8th Grade Social Studies Distance Learning Packet Teacher: ______School: ______

Virtual Office Hours: 9:00 a.m.- 11:00 a.m. & 1:00 p.m.- 3:00 p.m. Conference Call Dial-in Number: ______Dial-in Access Code:

Online Meeting URL: ______Online Meeting ID: ______

April 13 April 14 April 15 April 16 April 17 Standard: 8.2.CO Standard: 8.2.CO Standard: 8.2.CO Standard: 8.2.CO Standard: 8.2.CO

Learning Tasks: Learning Tasks: Learning Tasks: Learning Tasks: Learning Tasks:

Explaining (Continued from April Reading and writing to Compare the motives Parliamentary 13th) compare the motives and demographics of Leaders Taxation. and demographics of Loyalists and Patriots Learning Task: Photo Explaining Loyalists and Patriots within Analysis Document analysis, Parliamentary within South Carolina and the colonies using vocabulary matching, Taxation. and the colonies. a chart. and writing prompts. Document analysis, vocabulary matching, and writing prompts.

Extension Activities Extension Activities Extension Activities Extension Activities Extension Activities Video: Quick Write: In 3-5 https://www.youtube.com/ sentences discuss the watch?v=Rx4uV2Ret2w response of the colonists to the Stamp Act. Did the Interview your parents or law contribute to the other adults to see if they like to pay taxes. eventual Revolutionary War?

April 20 April 21 April 22 April 23 April 24 Standard: 8.2.CO Standard: 8.2.CC, 8.2.P Standard: 8.2.CC Standard: 8.2.CC Standard: 8.2.CC

Learning Tasks: Learning Tasks: Period Learning Tasks: Long Learning Tasks: Learning Tasks: of Salutary Neglect Term Effects of of Slavery

T-Chart Document analysis, vocabulary matching, Learning Task: Short Learning Task: Text constructed response document analysis, answer question Analysis answers, writing constructed response prompt answers, writing prompt

Extension Activities Extension Activities Extension Activities Extension Activities Extension Activities Write 3-5 Sentences Video: Quick Write (Video: Quick Write: Use explaining How did https://www.pbs.org/wn evidence from the text to

8th Grade Social Studies Distance Learning Packet https://www.youtube.co et/african-americans- explain the effects of the contribution lead to the m/watch?v=sdAyZHAtVLk many-rivers-to- cotton gin on slaves. success of the patriots cross/video/the-cotton- during the Revolutionary economy-and-slavery/) War?

April 27 April 28 April 29 April 30 May 1 Standard: 8.2.P Standard: 8.2.P Standard: 8.2.P Standard: 8.2.P Standard: 8.2.P

Learning Tasks: Learning Tasks: Learning Tasks: Learning Tasks: Learning Tasks:

Reading, document Entry Slip Entry Slip Entry Slip analysis, constructed Learning Task: Reading, response questions document analysis, Founding Principles: Founding Founding Principles/ constructed response Federalism Reading Principles/Checks and Republicanism: Analyze questions, quick write and constructed balances and the Preamble and response questions separation of powers: identify ways the Compare and contrast government performs Exit Slip the principle the duties in society.

Exit Slip Exit Slip

Extension Activities Extension Activities Extension Activities Extension Activities Extension Activities

Create your own Watch the video: Watch the following videos: amendment: Quick Write https://www.youtube.com/ https://www.youtube.com/ watch?v=HuFR5XBYLfU watch?v=j7jxVwcwnqw

Use the information from https://www.youtube.com/ the video to assist you with watch?v=eqlaFRevf5Q the comparison activity. Summarize the origin of Republicanism and it looks in America today. Explain Republicanism as a government system. 8th Grade Social Studies Distance Learning Packet April 13, 2020

Indicator: 8.2.CE Explain the economic, political, and social factors surrounding the .

Topic: Parliamentary Taxes -Reading and writing

Entry Slip: Review the terms below, then draw a picture that you will use to help you remember the term.

Stamp Act: A tax that put an expensive tax on all legal documents, newspapers, colanders, and almanacs.

Townshend Act: A tax that taxed things colonist couldn’t make for themselves like paint, glass, lead, paper, and tea.

Quartering Act: This Act forced colonist to allow British soldiers to live in their homes.

Intolerable Acts: This act imposed a series of laws that cracked down on rebellious activity in the Colony.

Directions: Explain using the definitions above: 1. Why do you believe these Act were put into place by the British? 2. How do you think this made the American colonist feel and what do you think will happen in the future?

