August 14
-U.S. Naturalization Test – On Paper OR
*Could you be a U.S. citizen?
-Introductions & Procedures
-Check out books – Covered by THURSDAY
-Twitter handles – Get registered and discuss daily work
1) Discuss Safety and Privacy Issues
2) Twitter Assignment – next slide –DUE TOMORROW
Seating Chart
Front of Room
Brenna & Heidi
Haley & Shane
Alex & Alexis & Justus
David & McKinna
Hannah & Sarah & Tete
Devan & Bobby
Ariel & Dakota & Vanessa
Taylor & Jesika
Sites to Explore
Twitter Assignment – Due Tomorrow
1) Follow “Lyons Decatur – Lahm”
2) Follow at least 5 government related twitter feeds.
Ex. – Barack Obama, Mitt Romney, White
House, etc.
3) Post only 1 Twitter feed about a current issue in
government. – You only have 140 characters to use so
be brief and concise.
*Use #ldnecougars
Here are some sites to check out.
1. FactCheck.org – nonpartisan
2. Huffington Post – liberal or left
3. Drudge Report – conservative or right
August 15
-Objective: The student will understand how to properly arrange their
discussion board posts on Angel.
-Set up Twitter feeds – previous slide
-Lecture & Notes – Ch. 1 Sect. 1 (next slides)
*Go over Notebook Assignment – NEED SPIRAL NOTEBOOK
*If you type notes AND have them printed BEFORE class on
Tuesday, you may use the notes on the quiz.
-Google Folders for Dropbox – Set up w/ students & explain
*Begin work on Notebook
-Homework: 1) Book Covered – by TOMORROW
2) Begin Notebook
Notes – Ch. 1 Sect. 1
Vocabulary (Know the definitions and spellings)
1. Government
2. Legislative Power
3. Executive Power
4. Judicial Power
5. Constitution
6. Dictatorship
7. Democracy
8. Public Policy
9. State
Notes – Ch. 1 Sect. 1 (key)
I.
Definition of Government
A. Laws & Policies
1. Law – enforceable by judicial system and brings justice.
2. Policies – set of rules (usu. by company) to achieve goals
B. Legislative, judicial, and executive power
1. legislative – make laws
2. executive – enforce laws
3. judicial – interpret laws
C. Constitution – plan for government
1. Two Types of Gov’t
a. Dictatorship – 1 person or small group of people in power.
b. Democracy – the majority of people hold the power
2. Politics
a. Definition – process by which a society decides how gov’t is run
and how leaders are elected
b. Public policies – the way that a society decides who will benefit
from and who will pay
Notes – Ch. 1 Sect. 1 (key)
II. Characteristics of a State
A. 4 basic characteristics
1. Population – people live there
2. Territory – people live in set borders
3. Sovereignty - Absolute power in its territory
4. Gov’t provides laws for the population
B. 4 Theories of Origins of State
1. Force Theory – small group who forced population to
submit to rules.
2. Evolutionary Theory – began as family with related
families joining to form a state
3. Divine Right Theory – God created state and gave
power to those He so chose.
4. Social Contract Theory – the people gave up some of
their power to to promote the well-being of all
III.
Notes – Ch. 1 Sect. 1 (key)
Purposes of Government
A. 6 Purposes of Government (Preamble of
Constitution)
1. “…form a more perfect union…”
-form a unified country that seeks improved unity (state)
2. “…establish justice…”
-create a way to settle arguments and decide meaning of laws
3. “…insure domestic tranquility…”
-insure peace within our boundaries (domestic = home)
4. “…provide for the common defense…”
-provide a way to protect the country
5. “…promote the general welfare…”
-promote the well-being for a majority of people
6. “…secure the blessings of liberty…”
-make sure that all freedoms are protected
VIDEO: http://www.youtube.com/watch?v=pIKhRERqPS4
Notes – Ch. 1 Sect. 1
Vocabulary (Know the definitions and spellings)
1. Government
2. Legislative Power
3. Executive Power
4. Judicial Power
5. Constitution
6. Dictatorship
7. Democracy
8. Public Policy
9. State
Notes – Ch. 1 Sect. 1 (student)
I.
Definition of Government
A. Laws & Policies
1. Law –
2. Policies –
B. Legislative, judicial, and executive power
1. legislative –
2. executive –
3. judicial –
C. Constitution – plan for government
1. Two Types of Gov’t
a. Dictatorship –
b. Democracy –
2. Politics
a. Definition –
b. Public policies –
Notes – Ch. 1 Sect. 1 (student)
II. Characteristics of a State
A. 4 basic characteristics
1. Population –
2. Territory –
3. Sovereignty –
4. Gov’t –
B. 4 Theories of Origins of State
1. Force Theory – small group who forced population to
submit to rules.
2. Evolutionary Theory – began as family with related
families joining to form a state
3. Divine Right Theory – God created state and gave
power to those He so chose.
4. Social Contract Theory – the people gave up some of
their power to to promote the well-being of all
III.
Notes – Ch. 1 Sect. 1 (student)
Purposes of Government
A. 6 Purposes of Government (Preamble of Constitution)
1. “…form a more perfect union…”
2. “…establish justice…”
3. “…insure domestic tranquility…”
4. “…provide for the common defense…”
5. “…promote the general welfare…”
6. “…secure the blessings of liberty…”
VIDEO: http://www.youtube.com/watch?v=pIKhRERqPS4
Cluster Web
Definition
Important Info to
Complete
Understanding
(Usu. In heading
Important Info to
Complete
Understanding
(Usu. In heading
Important Info to
Complete
Understanding
(Usu. In heading
Term
Important Info to
Complete
Understanding
(Usu. In heading
Important Info to
Complete
Understanding
(Usu. In heading
Important Info to
Complete
Understanding
(Usu. In heading
Important Info to
Complete
Understanding
(Usu. In heading
August 16
-Objective: Each student will understand the expectations and requirements of
the notebook and current events assignment.
-Understanding Media Bias
1) In Notebook, write down ANY thought, idea, or view you have on
homosexual marriage (please be appropriate)
2) Check out Proposition 8 article – links on Twitter
*You may add topics to Google News
3) Handout print article
a. In notebook, write words, phrases, quotes, etc. that might show
bias and explain.
b. In notebook, write how story contradicts your ideas, beliefs, etc.
4) Handout “Article Bias” Sheet
*Go over each step in class
-Work on Notebooks – Google Docs (if time)
-Homework: 1) Notebook Ch. 1 Sect. 1 - TUESDAY
August 19
-Objective: Each student will recognize how power influences their lives.
-Check book covers
-Chip Game – next slides
1) Explain the game
2) Pass out the chips
3) 2 minutes to trade
4) Discuss at the end
Notebooks “Reading Notes” – may work on these
*BE SURE TO TYPE NOTES & PRINT BEFORE CLASS TOMORROW
-Homework: 1) Notebook - TOMORROW
2) Books Covered
3) Quiz TOMORROW
Chip Game
Rules:
1. For each round of the game, you will have 2
minutes to trade your chips.
2. All trades-including those in progress-must stop
when the time is up.
3. After trading, the student with the most points
will be asked to make a rule for the next round of
trading. That rule will apply only to the next
round.
Point Values
PINK=
100 points
YELLOW= 50 points
BLUE=
25 points
WHITE=
10 points
August 20
Objective: Each student will analyze how the ideas of others influence their own
concepts of power.
-Review for Quiz – Study Notes
1) Submit Notebooks on Google Docs.
