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The student will create a travel brochure convincing Federalists of the need for a Bill of Rights.

You will be required to write a rough draft and a final typed draft your student bill of rights. It must include 7-10 rights that are clear and concise. You will have to both write the right (1-2 sentences) and explain why the right is important to you and other students (2-3 sentences). (major project grade)

Students were responsible to research and become an expert on one specific Amendment that all Americans are entitled to. This answered the Guiding Question: How does the Bill of Rights secure my freedoms as an “American?”

The student will read a selected paragraph then take three words from each line of the paragraph that will enable him/her to retell the story without looking back to the paragraph. The three selected words will be inserted into an outline. The number of lines in the outline depends on the number of sentences per paragraph. Each line should contain three words. Student should also include a who/which clause. The purpose of this is to teach students to combine sentences so writing does not become choppy. Students will then rewrite the story using the outline. One who/which clause should appear in the rewrite and it should be underlined. Also, two spelling words from Wordly Wise Lesson 1 should be included and underlined.

Students will create a display and give a presentation about a particular branch of government.

Students will create a display and give a presentation about a particular branch of government.

Students will create a display and give a presentation about a particular branch of government.

Create a brochure about the Legislative Branch telling all factual information about the branch.

Each student is to create a poster of a battle. They are to research and include important details on where the battle is fought, approximately how many casualties occurred, who was the major general for each side, and who won the battle. A minimum of two visuals are required to accompany the information on the poster. A presentation of at least two minutes is also required to explain your poster and to go into further detail on the battle.

Write about a Patriot soldier heading home after the war ended and tells his family about what led to victory. Use the following words accurately within the essay: seige, Valley Forge, privateer, Patriot, General Cornwallis, loyalist, Yorktown, Treaty of Paris, Continental Army, George Washington, optional: "I have not yet begun to fight." This essay must be at least three (3) paragraphs. Each paragraph must be at least 5 to 8 sentences. This is due Mon. January 14th and will count as a Chapt. 6 The American Revolution Test grade. You are to use the text, your notes, and anything we did in class to ensure that you have the correct information in your essay. You have progressed so much in your writing. Use your imagination and your knowledge of US History and make this essay count. I am expecting to read a fact-filled and well-written essay from each of you. You are encouraged to do it on Microsoft Word, but you may write it neatly as well.

Biography of historical figure during the Revolutionary War. Biography should include important details of figures life and the contributions he/she made during the Revolutionary War. An essay will be written on the importance of the figure during the Revolutionary War, so contributions for this biography only needs to be a short paragraph.

Poem is used to give important facts about the era of the War of 1812.

Create a coin commemorating an important figure in the War of 1812.

Use this rubric for grading student papers. Can be customized for any subject.

Fort Worth ISD Curriculum Framework PCP: 8th Grade Social Studies. First Six Week, Module 2.

For the guidance and grading of student Fort Models

For the guidance and grading of student Fort Models

Students will use the Primary Source Analysis to Observe, Reflect and Question photographs from the Dust Bowl Region.