Context: To help better understand the people and locations involved, write a sentence using each term below.

Key Term Sentence

Stamp Act

Townshend Act

Quartering Act

Intolerable Acts

April 14, 2020

Document Analysis: Read the attached document.

Underline or highlight the following: Stamp Act, Townshend Act, Quartering Act, and Intolerable Acts.

Entry Slip: 1. How did the Stamp Act, Townshend Act, Quartering Act, and Intolerable Acts effect the lives of the

Colonists?

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8th Grade Social Studies Distance Learning Packet Hey, King: Get off our Backs!

A Raw Deal But then times got tough, and the British government went looking for money. Great Britain, which now included both England and Scotland, saw its colonies around the world as a source of profit. Colonies were places to cut timber, grow This is SO not crops such as cotton and coffee, and mine for valuable going to work. minerals. The king forced the colonists to sell these raw materials back to England at really cheap prices. People in England would use the materials to make finished products. But did the colonists get a bargain on these items because they provided the materials? No way! The king forced the colonists to buy the finished products at extra high prices.

Hmm... What about t axing the American Looking for a Fast Buck? colonists? That was only the beginning. In the mid-1700’s, Britain fought two expensive wars. Britain had taken out a lot of debt to pay for the war, so it went looking for a way to make money fast. Taxing the American colonists seemed like the perfect idea. So, in 1765, Britain passed the Stamp Act, which forced colonists to put expensive tax stamps on all legal documents, as well as newspapers, calendars, and almanacs. The colonists had an answer for that: They quit buying British goods! But this boycott didn’t work for long. Britain repealed the Stamp Act after A stamp

King George III one year, but things did not get better. From Bad to Worse As soon as the Stamp Act was gone, the British passed the Declaratory Act saying that the colonies were dependent on the king and declaring that all laws passed in the colonies had no effect. As if that weren’t bad enough, Britain also passed the Townshend Revenue Act, taxing things it knew the colonists couldn’t make for themselves: paint, glass, paper, lead, and tea. This Act also allowed British government workers to search peoples’ houses and even break down doors to seize items the homeowner hadn’t paid taxes for. On top of that, the Quartering Acts of 1765 and 1774 forced certain colonists to let British troops live in their houses. The soldiers didn’t even have to pay rent! Then, in the 1770s, a series of laws cracked down on rebellious activity in Massachusetts colony. Colonists called these the Intolerable Acts.

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8th Grade Social Studies Distance Learning Packet April 15, 2020

Topic: How physical location influenced people of South Carolina to support Loyalists or Patriots -Reading and writing 1. Entry Slip: Review the terms below and write a description of what you will use to help remember the term. Loyalist (Also called Tories): A person who remained loyal to Britain in the American Revolution Patriot: The name was given to an American who fought the British in the American Revolution Backcountry (Also called Upcountry): The region containing the Piedmont and Blueridge Regions Lowcountry: The region from the coast to the Sandhills.

Explain using the definitions above: A. Why do you believe Loyalists and Patriots did not get along? B. Why do you believe people in the Low Country and Backcountry often did not agree? 2. Context: Cover the answers above, match the term to the definition.

Key Term Definition

Loyalist The name given to an American who fought the British in the American Revolution

Patriot The region containing the Piedmont and Blueridge Regions

Backcountry A person who remained loyal to Britain in the American Revolution

Lowcountry The region from the coast to the Sandhills.

3. Directions for Document Analysis: Read the Article below. (1.) Circle Backcountry each time it occurs. (2.) Put a box around Low Country each time it occurs. (3.) Underline the word that describes the topic or subject of each sentence.

Answer the following questions after you read and mark up the document: A. Where did most people settle in South Carolina before the mid-1700s? B. What stopped settlers from moving to the Backcountry?

Before the mid-1700s, South Carolina nearly entirely settled near the coast in the Low Country. The Backcountry of the colony was open to attack and largely controlled by Native Americans. No settlers dared to venture out into the unknown for fear of attack or from becoming lost in the wilderness. There were very few paths or trails leading to the Backcountry and most of the territory was unsettled (Johnson, pg. 10). Conditions of the rivers and streams were also very challenging, as most were wild rapids that were too treacherous to cross. The land that many settlers found was often barren and unable to settle. Other areas covered with swamplands were unsuitable for agriculture and infested by dangerous creatures (Johnson, pg. 11).