2) Ch. 1 Sect. 1 Quiz – On Angel
-”Quotations about Power” – Analyzing quotations – Google Documents
1) With your shoulder partner, read quotations & assign a truth ranking from 1 to
5
(1 = never true, 5 = always true. (you do not have to have the same ranking)
2) Discuss with partner
a. Which of the quotations do you think is the most true about power?
b. Which of the quotations do you think is the most true about politics?
c. Which of the quotations do you think is the most true about your own life?
-Discussion Board (Groups are assigned on discussion board) – next slide
-Homework: 1) Discussion Board – by TOMORROW
*RESPONSES by THURSDAY
Discussion Board #1
-”Quotations about Power”
a. Which quotation do you think was the most true about power? EXPLAIN.
b. Which quotation do you think was the most true about politics?
EXPLAIN.
c. Which quotation do you think was the most true about your own life?
EXPLAIN.
d. How might the concepts of power influenced each theory of the origin
of the state?
e. How might the Founding Father’s concepts of power have influenced
them to include the 6 principles of government in the Preamble?
August 21
-Objective: Each student will recognize how power influences their lives.
-Set up Blogger on Google Drive
*Create Accounts
-Project “20% Time” (Gather Parent Emails on Google Doc)
1) 10 minutes to Google 20% Project – share thoughts
2) Video: http://www.weknownext.com/trends/shannon-deegan-how-googles-20percent-time-fosters-innovation
3) Rules – next slide
4) Blog – What are your initial thoughts, concerns, feelings about this project? How
has the thought of complete and individual control in creating this project empower
you?
-Twitter –*What are your thoughts on the “20% Time” project?
*Have Tweetdeck on computer on the entire time for students to share
-Homework: 1) Blog & Tweet COMPLETE
August 22
Objective: Each student will analyze and be able to
create a current events presentation and present it to
the class.
-Get parent emails – Google Docs
-Pass back Notebooks & Discuss
-Lecture & Notes – Ch. 1 Section 2 & 3
1) Lecture & Notes
2) Work on Notebook Assignment – Google Docs
-Homework: 1) Notebooks Completed – by TUESDAY
August 23
-Objective: Each student will understand the expectations and requirements of
the notebook and current events assignment.
-Get Parent Emails – Google Docs
-Understanding Media Bias (continued from last week)
1) Handout print article
a. In notebook, write words, phrases, quotes, etc. that might show
bias and explain.
b. In notebook, write how story contradicts your ideas, beliefs, etc.
2) Handout “Article Bias” Sheet
*Go over each step in class
-Work on Notebooks – Google Docs (if time)
-Homework: 1) Notebook Ch. 1 Sect. 2-3 - TUESDAY
August 26
Objective: Each student will construct a form of government
based on the material from chapter 1.
-Collect “Article Bias” Sheet
-Constructing a Government – requirements next slide
*Groups draw slips for their form of government
1) oligarchy
2) autocracy
3) direct democracy
4) representative democracy
5) parliamentary
***MUST BE A GOOGLE PRESENTATION THAT EVERYONE IS
WORKING ON.
-Work on Notebook #2 – if time
-Homework: 1) Notebook #2 & Quiz TOMORROW
Constructing a Government - Requirements
Your small group of people have overthrown a corrupt government in the country of
Libya. You must create a form of government that will be successful. Remember, you
have been the instrumental leaders in overthrowing the government and people
adore you.
THINGS TO REMEMBER:
1. There are 2 basic forms of gov’t: democracy & dictatorship. However,
there are many forms of each of these.
2. Make sure to include a geographic distribution of power and explanation
3. You need to be detailed in your setup of the gov’t as any weakness may be
exploited by another group.
4. You must establish the form of government and explain how you will
make it work. EX. - Oligarchy, how will this gov’t be detailed and designed so
that people see it as a better form of government. EX. – Autocracy, how do you
pick who will be leader and why?
5. You should include a Constitution of sorts detailing the rights of citizens as
well as their responsibilities. (HINT: We made one last year)
6. Include the purpose of your gov’t (6 purposes of gov’t in the Constitution)
7. Include how you will create a balance of power.
Constructing a Government - Requirements
-One of the basic forms of government chosen.
-Geographic Distribution of Power and Explanation
-Detailed government plan
-Form of government w/ explanation
EX. – oligarchy, how will this gov’t be
detailed and designed so that people see it as a better form
of
government.
EX. –autocracy, how do you pick who will be
leader and why?
-Constitution
*detailing the rights of citizens as well as their
responsibilities.
-Include the purpose of your gov’t
EX. 6 purposes of gov’t in the Constitution
-Balance of power explanation
August 27
Objective: Each student will analyze how the ideas of others
influence their own concepts of power.
-Present Final Form of Gov’t Project
-Review for Quiz – Study Notes
1) Submit Notebooks on Google Docs.
2) Ch. 1 Sect. 2-3 Quiz – On Angel
-Discussion Board #2 –
1) Go over last week discussion board
2) This week:
-Homework: 1) Discussion Board – by TOMORROW
*RESPONSES by THURSDAY
August 28
-Objective: Each student will originate ideas on producing a project or achieving
goal through “20% Time.”
-Project “20% Time” (Gather Parent Emails on Google Doc)
1) Review Rules – next slides
2) Google and discuss with classmates some ideas for project.
*Choose something unique and personal
*Choose something that will last an entire semester.
3) Day 1 - 20% Time Brainstorming Guide – Complete on Google
4) Follow everyone’s blogs – Take time to find each other
*Create a Google Doc Spreadsheet w/ all links.
-Twitter –*What are your thoughts on the “20% Time” project?
*Have Tweetdeck on computer on the entire time for students to share
-Homework: 1) Blog & Tweet COMPLETE
August 29
Objective: Each student will apply their knowledge of government to
possible scenarios.
-Examples and Scenarios – next slides
1) Review the concepts of government – Ch. 1
2) Students write answer – next slides
3) Discuss
-Clicker Quiz – Informative Review
-Review for Ch. 1 Test - TUESDAY
-Homework: 1) Test TUESDAY
2) Choose Topic for 20% Time Project by next week
Examples/Simulations
1. Jesika wants to form a democratic government in
which the distribution of power rests with a
single, central agency. This government creates
local units of government and gives them power
to make and enforce laws. What form of
government is this?
2. Dakota wants to lead a country as the executive,
however, he must be elected by the legislature
rather than by the people’s vote. He must do a
good job, or he could receive a vote of “no
confidence” and be ousted from government.
What form of government is this?
Examples/Simulations
3. Sarah is a power-hungry person who must control
every aspect of government. She is totally in
charge and allows no outside participation. What
form of government is this?
4. Haley is directly elected President and receives
270 million of the 300 million votes. Tell me the
specific form of government this is.
5. Justus is considered to be the leader of this
country, but he really has no power. He only has
power when the states he governs gives him that
power. What form of government is this?
Examples/Simulations
6. Shane has been elected as one of the two
senators to represent Nebraska. He was elected
by the people of the state to represent their
needs and interests. It will be his job to live up to
their expectations. What specific form of
government is this?
7. Tete is the President of the country, and she has
just passed a bill that will pay all American
Government teachers $1 million dollars a year.
Many congressman believe this action is
unconstitutional, and they vote to stop this
action. What form of government is this?
Examples/Simulations
8. Ariel is the President of the United States, and
her government has many powers. However, the
50 states that she governs have many powers as
well that she cannot infringe upon. What form of
government is this?
Origins of the State
9. Taylor sprained his ankle, but that is okay because
he is tough leader. He gained power over
Nebraska and forced all within the state to submit
to his authority. What origin of state is this?
10. David has lived in this area for years. He has
established a huge farm in which he makes more
money than anyone has ever made in their lives.
However, McKinna has established a democracy
in the area and must have tax money to better
the whole group of people. David decides to pay
the tax even though he lived here before there
was government. What origin of state is this?
