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8th grade learning goal:

Students will understand the powers and lack thereof that congress had under the Articles of
Confederation and how this led to the failure of the Articles of Confederation.

8th grade standards:


MI-8U3.3.1: Explain the reasons for the adoption and subsequent failure of the Articles of
Confederation

MI-8U3.3.2: Identify economic and political questions facing the nation under the articles of
confederation.

8th grade class #1:


-Do now: writing assessment: why did the articles of confederation fail? What was weak about
the government? Handed out at door. Students must use ACES format. ACES format should be
modeled on the front board again; be sure to reiterate the ACES format students before
proceeding. (7-8 min)
have students pass back booklets from last week (articles of confederation reading) (2-3 min)
-Have students or give them the opportunity to complete any pages of the booklet previously
that weren’t finished. (3-4 min)
-Have students staple booklets correctly and emphasize that it is used for studying on the test
early next week
-Complete Quiz #2 on the remainder of Articles of Confederation unit. (10 MIN)
-Modified version for students who need help with reading. Sit and read with 3-4 students
with IEPs during quiz and help them. MAKE SURE TO GIVE THEM QUIZ with less
answers and help them.
-Trade papers with someone else at their table; correct answers.
-Any team with all the correct answers gets 100 points and candy.

8th grade #2:

-Do now: writing assessment: why did the articles of confederation fail? What was weak about
the government. Handed out at door. Students must use ACES format. ACES format should be
modeled on the front board again; be sure to reiterate the ACES format students before
proceeding. (7-8 min)
-Go over writing assessment as a class; correct any misconceptions regarding the articles of
confederation and failure. (3-4 min)
-Give points for writing homework; assess this homework after school.
-While tallying up points, have students work on sort activity. (7-8 min)
-Sort activity with teams. Each team gets a set of powers that congress did have and some
powers that congress did not have under the Articles of Confederation. Pass out cards, explain
thoroughly the directions and expectations for the team assignment. Each team with all the
correct powers under the right category gets 100 points towards reward day. Give students
close to 10 minutes to complete
-Model the correct answers for the powers congress possessed under the Articles and the ones
that congress did not have for the students on the board. Have students participate in answering
and discussion. (3-4 min)
If time: Second quiz that Kris wanted handed out. Give students 7-8 min finish; go over; correct
any misconceptions.

8th grade class #3:

-Do now: writing assessment: why did the articles of confederation fail? What was weak about
the government. Handed out at door. Students must use ACES format. ACES format should be
modeled on the front board again; be sure to reiterate the ACES format students before
proceeding. (7-8 min)
-Go over writing assessment as a class; correct any misconceptions regarding the articles of
confederation and failure. (3-4 min)
-MODEL QUESTION AND WRITING FORMAT ON BOARD FOR STUDENTS WITH SPECIAL
READING NEEDS. READ WITH STUDENTS WHO NEED HELP AND PASS OUT WRITING
5-6 STUDENTS WITH SIMPLER DIRECTIONS. READ AND WRITE WITH THEM.
-Collect writing assessment while students are getting out their homework. (1-2 min)
-Go over homework assignment; correct any misconceptions and ask for any questions
regarding the weakness of the central government and why the government was weak under
the Articles of Confederation. Discuss what powers congress had and didn’t have. (4-5 min)
-Collect homework. Tally up points for each team on the scoreboard. As you’re tallying up points
for each team, have students pass back booklets from last week (articles of confederation
reading) (2-3 min)
-Have students or give them the opportunity to complete any pages of the booklet previously
that weren’t finished. (3-4 min)
-Sort activity with teams. Each team gets a set of powers that congress did have and some
powers that congress did not have under the Articles of Confederation. Pass out cards, explain
thoroughly the directions and expectations for the team assignment. Each team with all the
correct powers under the right category gets 100 points towards reward day. Give students
close to 10 minutes to complete
-Model the correct answers for the powers congress possessed under the Articles and the ones
that congress did not have for the students on the board. Have students participate in answering
and discussion. (3-4 min)
-Pass out homework: introduction/review of Shay’s Rebellion being the final failure of the
Articles.

7TH GRADE:

Standard: 6- C1.1.1: compare and contrast competing ideas about the purposes of government
in different countries
Learning goal: students will understand how power is distributed under different governmental
systems worldwide.

4th and 5th period:


-Go over who rules? Reading and homework answers from last night; correct any
misconceptions students might have about oligarchy, democracy, dictatorship, etc. (7-8 min)
-Tally up points for each team and add to scoreboard.
-Pass out sort cards while tallying up points for each team. (2-3 min)
-Students have 15 minutes to work on sort activity as a team. Help students while they’re
working; keep them on track; and provide insight with any confusion that may arise regarding
different types of governments. (15 min)
--Sort activity with teams. Each team gets a set of cards regarding oligarchy, socialism,
representative democracy, direct democracy, absolute monarchy, constitutional monarchy,
dictatorship, etc. Pass out cards, explain thoroughly the directions and expectations for the team
assignment. Each team with all the correct powers under the right category gets 200 points
towards reward day. Minus 20 points for every wrong answer. Give students close to 15 minutes
to complete
-Model the correct answers; correct any misconceptions.Have students participate in answering
and discussion. (3-4 min)
-HAVE STUDENTS WITH IEP WORK WITH MYSELF AND MR. HOLTZCLAW AND CHECK
IN PERIODICALLY THROUGHOUT SORTING ACTIVITY TO MAKE SURE THEY
UNDERSTAND WHAT GROUP IS LEARNING AND THAT EVERYONE IS COOPERATING IN
HELPING THEM LEARN.

7th grade 7th period:

Review day:

-team points day. Goal is to have each team at 1000 by today. Team with highest score at the
end gets candy. Have students get markers, white boards.

First activity:

What are some (4-5 characteristics) that make up a state? (3-4 min); discuss as team and write
down on whiteboard. Each team has one board.
-10 points for each correct answer
-go over correct answers on board as whole class (2-3 min)

Second activity:

What are some (5-6) characteristics that make a “nation” (5-6 min); discuss as a team and write
down on whiteboard. Each team has one board.
-20 points for each correct answer
-go over correct answers on board as whole class (2-3 min)
Third Activity:
Have students draw pictures of each system of government! (7-8 min)
Designate one kid to draw; everyone needs to help.

Third activity:
Pass out sheet of each country and what government they have. Have students mark the
correct box for the type of government that country has. Each member has to get the answers
correct. 100 points for each team with all the correct answers. All or nothing. (4-5 min)
-go over correct answers on board (3-4 min)

Fourth activity:
-question round; white boards for everyone
1) Definition for government
2) Definition for anarchy
3) Definition for nation
4) Definition for a state
5) Definition for an oligarchy
10 points for each question
-go over correct answers

Fifth round:
-who rules?
-socialism, oligarchy, both monarchies, both democracies, theocracy, dictatorship
10 points for each question.

Final round:
- go through multiple choice questions on test; 10 points for each answer.

-tally up points; dole out rewards

Tomorrow: writing assessments


Monday: kahoot