The few that did dare to venture out into the Upcountry struggled mightily to survive. Most left out of desperation due to struggles and debt from living in the elite-dominated Low Country. They set out with limited provisions for the journey and very little knowledge of survival on the frontier. As they attempted to trudge through the thick trees and swamps, they ran into wild animals, difficult terrain, and disease. Also, many of the creeks and rivers were impassable because there were no bridges or ferries constructed in those regions (Woodmason, pg. 32-33). Living conditions along the trail to the Backcountry were also less than desirable. Most travelers carried with them a meager supply of food that would last over the long journey and limited clothing and blankets to stay warm. The weather did not make the trip any easier, as snowfall and cold winters made nights in open cabins almost unbearable (Woodmason, pgs. 13 + 33).

AW CC SCB 8th Grade Social Studies Distance Learning Packet April 16, 2020

Topic: How economics influenced people of South Carolina to support Loyalists or Patriots -Reading and writing

Directions: Examine the chart and fill out the chart below to compare the categories.

Category Lowcountry Upcountry Economics: How did they make money?

Social: How they were viewed?

Labor: Who did most of the work?

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8th Grade Social Studies Distance Learning Packet April 17, 2020 Learning Task: Photo Analysis -Analyze the photo on a separate sheet of paper using the questions below.

Sons of Liberty Burning a Copy of Stamp Act. Library of Congress, Washington, D.C. (reproduction no. LC-USZC4-1583) A). Quickly scan the photo. What do you notice first?

1). Type of photo (check all that apply): ❑ Portrait ❑ Landscape ❑ Aerial/Satellite ❑ Action ❑ Event ❑ Family ❑ Panoramic ❑ Posed ❑ Other

2). Is there a caption? ❑ yes ❑ no

B) List the people, objects and activities you see. 1) PEOPLE 2). OBJECTS 3). ACTIVITIES d). Write one sentence summarizing this photo.

C. Answer as best you can. The caption, if available, may help.

1). Who took this photo? Where is it from? When is it from? 2). What was happening at the time in history this photo was taken? 3). Why was it taken? List evidence from the photo or your knowledge about the photographer that led you to your conclusion.

Extension: In 3-5 sentences discuss the response of the colonists to the Stamp Act. Did the law contribute to the eventual Revolutionary War?

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8th Grade Social Studies Distance Learning Packet

April 20, 2020 Learning Task: Fill in T-Chart (Students can use a separate sheet of paper)

Christopher Gadsden Christopher Gadsden (1724–1805), a soldier and statesman from South Carolina, was the principal leader of the South Carolina Patriot movement in the American Revolution. He was a delegate to the and a brigadier general in the during the War of Independence. He served as captain of a militia company during a 1759 expedition against the Cherokees. In 1765, the assembly made him one of their delegates to the in , which was called to protest the Stamp Act. On his return from New York, Gadsden became one of the founders and leaders of the Charleston . He had risen to the rank of lieutenant colonel in the militia. He was elected as a delegate to the First Continental Congress in 1774 and the Second Continental Congress the following year. Gadsden was also a member of the state convention in 1788 and voted for ratification of the United States Constitution. Citation: Brigadier General Christopher Gadsden. Retrieved March 31, 2020 from https://www.carolana.com/SC/Revolution/patriot_leaders_sc_christopher_gadsden.html

Rebecca Motte Rebecca Brewton Motte was a passionate Patriot. Rebecca Brewton Motte, the daughter of merchant Robert Brewton, lived in Charleston, South Carolina when the Revolutionary War broke out in America. She had sent all her slaves, at her expense, defend Charleston, and she had no son to serve the Patriots. Her husband died and she granted leave to go with her daughters to “Buckhead” her plantation home that sat on top of a hill in Calhoun County. After the Patriots took her home a couple of months when a knock came at the door-Captain McPherson again! The British dug a huge trench around the property to construct a barricade around the property, and exiled Mrs. Motte and her children to a crude farmhouse about a mile away. and General Lee were told to take “Fort Motte”. Marion visited Mrs. Motte and explained that the British need to be expelled from the house, but the only way to do so was so would be to burn the house. Rebecca Motte not only said she would be “gratified” for her house to be burned, but she offered the bow and arrows for the job! Marion’s troops set fire to the roof of the house, which forced the British troops out and into the waiting “arms” of the Patriot forces, who defeated them. Citation: Waters, S. Rebecca Motte an Ardent Patriot. Retrieved March 31, 2020 from https://historyswomen.com/early- america/rebecca-motte/

After reading the texts, fill in the T-Chart below comparing these leaders’ contributions to the American Revolution

Christopher Gadsden Rebecca Motte

Extension: (3-5 Sentences) How did these leaders’ contribution lead to the success of the patriots during the Revolutionary War?