Origins of the State
11. Devan has been told by God that he should rule.
His experience is lacking, but he becomes king
anyway. What origin of state is this?
12. Brenna and her family which includes brothers
Bobby & Alex have been growing since they
moved to Lahmalot. They are the largest family in
the region, and their clan has now become a
tribe. This group just kept getting bigger, and the
state was born. What origin of state is this?
The state – dominant political unit
1. The United States is politically organized. What
characteristic of a state is this?
2. Germany has supreme and absolute power within
its own territory. What characteristic of a state is
this?
3. Every country in the world has people. What
characteristic of a state is this?
4. Every state must have land and boundaries. What
characteristic of a state is this?
The Purpose of Government
1. Mr. Cronin is trying to bring peace and order to LyonsDecatur Northeast. What purpose of government is this?
2. Mr. Hansen is the superintendent at this public school, and
he serves as a servant of the citizens of Lyons and Decatur.
What purpose of government is this?
3. Oakland-Craig, Tekamah-Herman, Lyons-Decatur, Bancroft
Rosalie have been intense rivals for years. However, the
senior class at each school wants to establish unity. What
purpose of government is this?
4. Thomas Jefferson once stated that “the God who gave us
life gave us liberty at the same time.” What purpose of
government is this?
The Purpose of Government
5. The School Board at Lyons-Decatur is trying to
develop a policy and school that is reasonable,
fair, and impartial. What purpose of government
is this?
6. This school establishes procedures such as
lockdowns, tornado, and fire drills to protect us
against harmful things. What purpose of
government is this?
Basic Concepts of Democracy
7. This concept of democracy requires that a
process of blending and adjusting competing
views and interests to find a position most
acceptable to the largest number.
8. This concept of democracy focuses on the idea
that all people have fairness in opportunity and
law.
9. This concept of democracy allows for as much
personal freedom as possible until it affects
others freedom.
Basic Concepts of Democracy
10. This concept of democracy is firmly based upon
the belief in the fundamental importance of
every person.
11.
This concept of democracy argues that a
majority of the people will be right more often
than they will be wrong. However, the opinions
of everyone must be taken into consideration.
August 30
-Objective: Each student will understand the expectations and
requirements of the notebook and current events assignment.
-Understanding Media Bias – Political Ideology
1) Review last weeks “Article Bias”
2) Political Ideology Quiz http://www.people-press.org/typology/quiz/
3) Discuss Liberal, Moderate, Conservative Ideology
4) Homework – Find an article that fits your political
ideology.
***It must fit in with the topic from the previous 2
Fridays
*Complete the Google Document
Tuesday, September 3
Objective: Each student will apply their knowledge of government.
-Review for Chapter 1 Test
*Collect Notebooks for extra credit
-Chapter 1 Test – on Angel
-Discussion Board – Week #2 – once completed w/ Test
-Homework: 1) Discussion Board – TOMORROW
*Responses – THURSDAY
2) “20 Time” Topic – TOMORROW (Google Doc.)
3) Blogger URL on Google Doc. - TOMORROW
September 4
Objective: Each student will analyze and be able to create a current events
presentation and present it to the class.
-Go over Chapter 1 Test
-”20% Time” Speaker
a. On Notecard - Each student should develop 1 question for the speaker
tomorrow – Joe Brehmer
*Consider: how Brehmer’s got started, how the company has evolved
over the years, outlook for Brehmer’s, how company is now global and
not just local, etc.
b. Be sure you have topic chosen for “20% Time”
-Lecture & Notes – Ch. 22
1) Lecture & Notes
2) Work on Notebook Assignment – Google Docs
-Homework: 1) Notebooks Completed – by TUESDAY
September 5
-Objective: Each student will originate ideas on producing a project or achieving a goal
through “20% Time.”
-Speaker – Joe Brehmer
*Students should ask questions (notecards) once speaker completed
-Project “20% Time”
1) Blog
a. How did the speaker influence/help you as you get started on this project?
b. Why is the topic you chose a good topic & project for you?
c. What are you hoping to learn/achieve in the process and the final
product of this project?
d. Do you believe the process or the final product is more significant? Why?
2) BE SURE ALL STUDENTS HAVE BLOG URL ON GOOGLE DOCUMENT.
3) Homework – Have an adult mentor by next WEDNESDAY.
-Homework: 1) Blog COMPLETE
2) Adult Mentor – by next WEDNESDAY
September 6
-Objective: Each student will understand the expectations and
requirements of the notebook and current events assignment.
-Understanding Media Bias – Political Ideology
1) Review homework: “Article Bias” – political ideology
2) Find an article that opposes your political ideology
*even if independent – find an article on this issue that
would go against (oppose) your beliefs
3) Political Ideology of each Article – on Google Doc.
4) Homework–Find article that opposes your political
ideology.
***It must fit in with the topic from the previous 2
Fridays
*Complete the Google Document
September 9
-Objective: Each student will analyze the ideas that gave birth to
the world’s first modern democratic nation.
-Greece, Rome, or Home Challenge – Document Camera – next
slides
*Answer questions in Notebook.
-Colonial Views on Government – Reading Handout
*Tape tree in notebook
1) Identify at least TWO ideas that shaped colonial gov’t
2) Describe each idea, and explain why it is important
-Homework: 1) Notebook #3 - TOMORROW
2) Blog Assignment #1 - WEDNESDAY
Locations of Buildings
A. United States: Supreme Court building
Locations of Buildings
A. United States: Supreme Court building
B. Ancient: Parthenon in Athens, Greece
Locations of Buildings
A. United States: Supreme Court building
B. Ancient: Parthenon in Athens, Greece
C. United States: Department of the Treasury
building
Locations of Buildings
A. United States: Supreme Court building
B. Ancient: Parthenon in Athens, Greece
C. United States: Department of the Treasury
building
D. Ancient: Pantheon in Rome, Italy
Locations of Buildings
A. United States: Supreme Court building
B. Ancient: Parthenon in Athens, Greece
C. United States: Department of the Treasury
building
D. Ancient: Pantheon in Rome, Italy
E. United States: Jefferson Memorial
Locations of Buildings
A. United States: Supreme Court building
B. Ancient: Parthenon in Athens, Greece
C. United States: Department of the Treasury
building
D. Ancient: Pantheon in Rome, Italy
E. United States: Jefferson Memorial
F. United States: Capitol building
September 10
Objective: Each student will apply their knowledge of government.
-Review for Chapter 22 Quiz
*Chapter 22 Quiz – on Angel
-Blog Assignment – Week #1 – once completed w/ Test - On Google Document
1) Get everyone’s blog URL address – Google Document
2) Get everyone’s topic for “20% Time”
3) Begin Blog on “20% Time” Project
-Homework: 1) “20 Time” Topic & Mentor – TOMORROW (Google Doc.)
2) Blogger Assignment - TOMORROW
September 11
Objective: Each student will reflect upon the events of
September 11, 2001.
-Watch CNN Student News (if a bunch about September 11)
-Video: September 11, 2001
-Find article about September 11, 2001
1) Twitter Feeds – Post link and sensitive comments
-Homework: 1) NONE
September 12
Objective: Each student will analyze and be able to create a current
events presentation and present it to the class.
-Go over Chapter 22 Quiz
-Lecture & Notes – Ch. 2
1) Lecture & Notes
2) Work on Notebook Assignment – Google Docs
-”20% Time”
*”Pitch” of Project
-Explain and Discuss
-Homework: 1) Notebooks Completed – by TUESDAY
September 13
-Objective: Each student will understand the expectations and
requirements of the notebook and current events assignment.
