Law Related Education (Period 5th, 6th, and 7th) Assignments

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Term

2025-2026 School Year

Description

Law-Related Education for 7th graders is designed to help students understand the role of laws, rights, and responsibilities in everyday life while building critical thinking and civic engagement skills.

In this course, students explore:

The Purpose of Laws – Why societies create rules, how laws protect people, and how they promote fairness.
The U.S. Legal System – An introduction to the Constitution, the Bill of Rights, and how local, state, and federal laws work together.
Civic Responsibilities – Voting, jury duty, community service, and how individuals can influence change.
Conflict Resolution & Ethics – How to solve disputes peacefully, respect differing viewpoints, and make ethical decisions.
Mock Trials & Simulations – Hands-on activities where students take on roles like lawyers, judges, and jurors to better understand courtroom procedures.
The class blends discussion, real-world examples, and interactive projects to make legal concepts relatable. By the end, students gain a stronger sense of justice, respect for the law, and confidence in participating in their community.

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Assignment Calendar

May 2026

Due: Tomorrow May 8

4th Nine Weeks, Week 8

This week in Law Related Education we will be finishing up our state testing and also finishing up our very last unit of our textbook! We are all excited to see the end of the year approaching, but we do still have 2 weeks of regular school, and we will be working for those 2 weeks. It's not time to quit just yet.... Assignments and homework for the week are as follows:

Monday: Bell Ringer #109: Students will answer the following question: Describe how politics in the South changed during Reconstruction. Explain the social and political impact of southern conservatives during Reconstruction. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 3: Reconstruction and Southern Society on page 569 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 3 today: How Did Political Problems Slow Progress? And Economic Problems in the South. (slides 34 - 38). After completing the lecture for today the students will complete the Lesson Check for Lesson 3 on page 572 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a paragraph about what their main ideas would be for a paper on the Freedmen’s Bureau. Add supporting details and evidence to back your claim. Homework: No homework tonight.

Tuesday: Bell Ringer #110: Students will answer the following question: What impact did sharecropping have on African Americans’ economic status? What was the biggest problem with sharecropping? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 4: The Aftermath of Reconstruction on page 574 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 4 today: How Did Reconstruction Come to an End?, and the beginning of New Restrictions on African American Rights. (slides 39 -43). After completing the lecture for today the students will work on doing research for their Civil War projects that are due this Friday. Homework: No homework, unless students have 0’s they need to be working on! Students will also need to be working on their project for this nine week that will be taken as a test grade. They will have 2 options: 1. A comparison poster of Lincoln/Davis and Lee/Grant for the Civil War. Option 2: A timeline poster of 10 events during the Civil War. Students will choose one option to complete. This project will be due on Friday, May 8, 2026.

Wednesday: Bell Ringer: No bellringer today! Classwork: We will continue today on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 4: The Aftermath of Reconstruction on page 577 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 4 today: Continue New Restrictions on African American Rights and How Did the South Rebuild its Economy?. (slides 44 - 47). After completing the lecture for today the students will complete the Lesson Check for Lesson 4 on page 579 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will correctly cite the sources they found to be reliable when doing research on the Freedmen’s Bureau. Cite at least 3 reliable sources that you would include in a paper on this topic. Homework: No homework.

Thursday: Bell Ringer: No bellringer today! Classwork: We will continue today on Topic 9: The Reconstruction Era (1865 - 1877). Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will be completing the Review and Assessment questions located on page 581 of their textbook. Students will write the questions and the answers for questions 1 - 17, excluding #13, the writing workshop. This is classwork and students will turn this in at the end of the class period. If the students finish the Review and Assessment questions located on page 581, they may work on their Civil War Project that is due tomorrow, or complete a 0 that may be in the gradebook for a missed assignment. Homework: If they do not finish these questions in class they will need to finish them for homework. Civil War Projects are due tomorrow!! We will also have a vocab test on MONDAY, May 11th on the Topic 9 Vocabulary!!

Friday: Bell Ringer: No bellringer today! Classwork: We will continue on Topic 9: The Reconstruction Era (1865 - 1877). Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will turn in their Civil War Poster Projects today. If a student needs a few minutes to finish something on their project, they will be given time to do that. Students will also be given a vocabulary worksheet to help them get ready for their Topic 9 Vocab test on Monday! Students should complete this in class and study over the weekend. Homework: Study for the Vocab test on Monday!

Due: Friday, May 1

4th Nine Weeks, Week 7

This week in Law Related Education we will be continuing in our lessons in Topic 9: The Reconstruction Era. We will also be starting out state testing this week in Math and Science, so please make sure your child gets plenty of rest and eats a good breakfast! This is what we have been working so hard for all year!! Assignments and homework for the week are as follows:

Monday: Bell Ringer #105: Students will answer the following question: Summarize the political, economic, and social difficulties faced by the South after the war. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 1: Early Reconstruction on page 555 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 1 today: Abraham Lincoln is Assassinated and President Johnson’s Reconstruction Plan. (slides 9 - 14). After completing the lecture for today the students will complete the Lesson Check for Lesson 1 on page 557 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a paragraph on the Freedmen’s Bureau and its effects, and the restrictions placed on the rights and opportunities of African Americans in the Reconstruction era South. Homework: No homework tonight!

Tuesday: Bell Ringer #106: Students will answer the following question: If the Emancipation Proclamation had freed former enslaved people in the Confederacy, why was it necessary to pass the Thirteenth Amendment? Describe the impact of the Thirteenth Amendment on life in the United States. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 2: Radical Reconstruction on page 558 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 2 today: Continuing Conflict Over Reconstruction, The Radical Reconstruction Congress, and the beginning of New Rules for the South. (slides 15 -21). After completing the lecture for today the students will work on their Topic 9 Vocabulary that is due tomorrow. They may also use this time to make up a zero for Ms. Thompson!! Lesson Checks, NewsELA’s, I-Ready, whatever they are missing they will use this time to make up an assignment! Homework: Topic 9 vocab is due tomorrow!! Students will also need to be working on their project for this nine weeks that will be taken as a test grade. They will have 2 options: 1. A comparison poster of Lincoln/Davis and Lee/Grant for the Civil War. Option 2: A timeline poster of 10 events during the Civil War. Students will choose one option to complete. This project will be due on Friday, May 8, 2026. Students also need to be working on memorizing the Gettysburg Address! Students may choose to memorize this famous speech and recite it in class for an additional 40 points to be added to a test grade!! We will give these speeches on Friday, May 1st!