AW CC SCB 8th Grade Social Studies Distance Learning Packet April 21, 2020

“Salutary neglect was an unwritten, unofficial policy of the British government in practice from about the late 1600s to the mid-1700s that allowed its North American colonies to be left largely on their own with little British interference. If the colonies remained loyal to the British government and contributed to Britain’s economic success, trade regulations for the colonies were barely enforced and imperial supervision of internal colonial affairs was loose. This salutary neglect involuntarily contributed to the increasing self-government of the colonies, which ultimately led to American independence. The term salutary neglect was taken from British statesman Edmund Burke, who, speaking in the British Parliament in 1775 reflected back on the “wise and salutary neglect” of the colonies by British officials that had allowed the colonies’ economy to grow substantially.”

Source: (2020). Salutary Neglect. The Editors of Encyclopedia Britannica. Encyclopedia Britannica, Inc. Retrieved on March 27, 2020, from: https://kids.britannica.com/students/article/salutary-neglect/623871#

Answer the following questions based on the informational text above.

1. What was salutary neglect and when did it occur? 2. Under salutary neglect, what did the North American colonies have to do? 3. What did salutary neglect involuntarily increase? 4. Where does the term “salutary neglect” originate?

Analyze the following picture and answer the questions below.

1. Explain this picture in your own words. 2. How does the picture above show “loyalty” to Great Britain? 3. How does salutary neglect violate mercantilism? 4. What benefits could salutary neglect have for the colonies?

Quick Write (3-5 sentences): Using examples (evidence) from the above sources, explain why you think salutary neglect was a positive OR negative impact for the North American colonies.

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8th Grade Social Studies Distance Learning Packet April 22, 2020

Directions: Match the vocabulary terms with the correct definitions.

1. ____ Salutary Neglect A. Historical thinking skill that observes how things stay consistent over time or change over time 2. ____ Mercantilism B. Policy of the British government that had very relaxed trade regulations and supervision 3. ____ Navigation Acts C. Recruited colonies to gain more economic wealth

4. ____ Continuity & change D. Economic theory that supports government regulated trade to gain wealth and power for a mother country 5. ____ Mother country E. Series or laws (or acts) passed to limit colonial trade

Use the picture below to answers questions 1-3.

1. Describe the picture in your own words. 2. How does this picture show the benefits of mercantilism? 3. How does this picture argue for colonial expansion (the creating of more colonies)?

Writing Prompt (3-5 sentences): Using your continuity and change skills, think about how salutary neglect affected the colonies over time. What resulted from the policy of salutary neglect? How did it affect the colonies? Did it create the beginning stages of independence for the American colonies?

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8th Grade Social Studies Distance Learning Packet April 23, 2020 “Expansion of Slavery and the Cotton Gin” Directions: Analyze the photo on a separate sheet of paper using the questions below.

“First cotton gin” from Harpers Weekly. 1869 illustration depicting the event of some 70 years earlier by William L. Sheppard. (Library of Congress, Prints and Photographs division) Meet the photo. Quickly scan the photo. What do you notice first?

a). Type of photo (check all that apply): ❑ Portrait ❑ Landscape ❑ Aerial/Satellite ❑ Action ❑ Event ❑ Family ❑ Panoramic ❑ Posed ❑ Other

b.) Is there a caption? ❑ yes ❑ no

Observe its parts. List the people, objects and activities you see. a.) PEOPLE b.) OBJECTS c.) ACTIVITIES d.) Write one sentence summarizing this photo. Try to make sense of it. Answer as best you can. The caption, if available, may help. a.) Who took this photo? b.) Where is it from? c.) When is it from? d.) What was happening at the time in history this photo was taken? e.) Why was it taken? List evidence from the photo or your knowledge about the photographer that led you to your conclusion.

Extension Activities: Quick Write Quick Write (3-5 Sentences): Use evidence from the photo to explain the effects of the cotton gin on slaves.

