11th Grade Civics Scaffolded Notes

Shay's Rebellion Comic Strip with Standard Based Rubric

Mastery Rubric

Your comic strip shows understanding of debt, depression, & rebellion.

Your Comic Strip identifies the weaknesses of the government under the Articles of Confederation.

Your Comic strip analyzes the ideas behind America’s founding documents.

Your Comic strip express’s the impact of past events & documents that surrounding the Articles of Confederation lead to the writing of the Constitution.

Total: ____/16

Comments or Suggestions for Improvement to Expert Level

SS.7.C.1.5

Identify how the weaknesses of the Articles of Confederation led to the writing of the Constitution.

Overview:

Benchmark Clarifications:

Students will identify the weaknesses of the government under the Articles of Confederation (i.e., Congress had no power to tax, to regulate trade, or to enforce its laws; the national government lacked a national court system [judicial branch] and central leadership [executive branch]; and changes to the Articles required unanimous consent of the 13 states).

*Bonus item included*

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Reporting Category: Origins and Purposes of Law and Government Learning Goal: Students will explain the purposes and ideals of American government. Close Reading: This is a gradual release model to scaffold the Articles of Confederation prompts the students through vocab, student led questions, teacher led questions, a summary, AND EOC Prep Questions! Can't get any better than that! :)

Resource for SS.7.C.1.3 Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. This close read model on an Excerpt from Benjamin Franklin’s Testimony Against the Stamp Act (1766). This model walks students through teacher guided questions, student created questions, vocab, a summary, and an exit question about the Stamp Act. This is great for an ELA, Reading, US History, Government, or Civics class.

Close Reads & DBQs Declaration of Independence and Natural Rights

SS.7.C.1.1 & 1.4

This Zipped file includes 5 close reads with EOC questions on the back, Guided Notes/ Cornell Notes, Comic Strip, Bellwork/ Bellringer, and 1 DBQ (Document Based Questioning) series.

Close Readings/ Guided Readings:

-Excerpt of a Primary Source Document

-Can be used as a DBQ

-Great for Low Level Readers when guided

-Great for Gifted or Advanced independently

-Teacher lead questions

-Student Lead questions

-Vocabulary builders

-Student summary of text under discussion

-EOC (End of Course Exam) Questions based on the topic at had

DBQ Series:

-5 Primary Source Documents

-Guided questions that are document based

-Instructions

Standard being assessed:

SS.7.C.1.4 - The Declaration of Independence

Analyze the ideas (natural rights, role of the government) and complaints set forth in the Declaration of Independence.

Benchmark Clarifications:

Students will explain the concept of natural rights as expressed in the Declaration of Independence.

Students will identify the natural rights specifically expressed in the Declaration of Independence (life, liberty, and the pursuit of happiness).

Students will analyze the relationship between natural rights and the role of government: 1. People are endowed by their Creator with certain unalienable rights;

2. Governments are instituted among men to secure these rights;

3. Governments derive their just powers from the consent of governed; and

4. Whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government.

Students will recognize the connection between specific grievances in the Declaration of Independence and natural rights’ violations.

Students will recognize colonial complaints as identified in the Declaration of Independence (imposing taxes without the consent of the people, suspending trial by jury, limiting judicial powers, quartering soldiers, and dissolving legislatures).

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Essential Question: How does the system of checks and balances work?

Guiding Text-Dependent Questions and Student-Generated Questions

Excerpts from Federalist Paper #51

Vocabulary: rigorous(ly), strict(ly), oblige, agency, & administered.

Questions include, but not limited to:

Question: What lines in Federalist 51 echo Hobbes' words in Leviathan?

Question: In what is "government itself the greatest of all reflections on human nature"?

Question: Madison lists three ways to protect the "separate and distinct exercise of the different powers of government". What are those?

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Federalist vs Anti-Federalist Bellwork/ Bellringer/ Close Reading

*With a bonus FREEBIE*

The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies

SS.7.C.1.8

Civics

Federalists & Anti-Federalists Reading

The students will complete the bellwork in a 5 day model. Each day is a scaffolded release of questions targeted at 5 main language arts standards. This allows students to pick apart the important information while meeting their language arts requirements in social studies.

Bellwork Procedure

Conversation: There is no talking during Bellwork time. Silently get Bellwork out from the bin & return it silently as well. Quiet/ voices off from entrance into the classroom till last Bellwork is put away.

Help: There should be no talking during this activity, so if you have a question: please raise your hand quietly, wait patiently, & once I can I will answer your question. Please think about the wording of your question before you ask, seeing as this is an assessment.

Activity: Bellwork day 1-4: One question per day.

Bellwork 5: Quiz= do all four questions.

UNREAL: EVERYDAY

Underline the title

Number the sections

Read to understand: mark the text

Eliminate wrong answers

Answer

Look back to double check answers

Movement: 1. Quietly grab your Bellwork from the bin without emptying file folder out; just grab yours.

2. Silently do your Bellwork at your seat.

3. Silently place Bellwork back into the correct file folder.

4. Sit quietly at your seat as we patiently wait for others to finish.

Participation: This is an independent activity. Please look at your paper only and give a full effort. I am checking your understanding/ skills, not someone else’s.

Success:

• UNREAL: __/12 points

• Daily Questions (front): ___/10 points each

• Quiz (back): total of ___/40 points

• Efficiency: Smart Goal of 80% or above

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