Wednesday: Bell Ringer #107: Students will answer the following question: Why were Radical Republicans outraged at President Johnson’s approach to Reconstruction? Why did Republicans take charge of Reconstruction? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 2: Radical Reconstruction on page 561 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 2 today: Continue New Rules for the South and Political Problems and a New President. (slides 22 -26). After completing the lecture for today the students will complete the Lesson Check for Lesson 2 on page 563 of the textbook. Students will write the question and an answer for questions 1-4 and write a paragraph response for question 5. Here the students will write a paragraph about what a reliable source looks like when doing research on the Freedmen’s Bureau. Find at least 3 reliable sources that you would include in a paper on this topic. Homework: No homework tonight!

Thursday: Bell Ringer #108: Students will answer the following question: Describe the causes and effects of political tensions between President Johnson and Congress. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 3: Reconstruction and Southern Society on page 566 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 3 today: How Did New Political Groups Shape the South? And Why Did Conservatives Resist Reform?. (slides 27 - 33). After completing the lecture for today, students will be given a worksheet to complete, Topic 9 Lessons 1 & 2 Quiz. Students will use their textbooks to complete the 11 multiple choice and 3 discussion questions. Homework: If they do not finish this worksheet in class they will need to finish it for homework. Tomorrow is also the day that students may say the Gettysburg Address for up to 40 points added to a test grade.

Friday: Bell Ringer #109: Students will answer the following question: Describe how politics in the South changed during Reconstruction. Explain the social and political impact of southern conservatives during Reconstruction. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Students will say their Gettysburg Address today for the opportunity to earn up to 40 points to be added to a test grade. We will continue on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 3: Reconstruction and Southern Society on page 569 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 3 today: How Did Political Problems Slow Progress? And Economic Problems in the South. (slides 34 - 38). After completing the lecture for today the students will complete the Lesson Check for Lesson 3 on page 572 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a paragraph about what their main ideas would be for a paper on the Freedmen’s Bureau. Add supporting details and evidence to back your claim. Homework: No homework tonight! Students do need to be working on their projects that are due next Friday!

Due: Friday, April 24

4th Nine Weeks, Week 6

This week in Law Related Education we will be finishing up our unit on Topic 8: The Civil War and having a unit test on Wednesday. We will also be continuing with our boot camps to prepare for state testing, as we begin state tests next week! It's hard to believe the year is almost over, but we have only 4 short weeks left in this school year. Homework and assignments for the week are as follows:

Monday: Bell Ringer #103: Students will answer the following question: How might Southerners have reacted to the ruthless destruction of Sherman’s march? What effect might Sherman’s methods have had on the progress of the war? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lessons 1 - 6 in our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will be given a study guide today to complete in class to help prepare them for the unit test that will be given on Wednesday. Students will use their textbook to complete the 30 questions study guide. Homework: If the study guide is not completed in class, students will need to complete it for homework. Topic 8 test is Wednesday, April 22, 2026!

Tuesday: Bell Ringer: No bellringer today. Classwork: Today is a bootcamp day where the students will work on ELA and Math remediation to prepare for state testing. They will begin with a NewsELA article to read and annotate, The Union victory at Vicksburg in the Civil War, answering the discussion and multiple-choice questions. From there they will have a worksheet on Supporting evidence for the main idea - informational text, The Unbreakable Code, a worksheet on Generating and answering pre-reading questions, The Thread of Understanding, a worksheet on Possessive Nouns, a worksheet on Linking Verbs, a worksheet on Unfamiliar words and phrases, another NewsELA, Black Soldiers in the Civil War, and finally a worksheet on Context Clues - Word position and function. Students will work on this packet Tuesday and Thursday during their bootcamp time. Students will also be working on lessons in I-Ready. Students will be responsible for having all lessons assigned completed by next Monday when grades are taken. We may also go over the study guide for the Topic 8 test tomorrow if time allows. Homework: Students need to study for the Topic 8 test tomorrow!! Students will also be given a project for this nine weeks that will be taken as a test grade. They will have 2 options: 1. A comparison poster of Lincoln/Davis and Lee/Grant for the Civil War, or Option 2: A timeline poster of 10 events during the Civil War. Students will choose one option to complete. This project will be due on Friday, May 8, 2026. Students also need to be working on memorizing the Gettysburg Address! Students may choose to memorize this famous speech and recite it in class for an additional 40 points to be added to a test grade!! We will give these speeches on Friday, May 1st!

Wednesday: Bell Ringer: No bellringer today! Classwork: Students will be given a few minutes to study over their study guide before taking the Topic 8 test today. Students will take their Topic 8: Sectionalism and the Civil War (1820 - 1865) test today. After completing the Topic 8 test for today the students will be given a new list of vocabulary to begin defining for Topic 9. This vocab will be due next Wednesday, April 29, 2026. Homework: Students will need to work on this vocab for homework even though it is not due until Wednesday, April 29th. They may also use this time to work on their project.

Thursday: Bell Ringer: No bellringer today. Classwork: Today is a bootcamp day where the students will work on ELA and Math remediation to prepare for state testing. Today students will complete their bootcamp packets that were given on Tuesday, as well as the I-Ready that was assigned for the week. Students will also have some time to work on history assignments from this week, such as vocab, lesson checks, and worksheets.

Friday: Bell Ringer #104: Students will answer the following question: What was the Reconstruction Era after the Civil War? What state was our country in? How did Reconstruction differ in the North and the South? Students may use Google to help them with this question. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 9: The Reconstruction Era (1865 - 1877) Lesson 1: Early Reconstruction on page 551 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 1 today: The Effects of the Civil War and Causes and Effects of Reconstruction. (slides 1 - 8). After completing the lecture for today the students will be given a worksheet to complete, The Reconstruction Era. Homework: If they do not finish this worksheet in class they will need to finish it for homework. Continue to work on Topic 9 vocab and the project!!

Due: Friday, April 17

4th Nine Weeks, Week 5

This week in Law Related Education we will be continuing our lessons in Topic 8 on the Civil War, getting ready for a unit test next week, as well as continuing to work in our boot camps to get ready for state tests that are coming up. Homework and assignments for the week are as follows:

Monday: 7th grade will be gone today to Spinners today for winning the Battle of the Grades!! Congratulations 7th grade!!!

Tuesday: Bell Ringer: No bellringer today. Classwork: Today is a bootcamp day where the students will work on ELA and Math remediation to prepare for state testing. They will begin with a NewsELA article to read and annotate, Military Leaders: Robert E. Lee, answering the discussion and multiple-choice questions. From there they will have a worksheet on Drawing Conclusions for Informational Texts, The Anatomy of a Pop Song, a worksheet on climax, The Voice in the Fen, a worksheet on Parts of Speech, a worksheet on ,Synonyms, a worksheet on spelling patterns, another NewsELA, Military Leaders: Jefferson Davis, and finally a worksheet on Sensory language (sight, sound, smell, taste, touch) in informational texts, The Dance of Fire and Sand: The Art of Glassblowing. Students will work on this packet Tuesday and Thursday during their bootcamp time. Students will also be working on lessons in I-Ready. Students will be responsible for having all lessons assigned completed by next Monday when grades are taken. Homework: Students will complete the worksheet, the Emancipation Proclamation and Abraham Lincoln. Students will also be given a copy of the Gettysburg Address today. Students may choose to memorize this famous speech and recite it in class for an additional 40 points to be added to a test grade!! We will give these speeches on Friday, May 1st!