-Understanding Media Bias – Political Ideology
1) Review homework: “Article Bias” – political ideology
2) Pass out & Analyze Rubric – Understanding Media Bias
3) Group students – Groups of 2
4) Homework–Create a Presentation
a. Will present beginning Friday, September 27.
b. Comments will be made on presentation days.
-Homework: 1) Ch. 2 Notebook - Tuesday
September 16
-Objective: Each student will analyze the ideas that gave
birth to the world’s first modern democratic nation.
-Interviewing Historical Figures – U.S. Capitol National Statuary Hall
1) Pass out the interview handouts – see next slide
*Discuss
2) Begin Interviews THURSDAY – other students take notes
*Quiz TUESDAY
*For every group NOT prepared, I will add 2 questions (of my choice)
-Homework: 1) Notebook #3 - TOMORROW
Preparing for the Interview
1) Each pair of students receives interview handout
A. Step 1 on handout 3A – Read w/ partner
*5 minutes
B. Step 2 on handout 3A – Prepare for Interview
1. Be sure to consider the parts of interviews
2. Prepare your document to present an actual
interview this Thursday. You must have at least
5 questions and 5 answers. Be sure to include
most significant idea this person added to the
concept of democracy.
*1 person asks question, 1 person answers
C. Step 3 – Include picture of the person
September 17
Objective: Each student will originate ideas on producing a project or achieving
a goal through “20% Time.”
-Video: CNN Student News – Constitution Day
-Chapter 2 Section 1-3 Quiz
*Review and Take on Angel
-”20% Time” Pitch – next slide
1) Discuss: a. Requirements
b. Rubric
c. how the event will be conducted
d. timeframe – Wednesday, October 2 from 1:15-3:00
*Work time – Wed. Sept. 18, Wed. Sept. 25
*MUST BE COMPLETE BY TUESDAY, OCTOBER 1 BY CLASS.
-Homework: 1) Blog #2 – See Google Document – END OF CLASS
“The Pitch”
When: Wednesday, October 2 @ 1:15-3:00
What: 1) A graded assignment
2) Poster (of differing sorts)
a. Could include digital component with
slideshow on computer, etc.
b. IMPLEMENTATION PLAN
1. steps and goal dates
2. other important info
3) Dress – FORMAL
*Boys = tie *Girls = professional attire
4) Rubric
September 18
Objective: SS 12.1.2 - Each student will engage in appropriate
civic activities to address local, state, national, or international
issues and policies.
-”20% Time” Pitch
1) Develop and Create Implementation Plan to share at
“Pitch” Day on Wed., October 2.
2) Discussion Board
a. Assign each person/group to another person/group to
ask questions.
b. Post your implementation plan - TOMORROW
c. RESPONSE QUESTIONS/CRITIQUES – FRIDAY
*A good thing to look at in continuing project
-Homework: 1) Discussion Board - TOMORROW
September 19
-Objective: Each student will conduct an interview about
a key historical figures involved in developing democracy.
-Interviewing Historical Figures – U.S. Capitol National Statuary Hall
1) Give students a few minutes to get organized
2) Pass out HANDOUTS for students to fill out during interviews
3) Conduct INTERVIEWS
*NO NOTEBOOKS
-Homework: 1) QUIZ on HISTORICAL FIGURES - TUESDAY
September 20
-Objective: Each student will understand the expectations and
requirements of the notebook and current events assignment.
-Understanding Media Bias – Political Ideology
1) Review homework: “Article Bias” – political ideology
2) Pass out & Analyze Rubric – Understanding Media Bias
3) Group students – Groups of 2
4) Homework–Create a Presentation
a. Will present beginning Friday, September 27.
b. Comments will be made on presentation days.
-Homework: 1) Ch. 2 Notebook - Tuesday
September 23
-Objective: Each student will show what they know about
key historical figures and American democracy.
-Quiz – Angel – Historical Figures
-Discussion Board – American Exceptionalism - Angel
1) Post your information. Week #4.
-Homework: 1) Discussion Board Post – TOMORROW
2) 20% TIME - TOMORROW
September 24
Objective: SS 12.1.2 - Each student will engage in
appropriate civic activities to address local, state,
national, or international issues and policies.
-”20% Time” Pitch
1) Develop and Create Implementation Plan to share
@ “Pitch” Day on Wed., October 2.
2) Must have pictures, plan, presentation board, and
anything you plan to post for “Pitch” by TOMORROW.
*Consider going to computer lab or library to be
close to printer.
-Homework: 1) Discussion Board RESPONSES - TOMORROW
September 25
Objective: SS 12.1.2 - Each student will engage in
appropriate civic activities to address local, state,
national, or international issues and policies.
-”20% Time” Pitch
1) Develop and Create Implementation Plan to
share at “Pitch” Day on Wed., October 2.
2) Must have presentation ready by END OF CLASS
TODAY!!!
3) Blog #3 – See Google Document
-Homework: 1) Blog #3 – Complete by TOMORROW
September 26
Objective: Each student will analyze how historical events and people
helped shaped the government in the United States today.
-Go over Historical Interviews Quiz
-Lecture & Notes – Ch. 2 Section 4-5
1) Lecture & Notes
2) Work on Notebook Assignment – Google Docs
-Notebook Chapter 2 Section 4-5 - TUESDAY
-Homework: 1) Notebooks – by TUESDAY
2) Quiz - Tuesday
September 27
-Objective: Each student will understand the
expectations and requirements of the notebook and
current events assignment.
-Understanding Media Bias – Political Ideology
1) Randomly select groups to present
2) Presentations & Critiques
-Homework: 1) Ch. 2 S. 4-5 Notebook - Tuesday
September 30
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-John Baylor – Lesson #5 (1st Math or Science
Lesson)
*All students should have workbooks
-Homework: 1) Discussion Board #6 DUE
2) Quiz – Chap. 2 Sect. 4-5 TOMORROW
October 1
Objective: Each student will originate ideas on producing a project or
achieving a goal through “20% Time.”
-Chapter 2 Section 4-5 Quiz
*Review and Take on Angel
-”20% Time” Pitch – next slide
1) Finishing Touches on “Pitch”
*Set the order of presentations – Random drawing
2) Practice your presentations in class.
*Be sure to include your implementation plan
*Be able to answer any questions audience has tomorrow
3) Blog #4 – See Google Document
-Homework: 1) Blog #4 – See Google Document – END OF CLASS
October 2
Objective: Each student will originate ideas on
producing a project or achieving a goal through “20%
Time.”
-”Pitch Day”
1) Set up presentations in gymnasium
2) Be ready to present beginning at 1:15.
-Homework: 1) NONE
October 3
Objective: Each student will apply their knowledge of government to
possible scenarios.
-Discuss “20% Time” Pitch Day
-Review for Chapter 22 & Chapter 2 Test
*Clicker Quiz – Informative Review
-Discussion Board #5 – What is Obamacare?
-Homework: 1) Test TUESDAY
2) Discussion Board - TOMORROW
October 4
-Objective: Each student will understand the
expectations and requirements of the notebook and
current events assignment.
-Understanding Media Bias – Political Ideology
1) Randomly select groups to present
2) Presentations & Critiques
-Discuss 20% Time Grades, Etc.
-Homework: 1) Ch. 2 S. 4-5 Notebook - Tuesday
October 7
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-John Baylor – Lesson #6
*All students should have workbooks
-Homework: 1) Test – Ch. 22 & Ch. 2 – TOMORROW
*Study – NO Notes
October 8
Objective: Each student will evaluate what they know about the origins
of the American government.