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8th Grade Social Studies Distance Learning Packet April 24, 2020 “Expansion of Slavery and the Cotton Gin” Directions: Short answer Extension Activities: Quick Write (Video: https://www.pbs.org/wnet/african-americans-many-rivers-to-cross/video/the- cotton-economy-and-slavery/) Entrance Slip: Cotton was one of the world’s first luxury commodities, after sugar and tobacco, and was also the commodity whose production most dramatically turned millions of black human beings in the United States themselves into commodities. Steven Deyle shows that in 1860, the value of slave were “roughly three times greater than the total amount invested in banks, and it was “equal to about seven times the total value of all currency in circulation in the country, three times the value of the entire livestock population, twelve times the value of the entire U.S. cotton crop and forty-eight times the total expenditure of the federal government that year?

Citation: Gates, H. Why Was Cotton King. Retrieved March 27, 2020 from: https://www.pbs.org/wnet/african-americans-many-rivers- to-cross/history/why-was-cotton-king Read the paragraph above. Using your context clues, explain what a commodity is. ______Value of Cotton and Slavery Slave produced cotton “brought commercial dominance to New York City, was the driving force for territorial expansion in the Old Southwest and fostered trade between Europe and the United States.” In fact, cotton productivity, no doubt due to the sharecropping system that replaced slavery, remained central to the American economy for a very long time: “Cotton was the leading American export from 1803-1837.” As Dattel explains, “Britain, the most powerful nation in the world, relied on slave-produced American cotton for over 80 per cent of its essential industrial raw material. English textile mills accounted for 40% of Britain’s exports. One fifth of Britain’s twenty-two million people were directly or indirectly involved with cotton textiles. The invention of the cotton gin greatly increased the productivity of cotton harvesting by slaves. This resulted in dramatically higher profits for planters, which in turn led to a seemingly limitless increase in the demand for more slaves, in a savage, brutal and vicious cycle.

Citation: Gates, H. Why Was Cotton King. Retrieved March 27, 2020 from: https://www.pbs.org/wnet/african-americans-many-rivers- to-cross/history/why-was-cotton-king 1. Why did cotton productivity remain central to the American economy? 2. How did slave produced cotton change the relationship between Europe and the United States? 3. To what extent did Britain rely on American cotton? 4. How were slaves and plantation owners affected by the invention of the cotton gin? 5. Based on your reading of both paragraphs, explain how the creation of the cotton gin changed the lives of American slaves.

Quick Write (3-5 sentences) Click on the link for the video above “The Cotton Economy and Slavery”. Discuss how the emergence of the cotton gin triggered the “Second Middle Passage”.

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8th Grade Social Studies Distance Learning Packet April 27, 2020

Standards: 8.2.P “Articles of Confederation”

Learning Task: Reading, document analysis, constructed response questions

The Articles of Confederation served as the first constitution of the United States. The articles went into effect on March 1, 1781. Soon afterward, however, the people realized that there were problems with the document. On March 4, 1789, the articles were replaced by the United States Constitution.

The articles were written by the representatives of the American colonies who made up the Second Continental Congress. When the colonies declared their independence from Great Britain in 1776, they realized they needed a new plan of government. The colonies deeply resented the laws that the British Parliament had imposed on them, so they set up a weak central government. The only branch of government was a Congress with one house. Congress had power over military and foreign affairs but not over the affairs of each state. It could not enforce its powers or collect taxes.

Because of these problems, the states called a convention to write a new constitution in 1787. The new constitution strengthened the federal government and provided for executive and judicial branches and a legislature with two houses.

Answer the following questions based on the informational text above.

1. Who wrote the Articles of Confederation? 2. The Articles of Confederation gave Congress power over two things. What were they? 3. What were two problems of the Articles of Confederation? 4. What document replaced the Articles of Confederation?

Analyze the following picture and answer the questions below.

1. Explain this picture in your own words. 2. List 4 weaknesses of the Articles of Confederation shown in this cartoon. 3. Why do you think the artist chose the title “Rough Sailing Ahead?”?

CC Aw SCB 8th Grade Social Studies Distance Learning Packet

April 28, 2020

Preventing Tyranny The Constitution created a strong central government. To protect against abuses of government power, the makers of the Constitution provided for a “separation of powers.” This means that the government is divided into three separate and independent bodies—the executive, legislative, and judicial branches. Through a system of “checks and balances,” each branch of government is able to prevent actions by the other branches. In this way, the branches of government are made to share power, and no one branch gets too powerful. For example, the president (the head of the executive branch) can veto, or prohibit, laws passed by Congress (the legislative branch). Congress can then override the president’s veto if at least two-thirds of the members of each house vote to do so. The separation of powers as well as checks and balances were designed to prevent tyranny and to secure the people’s liberties—and thus to uphold the principles of the Declaration of Independence. John Adams stated: “It is by balancing each of these powers against the other two, that the efforts in human nature toward tyranny can alone be checked and restrained, and any degree of freedom preserved in the constitution.”