Wednesday: Bell Ringer #101: Students will answer the following question: Why didn’t Lincoln issue an Emancipation Proclamation when he first thought of it? What was the significance of the announcement of the Emancipation Proclamation? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 5: Emancipation and Life in Wartime on page 526 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 5 today: Other Challenges in the North and South, War Devastates the Southern Economy, How Did the War Affect the Northern Economy, and Women Contribute to the War Effort. (slides 91 -97). After completing the lecture for today the students will complete the Lesson Check for Lesson 5 on page 530 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write an introduction paragraph to your essay about the differences between the Morth and South. Homework: If they do not finish these questions in class, they will need to finish them for homework.

Thursday: Bell Ringer: No bellringer today. Today is a bootcamp day where the students will work on ELA and Math remediation to prepare for state testing. Today students will complete their bootcamp packets that were given on Tuesday, as well as the I-Ready that was assigned for the week. Students will also have some time to work on history assignments from this week, such as vocab, lesson checks, and worksheets.

Friday: Bell Ringer #102: Students will answer the following question: How were the North’s and South’s methods of raising money alike and different to fund the war effort? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 6: The War’s End on page 533 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 6 today: The Union Captures Vicksburg, A Union Victory at Gettysburg, Lincoln Delivers the Gettysburg Address, The Union Advances Into the South, Contrasting Ideas of Liberty and Union, How Did the War Come to an End?, and A New Chapter for the United States. (slides 98 -115). After completing the lecture for today the students will complete the Lesson Check for Lesson 6 on page 543 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a descriptive paragraph on your essay about the differences between the North and South. Homework: If they do not finish these questions in class they will need to finish them for homework.

Due: Friday, April 10

4th Nine Weeks, Week 4

Good morning and welcome back!! I hope everyone had a blessed and restful Easter weekend! This week in Law Related Education we will be continuing our lessons in Topic 8 and also still have our boot camps, getting ready for state testing coming up in a few weeks. Assignments and homework for the week are as follows:

Monday: No School! Happy Easter!!

Wednesday: Bell Ringer: No bellringer today! Classwork: Students will be given a few minutes to look over their Topic 8 List 2 vocab before the test today. Students will take their vocab test today on Topic 8 List 2 vocab. After completing the test, the students will be given a worksheet to complete, Topic 8 Lessons 3 & 4 Quiz. Students will answer the 16 multiple choice questions, as well as the two discussion questions. Homework: Students will need to finish The Topic 8 Lessons 3 & 4 Quiz worksheet if it is not completed in class.

Friday: Bell Ringer #100: Students will answer the following question: What evidence can you find in the text to support the idea that General George McClellan made significant contributions to the war effort? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 5: Emancipation and Life in Wartime on page 520 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 5 today: Lincoln’s Emancipation Proclamation, Why Did African Americans Fight for the Union? And The Horrors of War. (slides 73 -90). After completing the lecture for today the students will be given a worksheet to complete, The Burning of Lake Station, that talks about how Lake MS was affected by the war and the march of Sherman through our area. Students will answer the matching questions, short answer, and critical thinking questions. Homework: Students will need to finish The Burning of Lake Station worksheet if it is not completed in class.

Due: Friday, April 3

4th Nine Weeks, Week 3

This week in Law Related Education we will be continuing our lessons in Topic 8 on the Civil War. We will have a short week this week with the Easter holiday coming up and also be continuing our boot camp to get ready for state testing. Assignments and homework for the week are as follows:

Monday: Bell Ringer: No bellringer today. Classwork: Today is a bootcamp day where the students will work on ELA and Math remediation to prepare for state testing. They will begin with a NewsELA article to read and annotate, Civil War: Military background of the Union and Confederate forces, answering the discussion and multiple choice questions. From there they will have a worksheet on supporting evidence for the main idea, The Future of Farming: Growing Up Instead of Out, a worksheet on Singular and Plural Nouns, a worksheet on cause and effect words, a worksheet on rising action, The Memory in the Masa, a worksheet on figurative language, another NewsELA, Military Leaders: William Tecumseh Sherman, and finally a worksheet on Comparative and Superlative Adjectives. Students will work on this packet Monday and Wednesday during their bootcamp time. Students may also use some of their bootcamp time to work on assignments due in History, such as vocab or lesson checks. Homework: Students need to make sure their Topic 8, List 2 vocab is completed to turn in Wednesday!

Tuesday: Bell Ringer #99: Students will answer the following question: How do you think the differences in economics would affect each side during the Civil War? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 4: The Course of War on page 513 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 4 today: How Did the Strategies of the North and South Differ?, Early Battles, Victories in the East for Confederate Forces, and Union Success in the West. (slides 52 - 72). After completing the lecture for today the students will complete the Lesson Check for Lesson 4 on page 519 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write about the details of the differences between the north and South. Homework: If they do not finish these questions in class they will need to finish them for homework. Topic 8 List 2 Vocab is also due tomorrow!!

Wednesday: Bell Ringer: No bellringer today. Classwork: Today is a bootcamp day where the students will work on ELA and Math remediation to prepare for state testing. Today students will complete their bootcamp packets that were given on Monday. Students will also have some time to work on history assignments from this week, such as vocab that is due today, lesson checks, and worksheets. Homework: Students will be given The Burning of Lake Station worksheet. We will have a vocab test on List 2 next Wednesday, April 8th!

Thursday: Bell Ringer #100: Students will answer the following question: What evidence can you find in the text to support the idea that General George McClellan made significant contributions to the war effort? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 5: Emancipation and Life in Wartime on page 520 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 5 today: Lincoln’s Emancipation Proclamation, Why Did African Americans Fight for the Union? And The Horrors of War. (slides 73 -90). Homework: We will have a vocab test on List 2 next Wednesday, April 8th!

Happy Easter!!!!

