I using this question: why is the Declaration of Independence interesting and important?
    • Required elements (either as Thinglink icons or slides in your Google presentation):
      • An image connected to the declaration
      • One fact you already know about the Declaration, and a website that proves you're correct
      • One video you found that could help us understand how the D of I was created or the impact it had, with an explanation of how it helped you understand it better
      • One new fact you learned about the Declaration and the website you found it on

Friday, September 6:
Today, we:
  • Completed our presentations on some of the foundational thinkers for our democracy

  • Worked together to review the ideas of each man to create a study tool and vocabulary glossary
  • Began answering this question using the resource we created (to be finished in class on Tuesday 9-10)
    • For each foundational thinker, choose ONE idea you think is important to our government today, and give an example of its affect or presence.

No homework