Answer the following questions based on the informational text above.

1. Why did the writers of the Constitution provide for a “separation of powers”? 2. What are the three branches of Government? 3. Who is the head of the Executive branch? 4. Explain the term “veto” in your own words. 5. Separation of Powers and Checks and Balances were designed for what two purposes?

Analyze the following picture and answer the questions below.

1. What is the name of this famous painting? 2. Who is the artist? 3. List 3 things you observe when you look at this painting. 4. What event is occurring in the painting?

Exit Slip: Quick Write: (3-5 sentences): Why do you think the founding fathers felt it was necessary to replace the Articles of Confederation with the Constitution? Back up your reasons CC with information from the Articles of Confederation text and cartoon on 4/27 and the text and Aw painting today. SCB

8th Grade Social Studies Distance Learning Packet April 29, 2020 Federalism Entry Slip Discussion: Why did the Constitution replace the Articles of Confederation? Directions: Review the chart below and answer the questions that follow. Federalism-The federal system divides governmental powers between the national government and the governments of the states. (10th Amendment)

Source: (2020). Federalism. The Editors of Encyclopedia Britannica. Encyclopedia Britannica, Inc. Retrieved on March 25, 2020, from: https://www.britannica.com/topic/federalism. 1. Why do you think the federal government has the power to declare war? 2. How do states protect public health, safety, and morals? What are some examples of how states exercise this power?

The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people. -Amendment X

3. Constructed response: Answer the following question in 3-5 sentences and provide specific examples from the diagram and the text. How does the 10th amendment guard against tyranny?

Exit Slip: How did the principles established in the U.S. Constitution reflect the ideals and values of South Carolinians as they participated in the formation of a new state and national government? Extension: Create a constitutional right: Think of an instance in your life where you share powers with greater authority, for example, your relationship with your parents, teachers, or coaches. Create a constitutional right, like the 10th amendment, that states the powers you have and the powers you share with the other authority. List your amendment below.

AW SCB RNL 8th Grade Social Studies Distance Learning Packet

April 30, 2020 Entry Slip: Can our country be a free country if we had a monarch? Why or why not? Directions: Compare and contrast separation of powers and checks and balances using the information provided.

Checks and Balances Separation of Powers each branch can check the power of the other so a doctrine of constitutional law under which the that one branch does not gain too much power three branches of government (executive, (Articles I, II,III) legislative, and judicial) are kept separate; three separate branches of government to limit the power of any one branch The United States Constitution creates a government A government principle by which the legislative, in which there are three branches of government. judicial, and executive powers are essentially held by Each branch has a specific function- i.e. making laws, different groups and people enforcing laws, or interpreting laws- within the Federal government. an example of checks and balances is the process of We have the president and the executive branch, becoming a bill which must be passed by both the legislature which is made up of two houses of houses of Congress and then the President and Congress (House of Representatives and Senate), either sign it or veto it (Congress can override the and the judicial branch which is comprised up of the veto with a two-thirds vote) Supreme and federal courts.

Directions: Create a Venn diagram to compare separation of powers and checks and balances. List 2 similarities and 4 differences. You may use a separate sheet of paper to complete or complete it in a word document using a three-column chart.

Exit Slip: How does checks and balance limit the powers of government?

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8th Grade Social Studies Distance Learning Packet May 1, 2020 Entry Slip: What do you think about the way we elect representatives of government? Principles of Constitution: Representative Democracy (republicanism) - The constitution recognizes that the authority of the government derives from “We, the people.” Voters hold the sovereign power but elect representatives to exercise power for them, including the president, Senators and Representatives (The Preamble and Article I, II). Directions: Read the preamble and determine how does republicanism upholds the duties outlined in the introduction of the U.S. Constitution by providing specific examples of what they do.

Signed in convention September 17, 1787. Ratified June 21, 1788

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

List specific examples of what this looks like in our American society. We the People of the United States,

establish Justice,

insure domestic Tranquility,

provide for the common defense,

promote the general Welfare,

and secure the Blessings of Liberty to ourselves and our Posterity,

Exit Slip: What is your opinion of the voting age? Should the voting age remain the same or change? Why or Why not?

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