Due: Friday, March 27

4th Nine Weeks, Week 2

This week in Law Related Education we will be continuing our lessons in Topic 8 where we are focused on the Civil War. Bootcamp will also begin this week to get us through this last stretch to state tests! Assignments and homework are as follows:

Monday: Bell Ringer #97: Students will answer the following question: What problem caused members of various political parties to unite as the Republican Party? How did the point of view of the Republican and Democratic parties differ? How did the point of view of the American party contrast with both? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 3: Division and the Outbreak of War on page 501 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 3 today: Why Did Abraham Lincoln Win the Election of 1860?, A Move Toward Civil War, and The Outbreak of War. (slides 31 - 44). After completing the lesson for today, students will be given a worksheet to complete, Topic 8 Lessons 1 and 2 Quiz. Students will answer the 16 multiple choice and writing questions using their textbook. Homework: If they do not finish this worksheet in class they will need to finish it for homework.

Tuesday: Bell Ringer: No bellringer today. Today is a bootcamp day where the students will work on ELA and Math remediation to prepare for state testing. Students need to make sure their Topic 8, List 1 vocab is completed to turn in tomorrow!

Wednesday: Bell Ringer #98: Students will answer the following question: What were Lincoln’s and Davis’s views on government, as expressed in their first inaugural addresses? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 3: Division and the Outbreak of War on page 506 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 3 today: How Did Americans Take Sides?, Strengths and Weaknesses of the North and South, and How Did Lincoln and Davis Lead Their People?. (slides 45 - 50). After completing the lecture for today the students will complete the Lesson Check for Lesson 3 on page 511 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write an informative paragraph and begin to draft a thesis on the differences between the North and South before, during, and after the Civil War. Homework: If they do not finish the questions in class they will need to finish them for homework. Also, students will have their first test on Friday, a vocabulary test on Topic 8, List 1 words.

Thursday: Bell Ringer : No bellringer today. Today is a bootcamp day where the students will work on ELA and Math remediation to prepare for state testing. Homework: Students will have a test tomorrow on their vocab words, Topic 8 List 1!!

Friday: Bell Ringer: No bellringer today! Classwork: Students will be given a few minutes to look over their words today before their vocabulary test. Students will take their first test of the nine weeks today, a vocabulary test on Topic 8 List 1 words. After completing the test, students will be given a new list of words, Topic 8 List 2 Vocabulary to begin defining and looking up. These words will not be due until next Thursday, April 2nd. Homework: Students will need to work on their vocabulary words that are due next Thursday, April 2nd.

Due: Friday, March 20

4th Nine Weeks, Week 1

Welcome back for our 4th and final nine weeks of the 2025-2026 school year! I can't believe this year has gone by so fast! But we are ready to buckle down, get ready for our testing season, and wrap up this year on a great note! Assignments and homework for the week are as follows:

Monday: Bell Ringer #92: Students will answer the following question: Using Google, tell me 3 quick facts about the Civil War that interest you the most. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 1: Conflicts and Compromises on page 479 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 1 today: The Missouri Compromise, How Did Western Expansion Increase Tensions?, and The Free-Soil Party Opposes Slavery in the West. (slides 1 - 8). After completing the lesson for today, students will be given a worksheet to complete, Growing Tensions: The Missouri Compromise and the West. Students will answer the fill in the blank, multiple choice and writing questions using their textbook. Homework: If they do not finish this worksheet in class they will need to finish it for homework.

Tuesday: Bell Ringer #93: Students will answer the following question: What 3 political parties were represented in the presidential campaign in 1848? Who was each party’s candidate and what was their point of view on slavery? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 1: Conflicts and Compromises on page 482 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 1 today: California Reignites the Slavery Debate, A Compromise Holds the Union Together, and a Book Sways the North Against Slavery. (slides 9 -13). After completing the lecture for today the students will complete the Lesson Check for Lesson 1 on page 487 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write an informative paragraph on the differences between the North and South before, during, and after the Civil War as described in this lesson. Homework: If they do not finish the questions in class they will need to finish them for homework.

Wednesday: Bell Ringer #94: Students will answer the following question: How did the Compromise of 1850 satisfy both sides? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Today the students will work on any assignments that are sent from Ms. Gaylord for remediation of ELA Standards. This may include I-Ready lessons specifically assigned per students' weaknesses, Mastery Connect, articles, writing assignments, etc. If the students conclude assignments for Ms. Gaylord, they may continue to work on any History homework or assignments for this week. Homework: Students will be given their first list of vocabulary for the nine weeks, Topic 8 List 1 Vocab. This vocab is due next Wednesday, Mar 25th.

Thursday: Bell Ringer #95: Students will answer the following question: What was the political significance of Uncle Tom’s Cabin? What did Stowe want to convey about slavery? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 2: Growing Tensions on page 489 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 2 today: Slavery in Kansas and Nebraska, Violent Clashes in Kansas, Violence Over Slavery Breaks Out in the Senate, and How Did the Dred Scott Case Affect the Nation? (slides 14 - 22). Students will be given an article to complete, a NewsELA article entitled Kansas-Nebraska Act: The Law that Ripped America in Two. Students are to read the article, answer the 2 writing prompts as well as the 4 multiple choice questions, annotating the text as they go. They will need to annotate the article using whichever method works best for them (per Ms. Gaylord and their writing class). Homework: Students are to finish the article for homework if it is not completed in class.

Friday: Bell Ringer #96: Students will answer the following question: What explanation did John Brown give for his violent actions in Kansas? What does this explanation suggest about the motives not just of John Brown, but of others who were involved in the violence in Kansas? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 8: Sectionalism and the Civil War (1820 - 1865) Lesson 2: Growing Tensions on page 494 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 2 today: The Republican Party Forms, How Did Abraham Lincoln Come to Lead the Republican Party?, and John Brown Fights Slavery. (slides 23 - 30). After completing the lecture for today the students will complete the Lesson Check for Lesson 2 on page 499 of the textbook. Students will write the question and an answer for questions 1-6 and write a paragraph response for question 7. Here the students will write an informative paragraph on how you will organize the differences between the North and South before, during, and after the Civil War as described in this lesson. Homework: If they do not finish the questions in class they will need to finish them for homework.

Due: Friday, March 6

Week 9, 3rd Nine Weeks

This week in Law Related Education we will be finishing up our Nine Weeks by working on our Nine Weeks Test Project. The students will also be working this week on Benchmark tests for ELA, Math, Science, and Algebra I. Assignments and homework for the week are as follows:

Monday: Students will work on their Nine Weeks Test Project that is due on Thursday. All those that were absent on Friday (Beta) will make up their test that was missed also.

Tuesday: Today is ELA Benchmark Day. Students will work on their Nine Weeks Test Project that is due on Thursday.

Wednesday: Today is Math Benchmark Day. Students will work on their Nine Weeks Test Project that is due on Thursday.

Thursday: Today is Science Benchmark Day. Students will work on their Nine Weeks Test Projects that are due today and finish them up.

Friday: Students will be given the opportunity to present their projects today to the class.

No bellringers this week as we will be working on their Nine Weeks Test Project, Architects of Change.