-Review for Chapter 22 & Chapter 2 Test
-Ch. 22 & Ch. 2 Test – on Angel
-Discussion Board #5 –
-Homework: 1) Discussion Board - TOMORROW
October 9
Objective: Each student will originate ideas on producing a
project or achieving a goal through “20% Time.”
-20% Time
1) Final Part
2) Steps-on Google Docs
*Students must fill out calendar for every Wednesday
from now until end of semester on what they are going
to do during class to complete project.
3) Blog – Get everyone following each other
*This week – What are you learning this year as a senior
and through this project?
-Homework: 1) Discussion Board RESPONSES - TOMORROW
October 10
Objective: Each student will analyze how historical events and people
helped shaped the government in the United States today.
-Lecture & Notes –
1) Lecture & Notes
2) Work on Notebook Assignment – Google Docs
-Notebook Chapter 2 Section 4-5 - TUESDAY
-Homework: 1) Notebooks – by TUESDAY
2) Quiz - Tuesday
October 11
-Objective: Each student will understand the
expectations and requirements of the notebook and
current events assignment.
-Understanding Media Bias – Political Ideology
1) Randomly select groups to present
2) Presentations & Critiques
-Work on Notebooks – due Tuesday
-Homework: 1) Notebook – due TUESDAY
“A Republic, If You Can Keep It”
1. What is the article about?
2. Why were the Founding Fathers reaction to the
Constitution “considerably less enthusiastic”
3. What are some of the key points that defend the
main idea of the article?
4. Looking at the bar graphs on the back of the
document, discuss:
a. What do the results tell you?
b. Why do you think people feel this way about power
and wealth?
The Federalist Papers No. 51
1. What point do you think James Madison was
trying to make in this paper?
2. What does Madison say government is? (Quoted
in No. 51) What do you think this means?
3. What does Madison say the difficulty is in framing
a government? What does this mean?
4. In your own words, write what this statement
means: “If men were angels, no government
would be necessary.”
October 14
-Objective: Each student will examine an outline of
the Constitution and draw inferences about the
intentions of the framers in creating our
government.
-Law Student Activity & Constitution – next slide
-Law School Questioning Format – skip a slide
-Homework: 1) Chapter 3 Quiz – TOMORROW
Law School Students
1) You are law students progressing through 3 years
of law school. To be accepted, you must pass the
LSAT (Law School Admissions Test). Part of the
LSAT requires each of you to demonstrate logical
and analytical reasoning. Your first task is to piece
together an incomplete outline of the
Constitution in a TIMED exam.
2) Complete the back portion of your notebook
handout w/o any notes. (Use #2 pencil)
3) Discuss
Law School Students
1) Read p. 50-51 “What is the outline of the Constitution?”
2) Discuss this question: “How and why did the framers distribute
power in the Constitution?”
3) As law students, you will be addressed as “Ms.” and “Mr.”
along with your last name. If you are unsure of an answer, you
may reply “May I have cocounsel?” and then call on another
student for assistance
4) Read the Supreme Court brief on “Goss v. Lopez, 1975” Be
prepared to answer these questions:
a. Why did Dwight Lopez file a lawsuit against his school
district?
b. Is the issue Lopez presented a constitutional issue? In other
words is it a case in which the Constitution will be consulted in
order to make a decision?
c. If you were the lawyer assigned to represent Lopez in this
case, on what grounds might you argue that his constitutional
rights were violated?
October 17
-Objective: Each student will analyze the issues that
aroused vigorous debate over the ratification of the
Constitution
-Review for Chapter 2 Quiz
-Chapter 2 Quiz - Angel
-Homework: 1) Discussion Board #7 - THURSDAY
October 18
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-John Baylor – Lesson #10
*All students should have workbooks
-Homework: 1) Discussion Board #7 DUE (Responses
2) Notebook #9 - TUESDAY
October 19 – Current Events Day
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-Presentations & Questioning
-Finish Law School Questioning Activity – if
necessary
-Work on Notebook #9
-Homework: 1) Notebook #9 – due TUESDAY
October 22
-Objective: Each student will delve into the Constitution
during three engaging challenges that require them to
examine specific provisions of the document as well as its
overarching principles.
-Discuss Notebook #9
-Finish Law School Questioning Format – previous slide
-Law School – Challenge #1 – next slide (p. C2-C14)
-Homework: 1) NONE
Challenge #1
1) You have been accepted to law school. To survive the
next 3 years, you will need extensive knowledge of
the Constitution and its principles. Each part of this
activity will further familiarize you with the
provisions of the Constitution, as well as how it
embodies some basic governing principles and acts
as the foundation for our government. You must
repeat this oath:
I do hereby promise to abide by the code set forth by
this law school. I will not lie, cheat, or steal, as it is
my aspiration to enter the honored profession of law
practice. Toward this end, I will uphold the principles
of the Constitution in each and all of my actions.
Challenge #1 (continued)
2) You are all 1L (first-year law) students. You will
become acquainted with the rules and operations
of the U.S. government as enumerated in the
Constitution. You will be grouped in pairs of 2.
3) Each group will receive two Constitutional Law 1
Cards and each student a copy of the
Constitutional Law Matrix.
4) Each of you will find the answer to each question
directly in the Constitution. Record your answers
in the Constitutional Matrix handout. When
completed with your cards pass them to the next
group.
October 23
-Objective: Each student will delve into the Constitution during
three engaging challenges that require them to examine
specific provisions of the document as well as its overarching
principles.
-School House Rock – “Constitution”
-Discuss Discussion Board – Week #10
*Discussion Board #10 – Analyzing Document about the
Constitution Handout – Goss v. Lopez 1975
-Finish Law School – Challenge #1 – next slide
*Discuss
-Homework: 1) Constitutional Scenario Quiz - Informal
October 24
-Objective: Each student will delve into the Constitution during three engaging
challenges that require them to examine specific provisions of the document as well as
its overarching principles.
-Review Constitutional Matrix
A. Finish Review of Constitutional Matrix!
B. Questions
1. What do you notice about how the Constitution deals with power?
2. Based on your examination of the Constitution so far, what are
some ways that the framers distributed power in the Constitution?
3. Why do you think they distributed power as they did?
-Clicker Quiz - Constitutional Scenarios Quiz - Informal
*Based on question Cards from project (Put 7 articles on board as answer choices
-Pass out Notebook #10
*Will have time on Monday to complete
-Homework: 1) Discussion Board #10 – TOMORROW
2) Constitutional Scenarios Quiz - MONDAY
October 25
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-John Baylor – Lesson #12
*All students should have workbooks
-Homework: 1) NONE
October 29
-Objective: Each student will delve into the Constitution during
three engaging challenges that require them to examine specific
provisions of the document as well as its overarching principles.
-Constitutional Scenario Quiz – on Angel
*Use the Constitution to answer questions
-Notebook #10 – DUE TOMORROW
-Discussion Board #11 – Is the Constitution a Relevant document?
-Homework: 1) Notebook #10 - TOMORROW
2) Discussion Board #11 - THURSDAY
October 30
-Objective: Each student will watch the final
presidential debate from last week in determining
their choice for president of the United States.
-Collect Notebook #10
-Work on Discussion Board #11
1) Read the Document “Republics of Conscience”
2) Work on Discussion Board #11
-Homework: 1) Discussion Board #11 - THURSDAY
October 31
-Objective: Each student will delve into the Constitution
during three engaging challenges that require them to
examine specific provisions of the document as well as
its overarching principles.
-Review Constitutional Law Matrix – Overhead
*Discuss
-Redo Constitutional Scenario Quiz – on Angel
-Homework: 1) Discussion Board #11 – Analyzing
Document about the Constitution Handout
November 1
-Objective: Each student will delve into the Constitution during three engaging
challenges that require them to examine specific provisions of the document
as well as its overarching principles.
