Essential Question

What were the problems and successes of the first government of the United States?

Monday November 17

DQ 1, 2, 4, 5, 7, 9,10 Content and Substance: SS.A.4.2.4 The student knows significant historical documents and the
principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of
Rights) Learning Procedure:1. TTW introduce Ch. 9 Lesson 1 building background knowledge and introducing
vocabulary constitution, republic, ambassador, inflation ,territory, township, and ordinance. 2. TTW build
knowledge of essential question what were the problems and successes of the first government of the United States?
By reading Lesson 1 focusing on the main idea on the conflicts that arose from establishing a weak national
government in the United States students will identify the conflicts caused by a weak central government and reflect
on ways the states might have cooperated without losing power. 3. TSW create a political cartoon to sum up the
main idea learned in Ch. 9 Lesson 1. Materials – Social Studies Harcourt Text, paper, colored pencils. Evaluation –
student answers, student performance on political cartoon

Tuesday November 18

DQ 1,2,3,4,7,9,10 Content and Substance: : SS.A.4.2.4 The student knows significant historical documents and the
principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of
Rights), SS.C.1.2.1 The student identifies the structure and function of local, state, and federal governments under
the framework of the Constitutions of Florida and the United States. Learning Procedures: 1. TTW introduce Ch. 9
Lesson 2 A New Plan of Government by introducing the vocabulary of convention, delegate, and preamble having
students make connections with previously learned lesson along with having students make predictions using
learned information from Ch. 9 Lesson 1. 2. TTW read Ch. 9 Lesson 2 focusing on interstate conflicts over trade,
borders, and money that resulted in the meeting of the delegates from five states who called for the Constitutional
Convention in 1787. 3. TSW discuss the importance of the Constitutional Convention and its laying of the
framework for a modern democracy. Materials – Social Studies Harcourt Text, paper, colored pencils. Evaluation –
student answers, student performance in discussion.

Wednesday November 19

DQ 1,2,3,4,7,9,10 Content and Substance: : SS.A.4.2.4 The student knows significant historical documents and the
principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of
Rights), SS.C.1.2.1 The student identifies the structure and function of local, state, and federal governments under
the framework of the Constitutions of Florida and the United States. Learning Procedures: 1. TTW introduce Ch. 9
Lesson 3 A Debates and Compromises by introducing the vocabulary of compromise, debate, federal system, Union
and bill having students make connections with previously learned lesson along with having students make
predictions using learned information from Ch. 9 Lesson 1 & 2. 2. TTW read Ch. 9 Lesson 3 focusing on a Federal
System of government and compromises that resulted in the resolution of conflicts that laid the framework for the
modern democracy. 3. TSW create a cause and effect T chart to explain the debates and compromises. Materials –
Social Studies Harcourt Text, paper, colored pencils. Evaluation – student answers, student performance on T chart.

Thursday November 20

DQ 1,2,3,4,7,9,10 Content and Substance: : SS.A.4.2.4 The student knows significant historical documents and the
principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of
Rights), SS.C.1.2.2 The student understands the structure, functions, and primary responsibilities of executive,
legislative, and judicial branches of governments and understands how all three branches of government promote the
common good and protect individual rights. Learning Procedures: 1. TTW introduce Ch. 9 Lesson 4 A Government
of Three Branches by introducing the vocabulary and having students make connections with previously learned
lesson along with having students make predictions using learned information from Ch. 9 Lesson 1, 2, &3. 2. TTW
read Ch. 9 Lesson 4 focusing on the three branches of government and compromises that resulted in the creation of
them and their duties. 3. TSW create a three column graphic organizer showing the branch, structure, and function.
Materials – Social Studies Harcourt Text, paper, colored pencils. Evaluation – student answers, student performance
on graphic organizer.

Friday November 21

DQ 1,2,3,4,7,9,10 Content and Substance: : SS.A.4.2.4 The student knows significant historical documents and the
principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of
Rights), SS.C.1.2.2 The student understands the structure, functions, and primary responsibilities of executive,
legislative, and judicial branches of governments and understands how all three branches of government promote the
common good and protect individual rights. Learning Procedures: 1. TTW review Ch. 9 by reviewing the
vocabulary and having students make connections with previously learned lesson along with having students make
predictions using learned information from Ch. 9. 2. TTW review Ch. 9 focusing on the major themes that led to the
creation of the modern democracy. 3. TSW answer questions 1-16 on page 313.
Materials – Social Studies Harcourt Text, paper, colored pencils. Evaluation – student answers.