Happy Spring Break!

Due: Friday, February 27

3rd Nine Weeks, Week 8

This week in Law Related Education students will be finishing up our last chapter of this nine weeks, Topic 7: Society and Culture Before the Civil War (1820 - 1860) and preparing for a unit test on Friday, Feb 27, 2026. Students will also be given their Nine Weeks Test Project this week to begin working on! Homework and assignments for the week are as follows:

Monday: Bell Ringer #89: Students will answer the following question: Identify ways in which enslaved African Americans resisted slavery. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 7: Society and Culture Before the Civil War (1820 - 1860) Lesson 4: Abolitionism on page 443 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 4 today: What Form Did Early Opposition to Slavery Take?, How Did Abolitionism Gain Momentum?, Who Opposed the Abolitionists?. (slides 29 - 34). After completing the lecture for today the students will complete the Lesson Check for Lesson 4 on page 449 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will identify your point of view, what tense you will use, and whether you will include dialogue as described in this lesson. Homework: If they do not finish the questions in class, they will need to finish them for homework.

Tuesday: Bell Ringer #90: Students will answer the following question: What steps did northern states take to end slavery? How effective were these efforts? Explain your reasoning. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 7: Society and Culture Before the Civil War (1820 - 1860) Lesson 5: Reform and Women’s Rights on page 452 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 5 today: The Era of Reform, Social Reform Movements, What Impact Did Reformers Have on Education?, Early Calls for Women’s Rights, How Did the Women’s Movement Start?, and Women Gain New Opportunities. (slides 35 - 43). After completing the lecture for today the students will complete the Lesson Check for Lesson 5 on page 463 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a few sentences that describe the sensations around you using descriptive words and sensory language as described in this lesson. Homework: If they do not finish the questions in class they will need to finish them for homework.

Wednesday: Bell Ringer #91: Students will answer the following question: Evaluate the impact of the early women’s rights movement. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 7: Society and Culture Before the Civil War (1820 - 1860) Lesson 6: Arts and Literature on page 465 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 6 today:

A New American Art Style, New Forms of Literature and Music, and Transcendentalism Develops. (slides 44 - 50) After completing the lecture for today the students will complete the Lesson Check for Lesson 6 on page 471 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will prepare to create their final draft as described in this lesson. Homework: If they do not finish the questions in class they will need to finish them for homework. Topic 7 List 2 Vocabulary is also due tomorrow!

Thursday: Bell Ringer: No bellringer today! Classwork: Students will continue to work in Topic 7: Society and Culture Before the Civil War (1820-1860). We will be preparing for a unit test tomorrow. Students will be given a study guide today for Topic 7: Society and Culture Before the Civil War. They will have the entire class period to work on this study guide and get it completed. Students will use their textbook to complete the study guides. If the students did not complete the study guide in the class period, they will need to complete it for homework tonight. Homework: Study, study, study!! Topic 7 test is tomorrow!!

Friday: Bell Ringer: No bellringer today! Classwork: Students will be given a few minutes to look over their study guides before the test today. Students will take a unit test on Topic 7 today! After completing the unit test today, students will be given a Nine Week Test Project to complete. This project is due Thursday, March 5th. Homework: Work on the Nine Weeks Test Project that is due Thursday, March 5th.

Due: Friday, February 20

3rd Nine Weeks, Week 7

This week in Law Related Education we will be continuing in Topic 7 leading up to the Civil War and covering sections in that chapter. We will have our Oregon Trail Project due this Wednesday and a Vocab test on Friday! Assignments and homework for the week are as follows:

Monday: Bell Ringer #85: Students will answer the following question: Explain the impact of communications systems such as the telegraph. How did they affect the growth, development, and urbanization of the United States? How did technological innovations such as the telegraph change the way goods were sold? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 7: Society and Culture Before the Civil War (1820 - 1860) Lesson 2: Industrialization and Immigration on page 422 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 2 today: What Changes Did the Age of Steam Power Bring?, How Did Workers Respond to Challenges?, How Did Ethnic Minorities Fare in the North?, A Reaction Against Immigrants, and African Americans Face Discrimination. (slides 12 - 18). After completing the lecture for today the students will complete the Lesson Check for Lesson 2 on page 430 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a setting related to the workers described in this lesson. Homework: If they do not finish the questions in class they will need to finish them for homework. Topic 7 List 1 Vocabulary is also due tomorrow!!

Tuesday: Bell Ringer #86: Students will answer the following question: How did urbanization lead to conflicts over differences in religion? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Today is the day of the field trip to the rodeo for our students. Depending on times, students may or may not have class today. For the students that do have class today, they may work on either their Topic 7 List 1 Vocabulary that is due today or their Topic 7 Lesson 1 Lesson Check that is also due today. Students may also use this time to work on their Oregon Trail Project that is due tomorrow! Students have been working on this assignment in and out of class for over two weeks. Homework: Oregon Trail Projects are due tomorrow!

Wednesday: Bell Ringer #87: Students will answer the following question: What kind of discrimination did African Americans face in the North? Why did skilled African Americans have trouble finding jobs in the North? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Today the students will work on any assignments that are sent from Ms. Gaylord for remediation of ELA Standards. This may include I-Ready lessons specifically assigned per students' weaknesses, Mastery Connect, articles, writing assignments, etc. If the students conclude assignments for Ms. Gaylord, they may continue to work on any History homework or assignments for this week. Homework: Students will be given a NewsELA article to read, Slavery and Cotton were key factors in America's early economy. Students will complete the 2 writing prompts, as well as the 4 multiple choice questions. Students will annotate the passage using annotation strategies they have learned in their ELA classes. They may use whichever strategy works best for them. (according to Ms. Gaylord)

Thursday: Bell Ringer #88: Students will answer the following question: Give three examples of how the market economy benefited Americans during the Industrial Revolution. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 7: Society and Culture Before the Civil War (1820 - 1860) Lesson 3: King Cotton and Life in the South on page 431 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 3 today: The South’s Cotton Kingdom, Reliance on Plantation Agriculture, What Were the Characteristics of White Southern Society?, What was Life Like for African Americans in the South?, Slavery in the South, and How Did Enslaved African Americans Resist their Enslavement?. (slides 19 - 28). After completing the lecture for today the students will complete the Lesson Check for Lesson 3 on page 442 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write about the events that will happen in order for your narrative essay. Homework: If they do not finish the questions in class they will need to finish them for homework. Students will also have a Topic 7 List 1 Vocabulary Test tomorrow!!

Friday: Bell Ringer: No bellringers. Students will be given a few minutes to look over their vocabulary words before the test today. Classwork: Students will take a Topic 7 List 1 vocab Test today! After completing the vocabulary test today, students will be given a new list of vocab words, Topic 7 List 2, to complete and define. These words will be due next Thursday, Feb 26th.