-Redo Constitutional Scenario Quiz – on Angel
-Matching Activity - 6 Governing Principles of the Constitution
*Use your notebook to match the pictures with their appropriate
definition
*Discuss
-Challenge #2 – Constitutional Law 2 – next slide
-Challenge #2 – Constitutional Law 2 – skip a slide
*Complete 1st Card TOGETHER
*Students will come to front to find cards.
-Homework: 1) Discussion Board RESPONSES - TOMORROW
Challenge #2
You have successfully completed 1L. Now as 2L
students, you will be expected to understand the
larger principles embodied by the Constitution. In
this next challenge, you will be asked to look up
certain provisions and decide which of the six
guiding principles is being exemplified.
Challenge #2 (continued)
2) You will again be placed in groups of 2 or 3.
3) Each group will receive one Constitutional Law 2
Cards and each student a copy of the
Constitutional Law 2 Matrix.
4) Your group must find the article, section, and
clause listed on the card and read that provision
of the Constitution. On your Law 2 Matrix, you
will record as many principles as you believe are
exemplified within that provision and a short
explanation of why those principles apply. We will
do the first one in class.
November 2 – Current Events Day
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-Presentations & Questioning
-Student Presenters – self evaluations
-Mock Vote - Online
*Also look at Amendments on ballot for Burt County
-Homework: 1) Notebook #11 – due TUESDAY
2) Clicker Quiz – Challenge #2 - TUESDAY
November 5
-Objective: Each student will analyze the key candidates and amendments to be
voted on in the election of 2012.
-Look at candidate profiles & take vote
1) Senate race
2) House race – District 1
3) President
-Video:
http://www.youtube.com/watch?v=S7tAnU62V7Q&feature=BFa&list=PLqVIT0KNBSkhpXV3K6OhO0ri7tZn0ji8l&index=15
-Sample Ballots
1) Go over amendments
2) Have students fill out a sample ballot
-Create a ballot box –
*Whole school (Grades 7-12) votes tomorrow for President
-Homework: 1) Quiz – Challenge #2 – WEDNESDAY
November 6
-Objective: Each student will analyze the key candidates and amendments to
be voted on in the election of 2012.
-Presidential Party 2012
-Live chat (Each question should be 1 post)
1) What does this election mean for your future?
2) What things do you worry about for your future?
3) Predict who is going to win the:
a. House race in ALL 3 districts
b. Senate race in Nebraska
c. Presidential race
-Watch election day coverage – News
*Students who are eligible to vote may go to city auditorium.
-Homework: 1) Quiz – Challenge #2 – WEDNESDAY
November 7
-Objective: Each student will analyze the key candidates
and amendments to be voted on in the election of 2012.
-Discuss Election 2012 – local and national
-Watch Acceptance & Concession Speech
1) Presidential Acceptance Speech
2) Concession Speech
-Discussion Board – Week #12 – Election Thoughts
-Homework: 1) Quiz – Challenge #2 – THURSDAY
Challenge #2 (continued)
2) You will again be placed in groups of 2 or 3.
3) Each group will receive one Constitutional Law 2
Cards and each student a copy of the
Constitutional Law 2 Matrix.
4) Your group must find the article, section, and
clause listed on the card and read that provision
of the Constitution. On your Law 2 Matrix, you
will record as many principles as you believe are
exemplified within that provision and a short
explanation of why those principles apply. We will
do the first one in class.
November 8
-Objective: Each student will delve into the Constitution
during three engaging challenges that require them to
examine specific provisions of the document as well as
its overarching principles.
-Finish Challenge #2 – Constitutional Law 2 – previous
slides
*Discuss
*Clicker Quiz – MONDAY
-Homework: 1) Quiz – Challenge #2 – MONDAY
2) Discussion Board #11 – TOMORROW
3) Notebook #11 - TUESDAY
November 9 – Current Events Day
-Objective: Each student will understand the events taking
place at the national level of the United States government
-Presentations & Questioning
-Student Presenters – self evaluations
-Finish Challenge #2 – Constitutional Law #2 – previous slides
*Go over answers – Overhead transparency
-Homework: 1) Notebook #11 – due TUESDAY
2) Constitutional Law #2 Quiz - MONDAY
November 12
-Objective: Each student will delve into the Constitution
during three engaging challenges that require them to
examine specific provisions of the document as well as
its overarching principles.
-Notebook #11 – “Preview” section – Discuss &
Complete
-Clicker Quiz #2 – Challenge #2 – Constitutional Law 2
*Only use Constitution in textbook
-Homework: 1) Discussion Board #12 - Friday
November 13
-Objective: Each student will delve into the Constitution
during three engaging challenges that require them to
examine specific provisions of the document as well as
its overarching principles.
-Clicker Quiz #2 – Challenge #2 – Constitutional Law 2
*Only use Constitution in textbook
-Challenge #3 – Constitutional Law 3
1) Read Handout 4.5 & discuss
2) Go to Challenge #3 – next slide
-Homework: 1) Discussion Board #12 - Friday
Challenge #3
You have successfully completed 2L. Now as 3L
students, you must be able to pass a final exam
before you can practice law. To prepare for this
exam, you will undergo one final challenge. The
challenge will focus on constitutional law and will
require you to synthesize all you have learned
about the Constitution by analyzing 3 Supreme
Court Cases that involve interpretation of the
document.
Challenge #3 (continued)
2) You will again be placed in groups of 2 or 3.
3) Each group will receive Three Constitutional Cases
Handouts
4) Follow along on Handout as it is read outloud–Track 1
5) Your group will complete the tasks shown on the
transparency. When finished, share what sections of
the Constitution might provide 1) answers to the
questions posed on the transparency 2) your
predictions of what the Supreme Court may decide 3)
what in Constitution led you to that prediction
6) Listen to audio of case #1 – “Do you agree with the
decision?”
7) Repeat steps with Case #2 and Case #3
November 14
-Objective: Each student will delve into the
Constitution during three engaging challenges that
require them to examine specific provisions of the
document as well as its overarching principles.
-Work on Notebook #11
-Work on Discussion Board – Week #12
-Homework: 1) Discussion Board #12 – THURSDAY
2) Notebook #11 – due TUESDAY
November 15
-Objective: Each student will delve into the Constitution
during three engaging challenges that require them to
examine specific provisions of the document as well as
its overarching principles.
-Discuss Notebook #11
-Finish Challenge #3 – Constitutional Law 3
1) Read Handout 4.5 & discuss
2) Go to Challenge #3 – previous slides
-Homework: 1) Discussion Board #12 – THURSDAY
2) Notebook #11 – due TUESDAY
November 16 – Current Events Day
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-Presentations & Questioning
-Student Presenters – self evaluations
-Finish Constitutional Law Challenge #3
-Homework: 1) Notebook #11 – due TUESDAY
November 20
-Objective: Each student analyze the Constitution by
means of its provisions and intended meaning.
-”We the People…The U.S. Constitution and You” –
DVD
-Live Chat – Choose a current event topic to discuss
& debate
-Homework: 1) Discussion Board #14 – Friday
November 21
-Objective: Each student analyze the Constitution by
means of its provisions and intended meaning.
-Review “Bill of Rights” Handout
-Quiz – “Bill of Rights”
-CNN Student News – if time
-Homework: 1) HAVE A HAPPY THANKSGIVING!!!
November 26
-Objective: Each student will determine how rights are defined
and protected under the Constitution.