Homework: Work on the new list of vocab that is due on Thursday, Feb 26th.

Due: Friday, February 13

3rd Nine Weeks, Week 6

This week in Law Related Education we will be finishing up Topic 6 and having a unit test on Tuesday and then beginning Topic 7 leading up to the Civil War era. Assignments and homework for the week are as follows:

Monday: Bell Ringer #81: Students will answer the following question: After the Mormons moved west and built a community in Illinois, what caused them to move even farther west to Utah? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lessons 1-7 to prepare for a chapter test tomorrow. Students will continue to work on their Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) study guide given today. If the students finish the study guide before this time, they may work on their Oregon Trail Projects. Students may also complete #12 under the Critical Thinking and Writing on page 403 as a bonus essay equaling up to 30 points to be added to any test grade this nine week. This narrative essay must be at least 3 pages typed and turned in by Friday, Feb 13th. Students have been writing this essay at the end of every lesson check, so it should be written for them by now! Homework: Study study study for the Topic 6 Test that will be given tomorrow.

Tuesday: Bell Ringer: No bellringer today! Classwork: Students will be given a few minutes to look over their study guides for the Topic 6 test today. Students will take a test today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860). This test will be on the computer (Pear). After completing the test, students will be given a Topic 7: Society and Culture Before the Civil War Vocabulary list 1 to begin defining. This list of vocabulary will be due next Tuesday, Feb 17th. Homework: Work on the vocab that was assigned today or work on the Oregon Trail Project that is due next Wednesday, the 18th.

Wednesday: Bell Ringer #82: Students will answer the following question: "Imagine waking up in 1800 where most items are handmade at home and waking up in 1850 where items are produced in factories. What is one major invention or change that would have most impacted daily life, and how would it change the way people lived or worked?" Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Today the students will work on any assignments that are sent from Ms. Gaylord for remediation of ELA Standards. This may include I-Ready lessons specifically assigned per students' weaknesses, Mastery Connect, articles, writing assignments, etc. If the students conclude assignments for Ms. Gaylord, they may continue to work on any History homework or assignments for this week. Homework: Students will need to be working on their Topic 7 vocab List 1 that is due next Tuesday or their Oregon Trail Project that is due next Wednesday.

Thursday: Bell Ringer #83: Students will answer the following question: Imagine you are a craftsman in 1800 making shoes by hand at home. By 1850, a local factory was producing 100 times more shoes using machines, and you must now work there for hourly wages. What is one major advantage and one major disadvantage of this change for the worker? In your own words, what was the "Industrial Revolution"? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 7: Society and Culture Before the Civil War (1820 - 1860) Lesson 1: The Industrial Revolution on page 409 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 1 today: The Industrial Revolution Begins and America’s First Factories. (slides 1 - 7). After completing the lecture for today the students will be given a NewsELA article to complete for homework, When Everything Changed: The Industrial Revolution. Students will complete the 2 writing prompts, as well as the 4 multiple choice questions. Students will annotate the passage using annotation strategies they have learned in their ELA classes. They may use whichever strategy works best for them. (according to Ms. Gaylord) Homework: If the NewsELA article is not completed in class, students will need to finish it for homework.

Friday: Bell Ringer #84: Students will answer the following question: How did the Industrial Revolution affect the forces of supply and demand? As people demanded more goods, factories had to increase supply to meet that demand. They did so by finding faster and more efficient ways to produce goods. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 7: Society and Culture Before the Civil War (1820 - 1860) Lesson 1: The Industrial Revolution on page 414 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 1 today: Daily Life in Factory Towns, How Did Cities Expand?, and New Inventions. (slides 8 - 11). After completing the lecture for today the students will complete the Lesson Check for Lesson 1 on page 420 of the textbook. Students will write the question and an answer for questions 1-4 and write a paragraph response for question 5. Here the students will write a brief description of each character, including yourself, to appear in the narrative essay you will write at the end of the Topic. Homework: If they do not finish the questions in class they will need to finish them for homework.

Due: Friday, February 6

3rd Nine Weeks, Week 5

This week in Law Related Education we will be finishing up Topic 6 and preparing for a unit test, as well as starting a new and exciting project all about the Oregon Trail! It is going to be a great week! Assignments and homework are as follows:

Monday: Bell Ringer: No bellringer today! Classwork: Students will be given a few minutes to look over their vocabulary to prepare for the Topic 6 List 2 Vocab Test they will take today. Students will take a vocab test today on the Topic 6 List 2 Vocab. After completing the vocabulary test today students may go to the website Play The Oregon Trail online and play the Oregon Trail game. This game allows them to travel the route and experience all the things that would affect their travels, such as sickness, lack of food or water, long travels, crossing rivers, weather, etc. Homework: Students will be given their Oregon Trail Projects today. This project will be due on Wednesday, Feb 18th.

Tuesday: Bell Ringer #77: Students will answer the following question: How did life change for American Indians on California missions and ranches? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 6: New Spain and Independence for Texas on page 388 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 6 today: Independence for Texas and The Republic of Texas is Born. (slides 46 - 49). After completing the lecture for today the students will complete the Lesson Check for Lesson 6 on page 391 of the textbook. Students will write the question and an answer for questions 1-4 and write a paragraph response for question 5. Here the students will revise one of the passages you have written about an event that occurs on your journey west to include descriptive details and sensory language to make the narrative more vivid and specific during this time period. Homework: If they do not finish the questions in class they will need to finish them for homework.

Wednesday: Bell Ringer #78: Students will answer the following question: What were the arguments within the United States for and against annexing Texas? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Today the students will work on any assignments that are sent from Ms. Gaylord for remediation of ELA Standards. This may include I-Ready lessons specifically assigned per students' weaknesses, Mastery Connect, articles, writing assignments, etc. If the students conclude assignments for Ms. Gaylord, they may continue to work on any History homework or assignments for this week. Homework: Students will be given a NewsELA article to complete today, The California Gold Rush sparked a frenzy to the new frontier. They are to read the article, annotating as they go through the text, then answer the 2 writing prompts and the 4 multiple choice questions. Students may use whichever annotation strategy they would like, as instructed by Ms. Gaylord in their writing or ELA classes.

Thursday: Bell Ringer #79: Students will answer the following question: Summarize the three problems that faced the new Republic of Texas. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 7: Manifest Destiny in California and the Southwest on page 392 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 7 today: Manifest Destiny and The Mexican American War. (slides 50 - 56). If there is any time at the end of the period students may work on their Oregon Trail Project. Homework: No additional homework tonight, students need to begin working on their Oregon Trail Projects that are due Wed Feb 18.

Friday: Bell Ringer #80: Students will answer the following question: Remembering the concept of Manifest Destiny, why did many people want the United States to expand westward? Why did they think it was a duty? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 7: Manifest Destiny in California and the Southwest on page 397 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 7 today: Mormons Settle the Mexican Cession and The Effects of Migration to California. (slides 57 - 58). After completing the lecture for today the students will complete the Lesson Check for Lesson 7 on page 401 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a final paragraph for their narrative that will be memorable to readers during this time period. Homework: If they do not finish the questions in class they will need to finish them for homework.

Due: Friday, January 30

3rd Nine Weeks, Week 4

Welcome back! I hope everyone was safe and warm through the cold winter weather weekend and ready to get another week in this term started. This week in Law Related Education we will be continuing our lessons through Topic 6 and continue this week talking about the Oregon Country. Homework and assignments are as follows:

Monday: No School! Weather day!

Tuesday: Bell Ringer #73: Students will answer the following question: How did the Northwest Ordinance benefit both settlers and the government? What were the steps in the process of forming a new state under the Northwest Ordinance? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 5: Settling Oregon Country on page 375 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 5 today: In Search of New Territory and The Far West Fur Trade. (slides 38 - 42). After completing the lecture for today the students will be given a Topic 6 Quiz 1 that covers Lessons 1 and 2 as a review. Students will answer the 12 multiple choice questions and the 2 discussion questions and turn this paper in for a daily grade. Homework: If the Topic 6 Quiz for Lessons 1 and 2 is not completed in class, they students will finish it for homework. Topic 6 List 2 Vocab is due tomorrow!! We will also have a vocab test on Monday!!

Wednesday: Bell Ringer #74: Students will answer the following question: What is a missionary? How did missionaries attract settlers to the area? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Today the students will work on any assignments that are sent from Ms. Gaylord for remediation of ELA Standards. This may include I-Ready lessons specifically assigned per students' weaknesses, Mastery Connect, articles, writing assignments, etc. If the students conclude assignments for Ms. Gaylord, they may continue to work on any History homework or assignments for this week. Homework: Students will be given a Topic 6 Quiz 2 that covers Lessons 3 - 5. Students will answer the 13 multiple choice questions and the 2 discussion questions for homework and turn them in tomorrow.

Thursday: Bell Ringer #75: Students will answer the following question: Why would mountain men choose to endure the harsh lifestyle of a trapper? How did mountain men come to know so much about the Oregon Country? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 5: Settling Oregon Country on page 378 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 5 today: The Oregon Trail. (slide 43). After completing the lecture for today the students will complete the Lesson Check for Lesson 5 on page 381 of the textbook. Students will write the question and an answer for questions 1-4 and write a paragraph response for question 5. Here the students will write a paragraph detailing an important or unusual event that takes place during your journey west during this time period. Homework: If they do not finish the questions in class they will need to finish them for homework.

Friday: Bell Ringer #76: Students will answer the following question: Imagine it is 1843, the year of the Great Migration. You are standing in Independence, Missouri, looking at your prairie schooner (wagon). You have five months of travel ahead of you.1. You can only carry about 2,500 pounds of cargo. If you have to choose between a heavy woodstove for your new home or 200 extra pounds of flour, which do you pick and why? 2. What is the primary reason your family is risking everything? (e.g., free land, escaping economic hardship, or religious freedom), 3. Of all the hardships (river crossings, cholera, or mountain passes), which one scares you the most? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 6: New Spain and Independence for Texas on page 383 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 6 today:

New Mexico Territory and California, Americans Colonize Mexican Texas, and Conflict with the Mexican Government. (slides 44 - 45). Students will be given a NewsELA article to complete today, Time Machine (1845): The Oregon Trail. They are to read the article, annotating as they go through the text, then answer the 2 writing prompts and the 8 multiple choice questions. Students may use whichever annotation strategy they would like, as instructed by Ms. Gaylord in their writing or ELA classes. Homework: If they do not finish the questions in class they will need to finish them for homework.

Due: Friday, January 23

3rd Nine Weeks, Week 3

I hope that everyone enjoyed their 3-day weekend and had a restful few days. This week in Law Related Education we will be continuing our lessons in Topic 6 and working towards a unit test in the next few weeks. Homework and assignments for the week are as follows:

Monday: No school! Enjoy your holiday!

Tuesday: Bell Ringer #69: Students will answer the following question: Quick Check Review: 1. Who was the U.S. President that signed the Indian Removal Act? 2. What was the main crop that settlers wanted to grow on the tribal lands? 3. Where were the Native American tribes forced to move? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Today students will continue to work on their assignment from Friday, Samuel’s Memory. Students should have read the primary source and answered the 8 questions that apply to the passage. After reading Samuel’s Memory and answering the questions, students will read the following four additional primary source documents about the Indian Removal Act. After reading the documents, they will choose two of the following three assignment options to complete during class today. They must have at least a rough draft complete by the end of class. They may write the rough draft by hand. If the students finish their rough draft in class, they may go ahead and work on their final draft. They will need to complete two of the additional options. Homework: Students will need to have 2 of the 3 options completed and ready to turn in tomorrow.

Wednesday: Bell Ringer #70: Students will answer the following question: How did the relationship between the United States government and American Indians change during the Jackson era? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Today the students will work on any assignments that are sent from Ms. Gaylord for remediation of ELA Standards. This may include I-Ready lessons specifically assigned per students' weaknesses, Mastery Connect, articles, writing assignments, etc. If the students conclude assignments for Ms. Gaylord, they may continue to work on any History homework or assignments for this week. Homework: Students will be given the new list of vocabulary for Topic 6, List 2. It will be due next Wednesday, Jan 28th.

Thursday: Bell Ringer #71: Students will answer the following question: What conflicting decisions did the Supreme Court make regarding American Indians and their lands? What 2 court cases in the 1830’s made it difficult for Indians and settlers to understand what was legal? How did these court cases differ? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 4: Westward Movement on page 368 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 4 today: Why Did Americans Move West?, Heading Into the West, and Movement Changes the West and the Nation. (slides 33 - 37). After completing the lecture for today the students will complete the Lesson Check for Lesson 4 on page 374 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a paragraph detailing a description of their first day on their journey west using dialogue, description, and similes during this time period. Homework: If they do not finish the questions in class they will need to finish them for homework.

Friday: Bell Ringer #72: Students will answer the following question: Why did women experience greater equality in the West than in the East? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: Students will continue to work on assignments today that are covered in Topic 6, American Indians and westward expansion. Students will be given a NewsELA article to complete in class today, Expansion and Reform: The Indian Removal Act. They are to read the article, annotating as they go through the text, then answer the 2 writing prompts and the 8 multiple choice questions. Students may use whichever annotation strategy they would like, as instructed by Ms. Gaylord in their writing or ELA classes. This article is due at the end of the class period and will be taken for a grade. After completing the article and turning it in, students may work on their Topic 6 List 2 vocab that is due on Wednesday. Homework: Work on vocab over the weekend that is due on Wednesday.