-Finish “Understanding the Bill of Rights”
1) Angel Quiz
-Supreme Court Case Groupwork – directions next slides
1) Divide groups – 8 members per group
2) Pass out Supreme Court Cases: Case Briefs
3) Divide each group into two legal teams – Petitioners and
Respondents
-Homework: 1) NONE
Supreme Court Case Groupwork
-Now that you have passed law school, you must
show your ability to work in the real world. You will be
working as legal teams to simulate the proceedings of
four actual Supreme Court cases dealing with a
conflict of rights.
1) Each group will be broken into 2 sides: Petitioner
and Respondent.
-The Petitioner in a case is the party who is initiating the
lawsuit or bringing action before the Court.
-The Respondent is the party against which an action is
brought. These are listed 2nd in the cases.
Supreme Court Case Groupwork
2) Each group will be broken into 2 sides: Petitioner
and Respondent.
-The Petitioner in a case is the party who is initiating the
lawsuit or bringing action before the Court.
-The Respondent is the party against which an action is
brought. These are listed 2nd in the cases.
3) Supreme Court Hearing Procedures & Preparing
Your Case – Handout
A.
B.
C.
D.
Pass out and Discuss
Assign Roles
Work on Case as Teams
Finish your part – by THURSDAY
November 27
-Objective: Each student will determine how rights are defined
and protected under the Constitution.
-Supreme Court Case Groupwork – directions previous slides
1) Divide groups – 8 members per group
2) Pass out Supreme Court Cases: Case Briefs
3) Divide each group into two legal teams – Petitioners and
Respondents
-Goals for Today – next slide
-Homework: 1) NO Notebook
2) Discussion Board #16 – Due Tuesday
Goals for Today
1. Step 2 on Handout. – 10 minutes
a. Read through entire case as a legal team
b. Discuss questions with team
2. Step 3 on Handout – 8 minutes
a. Prepare your opening statement (1 minute) – Must be
written
b. Use Handout to help guide you.
3. Step 4 on Handout – 15 minutes
a. Prepare strong legal argument for case (3 minutes in
length) – Must be written
b. Use Handout to help guide you.
4. Step 5 on Handout –
a. Prepare your closing statement (1 minute) – Must be
written
b. Use Handout to help guide you.
November 28
-Objective: Each student will determine how rights
are defined and protected under the Constitution.
-Discussion Board #14 – Find a Gale article on Bill of
Rights and answer the questions.
-Homework: 1) NONE
November 29
-Objective: Each student will determine how rights are defined and
protected under the Constitution.
-Students should get in groups and finish their Supreme Court case
-Preparing Questions
*Give your copy of the Case Handout to an audience member –
Supreme Court Justices
*Each person on Supreme Court should write 1 question for
petitioners & 1 question for respondents based on info.
-Begin Presentations
-Homework: 1) NO Notebook
2) Discussion Board #13 – Due TOMORROW
November 30 – Current Events Day
-Objective: Each student will understand the events taking
place at the national level of the United States government
-Presentations & Questioning
-Student Presenters – self evaluations
-Finish Steps 4-6 on Handout –
*Rehearse your arguments – 15 minutes
*These should be ready to begin presentations on Tuesday.
-Homework: 1) NONE
December 3
-Objective: Each student will determine how rights are defined and protected under the
Constitution.
-Supreme Court Case Groupwork – Acting as Supreme Court Justices
1) Prepare for the hearings as follows
a. Read the background and appropriate precedents for the case.
b. Note the important facts of the case
c. Prepare one thoughtful question for the Petitioners and one for
the Respondents.
-Supreme Court Case Groupwork – REHEARSE & PRESENT 1st Case
1) Set up Classroom for Presentation of Case
2) Justices will rule on case; Media will be taking detailed note
*Justices and Media = T-Chart with “Petitioners” & “Respondents” on notebook paper
-Discussion Board #18 – due FRIDAY
-Homework: 1) NO Notebook
2) Discussion Board #18 – Due Friday
December 4
-Objective: Each student will determine how rights are defined and protected under the
Constitution.
-Supreme Court Case Groupwork – Acting as Supreme Court Justices
1) Assign nine justices to act for each of three cases
2) Each justice will get copy of assigned case
3) Prepare for the hearings as follows
a. Read the background and appropriate precedents for the case.
b. Note the important facts of the case
c. Prepare one thoughtful question for the Petitioners and one for
the Respondents.
-Supreme Court Case Groupwork – REHEARSE & PRESENT Last Cases
1) Set up Classroom for Presentation of Case
2) Justices will rule on case
-Review for Test
-Homework: 1) NO Notebook
2) Discussion Board #14 – due THURSDAY
December 4
-Objective: Each student will determine how rights are defined and protected under the
Constitution.
-Supreme Court Case Groupwork – Acting as Supreme Court Justices
1) Assign nine justices to act for each of three cases
2) Each justice will get copy of assigned case
3) Prepare for the hearings as follows
a. Read the background and appropriate precedents for the case.
b. Note the important facts of the case
c. Prepare one thoughtful question for the Petitioners and one for
the Respondents.
-Supreme Court Case Groupwork – REHEARSE & PRESENT Last Cases
1) Set up Classroom for Presentation of Case
2) Justices will rule on case
-Review for Test
-Homework: 1) NO Notebook
2) Discussion Board #14 – due THURSDAY
December 6
-Objective: Each student will determine how rights are
defined and protected under the Constitution.
-Review for Ch. 19 Test
-Ch. 19 Test – Bill of Rights & Civil Liberties - Angel
*Look up answers and cases online
-Pass out Notebook #16 - TUESDAY
-Homework: 1) Discussion Board #14 – TOMORROW
2) Notebook #16 - TUESDAY
December 7 – Current Events Day
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-Presentations & Questioning
-Student Presenters – self evaluations
-Work on Discussion Board #14 and/or Notebook
-Homework: 1) Notebook #14 - TUESDAY
December 10
-Objective: Each student will analyze the purpose and function of the U.S. federal system of
government, identifying the roles and responsibilities of national, state, and local governments.
-Discuss Notebooks & Turn in
-Project: Issues challenging national & state powers
1) Groups of 2
2) Hypothesizing the main issue: United States v. Lopez (Transparency 6A)
*Answer these questions
1. What interesting details do you see?
2. What federalism issue do you think this photo represents?
3. Do you think the national government or the state governments should
have the power to control guns near schools?
3) Handout: Federalism & Gun Control Laws (Transparency 6D)
*Discuss questions as group. Group must come to a COMPLETE consensus on #3.
-Must use an excerpt from Constitution to support answer.
4) Student Discussion of Case
-Discussion Board #15 Handout – “Federalism”
-Homework: 1) Discussion Board #15 – Federalism
December 11
-Objective: Each student will analyze the purpose and function of the U.S. federal system of
government, identifying the roles and responsibilities of national, state, and local governments.
-Discuss Notebooks & Turn in
-Project: Issues challenging national & state powers
1) Groups of 3
2) Hypothesizing the main issue: United States v. Lopez (Transparency 6A)
*Answer these questions
1. What interesting details do you see?
2. What federalism issue do you think this photo represents?
3. Do you think the national government or the state governments should
have the power to control guns near schools?
3) Handout: Federalism & Gun Control Laws (Transparency 6D)
*Discuss questions as group. Group must come to a COMPLETE consensus on #3.
-Must use an excerpt from Constitution to support answer.
4) Student Discussion of Case
-Discussion Board #15 Handout – “Federalism”
-Homework: 1) Discussion Board #15 – Federalism
December 12
-Objective: Each student will analyze the purpose and function of the U.S. federal
system of government, identifying the roles and responsibilities of national, state, and
local governments.
-Project: Issues challenging national & state powers
1) Groups of 3
2) Hypothesizing the main issue: United States v. Lopez (Transparency 6A)
*Answer these questions
1. What interesting details do you see?
2. What federalism issue do you think this photo represents?
3. Do you think the national government or the state governments
should
have the power to control guns near schools?