Due: Friday, January 16

3rd Nine Weeks, Week 2

This week in Law Related Education we will be continuing our lessons in Topic 6 and the era of Andrew Jackson's presidency. Homework and assignments for the week are as follows:

Monday: Bell Ringer #65: Students will answer the following question: "Imagine you are a business owner in 1837. You have a safe full of paper money from a local 'pet bank,' but the government suddenly announces it will only accept gold or silver (specie) for land. When you go to the bank to trade your paper for gold, the doors are locked, and a sign says 'Closed.'

What happened to your money? How would this 'panic' affect your ability to buy food or pay your workers?" Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 2: Political Conflict and Economic Crisis on page 354 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 2 today: continue with The Bank War and Economic Crisis and Political Changes. (slides 21 - 27). After completing the lecture for today the students will complete the Lesson Check for Lesson 2 on page 358 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a paragraph describing what you would see, hear, feel, and smell on a journey west during this time period. Homework: If they do not finish the questions in class they will need to finish them for homework.

Tuesday: Bell Ringer #66: Students will answer the following question: How did the Panic of 1837 affect people differently? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 3: Conflict with American Indians on page 360 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 3 today: American Indians and the Frontier and American Indian Removal. (slides 28 - 30). After completing the lecture for today the students will be given a Trail of Tears Activity Booklet (4 pages long). This booklet will be due on Thursday. Homework: Students will work on their Trail of Tears Booklet that is due on Thursday. Topic 6 List 1 Vocabulary is due tomorrow!! We will also have our first Vocab Test for the nine weeks this Friday!

Wednesday: Bell Ringer #67: Students will answer the following question: Why did Congress pass the Indian Removal Act? Look at the map on page 365 of your textbook. How might the distance the Cherokee walked help explain why so many died on the journey? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork:

Today the students will work on any assignments that are sent from Ms. Gaylord for remediation of ELA Standards. This may include I-Ready lessons specifically assigned per students' weaknesses, Mastery Connect, articles, writing assignments, etc. If the students conclude assignments for Ms. Gaylord, they may continue to work on any History homework or assignments for this week. Homework: The Trail of Tears Booklet is due tomorrow.

Thursday: Bell Ringer #68: Students will answer the following question: What were the reasons for the removal and resettlement of the Cherokee in the march that became known as the Trail of Tears? What do you think you might learn from walking the actual route of the Trail of Tears? Look at the picture in your textbook on page 366 to see what it looks like today. Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 3: Conflict with American Indians on page 364 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 3 today: continue with American Indian Removal and Southern American Indians on the Trail of Tears. (slides 31 - 32). After completing the lecture for today the students will complete the Lesson Check for Lesson 3 on page 367 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a paragraph listing the main events you will tell about that take place on your journey west during this time period. Homework: If they do not finish the questions in class they will need to finish them for homework.

Friday: Bell Ringer: No bellringer today! Classwork: Students will be given a few minutes to look over their notes before the test today on Topic 6: Vocab List 1. Students will complete the 50-question test today on paper for Topic 6 Vocab List 1. After completing the vocab test, students will be given an activity called Samuel’s Memory. Students will read the primary source, Samuel’s Memory, using annotation strategies as they read. They will then answer the 8 questions that follow using complete sentences. Homework: Students will need to make sure their questions are completed by Monday.

Due: Friday, January 9

3rd Nine Weeks, Week 1

Welcome back! I hope everyone had a wonderful Christmas break and got lots of rest and time with your families. This semester begins a whole new course for our 7th graders, but the good news is it follows right along with where Problems of American Democracy left off at the end of 1st semester. Assignments and homework for the week are as follows:

Tuesday: Bell Ringer #61: Students will answer the following question: Using Google, what are 2 of the most well-known facts about Andrew Jackson and 2 facts about westward expansion in the 1800’s? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 1: Jackson Wins the Presidency on page 337 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 1 today: Democracy Expands, The Election of 1824 Leads to a “Bargain”, and The Presidency of John Quincy Adams. (slides 1 - 11). After completing the lecture for today the students will be given Topic 6 Vocab List 1. This vocab will be due next Tuesday, Jan. 13th, 2026. Homework: Work on Topic 6 Vocab List 1.

Wednesday: Bell Ringer #62: Students will answer the following question: How did the change in voting rights affect poor white men compared to free African American men? How did this change affect enslaved African Americans compared to free African Americans? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 1: Jackson Wins the Presidency on page 344 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 1 today: Jacksonian Democracy and The Spoils System. (slides 12 - 14). After completing the lecture for today the students will complete the Lesson Check for Lesson 1 on page 347 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a paragraph from the point of view of a person moving westward during this time period.

Homework: If they do not finish the questions in class they will need to finish them for homework.

Thursday: Bell Ringer #63: Students will answer the following question: Why was Andrew Jackson seen as a champion of the common people? Why did Jackson adopt the spoils system? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will begin today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 2: Political Conflict and Economic Crisis on page 349 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 2 today: A Conflict Over States’ Rights and the beginning sections of The Bank War. (slides 15 - 20). After completing the lecture for today the students will be given a NewsELA article to complete, Understanding states' rights and the 10th Amendment. Students will read the article, answer the 2 writing prompts and the 4 multiple choice questions, as well as annotate the piece using a strategy that is familiar to them from their ELA or Writing class. (per Ms. Gaylord) Homework: Students will complete the NewsELA article and questions for homework if they were not completed in class.

Friday: Bell Ringer #64: Students will answer the following question: Look at the 3 pictures at the top of page 350, 1. North, 2. South, and 3. West. Each region had economies based on different kinds of work and businesses. How did the different regional economies depend on each other? Students will write a one paragraph response to the prompt and be ready to discuss with the class. Classwork: We will continue today on Topic 6: The Age of Jackson and Westward Expansion (1824 - 1860) Lesson 2: Political Conflict and Economic Crisis on page 354 of our textbook. Students will be prepared to take notes from the board as we go through and discuss the sections of this lesson. Students will cover sections in Lesson 2 today: continue with The Bank War and Economic Crisis and Political Changes. (slides 21 - 27). After completing the lecture for today the students will complete the Lesson Check for Lesson 2 on page 358 of the textbook. Students will write the question and an answer for questions 1-5 and write a paragraph response for question 6. Here the students will write a paragraph describing what you would see, hear, feel, and smell on a journey west during this time period. Homework: If they do not finish the questions in class they will need to finish them for homework.