3) Handout: Federalism & Gun Control Laws (Transparency 6D)
*Discuss questions as group. Group must come to a COMPLETE consensus on
#3.
-Must use an excerpt from Constitution to support answer.
4) Student Discussion of Case
-Discussion Board #15 Handout – “Federalism”
December 13
-Objective: Each student will analyze the purpose and function
of the U.S. federal system of government, identifying the roles
and responsibilities of national, state, and local governments.
-Health Insurance Crisis
1) Grasping the importance of health care – Mrs. Hegge
-Local Government System – Handout 6.5 – next slide
1) Read the document & Complete the chart in your
notebook
2) Discuss the information
-Work on Notebook #17 – DUE TUESDAY
-Homework: 1) Notebook #17 – TUESDAY
December 14 – Current Events Day
-Objective: Each student will understand the events
taking place at the national level of the United States
government
-Presentations & Questioning
-Student Presenters – self evaluations
-Work on Discussion Board #15 and/or Notebook
-Homework: 1) Notebook #17 - TUESDAY
December 17 – Current Events Day
-Objective: Each student will understand the events taking place at
the national level of the United States government
-Presentations & Questioning
-Student Presenters – self evaluations
-Local Government System – Handout 6.5 – next slide
1) Read the document & Complete the chart in your notebook
2) Discuss the information
-Review for Quiz – Federalism Chapter 4
-Homework: 1) Notebook #17 – TUESDAY
2) Quiz - TOMORROW
December 18
-Objective: Each student will learn how citizens can influence all
levels of government.
-Citizenship Test
*Discuss
-Discuss & Complete Last portion of Notebook
-Local Government System – Handout 6.5 – next slide
1) Read the document & Complete the chart in your
notebook
2) Discuss the information
December 18
-Objective: Each student will analyze the purpose and function of the U.S. federal
system of government, identifying the roles and responsibilities of national, state, and
local governments.
-Discuss Political Beliefs
-Local Government System – Handout 6.5 – next slide
1) Read the document & Complete the chart in your notebook
2) Discuss the information
-Quiz – Federalism Chapter 4
*Collect Notebook – following quiz
-Video: Fight: http://www.youtube.com/watch?v=OgbvdFW5qoQ
Player Interview: http://www.youtube.com/watch?v=5gpS7PSYWcM
Interview: http://www.youtube.com/watch?v=1Et4PFYtO-8
-Is this a federal or state issue or neither?
-Homework: 1) NONE
Local Government Systems
Local Government
System
Counties, parishes,
and boroughs
Mayor-council system
Commission system
Council-manager
system
Special-purpose
districts
How Is It Organized?
What is Its Purpose?
December 19
-Objective: Each student will learn how citizens can influence all
levels of government.
-Discuss Notebook Preview #1 – significance of citizens
-Have students complete political views online quiz
http://politicalquiz.net/
*Discuss
-Civic Participation – Societal Problems Activity – next slides
-Notebook #20 – DUE TOMORROW
-Homework: 1) Notebook #20-FRIDAY
Civic Participation
1) Pass out Handout: Forms of Civic Participation
*Circle words or phrases that best describe each form of civic participation
2) Transparency: A School for Iqbal
a. Explain story of Iqbal.
b. What actions might Iqbal and others have taken to address the
problem of bonded labor?
c. What might the results of their actions have been?
3) Handout & CD Track 8 “A School for Iqbal
-Underline any forms of civic participation from 1st handout being used in
this case study.
4) Discuss
a. Share forms of civic participation identified
b. Questions
1. Did the actions these people took make a difference? (Look beyond
the immediate beneficiaries of the actions)
2. Do you think you could carry out actions like these for a cause you
believe in? Why or why not?
December 19
-Objective: Each student will learn how citizens can
influence all levels of government.
-Discuss & Collect Notebooks
*Discuss political ideology
*Discuss 5 stages of expanding suffrage
-Civic Participation – Societal Problems Activity – next
slides
-Homework: 1) NONE
Civic Participation
1) Pass out Handout: Forms of Civic Participation
*Circle words or phrases that best describe each form of civic participation
2) Transparency: A School for Iqbal
a. Explain story of Iqbal.
b. What actions might Iqbal and others have taken to address the
problem of bonded labor?
c. What might the results of their actions have been?
3) Handout & CD Track 8 “A School for Iqbal
-Underline any forms of civic participation from 1st handout being used in
this case study.
4) Discuss
a. Share forms of civic participation identified
b. Questions
1. Did the actions these people took make a difference? (Look beyond
the immediate beneficiaries of the actions)
2. Do you think you could carry out actions like these for a cause you
believe in? Why or why not?
December 20
-Objective: Each student will learn how citizens can
influence all levels of government.
-Finish Civic Participation – Societal Problems Activity
– next slides
-Processing and Application
-Homework: 1) NONE
Landmark English People and
Documents
For this research, you will be assigned a topic and/or
person that was highly influential in helping the U.S.
form a system of government. You will create a power
point presentation that will include pictures, essential
information that explains your topic and/or people, and
the significance. Here are the categories:
1)The Magna Carta and King John
2)The Petition of Right and Charles I
3)English Bill of Rights and William and Mary of Orange
4)John Locke and writings and ideas
5)Thomas Hobbes and writings and ideas
6)James Harrington and writings and ideas
7)Jean Jacques Rousseau and writings and ideas
Rubric
_____/5 Presentation is neat, well-organized, complete,
words spelled correctly
_____/5 22 font minimum, neat backgrounds, 5 slide limit
_____/6 At least 3 pictures present
_____/10 Biography of people and/or documents and/or
writings is complete and accurate.
_____/10 Significance of documents and/or people is easily
identified with accurate references and examples to
the Constitution and Declaration of Independence.
_____/5 Presentation to class shows grasp of information –
not just reading the info
_____/2 Power point was in drop box on time and ready to go
_____/2 Student was on task and working at all times.
_____/45 TOTAL
Rubric
_____/5 Presentation is neat, well-organized, complete,
words spelled correctly
_____/5 22 font minimum, neat backgrounds, 5 slide limit
_____/6 At least 3 pictures present
_____/10 Biography of people and/or documents and/or
writings is complete and accurate.
_____/10 Significance of documents and/or people is easily
identified with accurate references and examples to
the Constitution and Declaration of Independence.
_____/5 Presentation to class shows grasp of information –
not just reading the info
_____/2 Power point was in drop box on time and ready to go
_____/2 Student was on task and working at all times.
_____/45 TOTAL
Word Identification – graphic organizer
What
Who
Where
When?
Word
Summary Sentence
Why
September 14, 2010
-Objective: To understand how certain English landmark documents and
people led to our beginnings in American Government
-Bellwork: Identification Vocabulary Terms #4-6
-Finish any power points of Landmark Documents and People.
*Everyone else is filling out Cluster Web notes detailing
1) Most significant contribution or main idea
2) Influence on American gov’t
3) Key thing to remember
-Notes – On slides #3-5
-Identification Vocabulary Terms #7-9 - Completed
-Homework: 1) Identification Vocabulary Terms #7-9 - Completed
Identification Vocabulary Terms
1) Ordered government
2) Limited government
3) Representative government
4) Magna Carta
5) Petition of Right
6) English Bill of Rights
7) Royal Colonies
8) Proprietary Colonies
9) Charter Colonies
I.
Notes
Government in the Colonies
A. Royal Colonies – subject to direct control of the British
Crown
1. 13 colonies along with their gov. were established
separately over 125 years.
2. Eight Royal Colonies by 1775 – New Hamp., Mass., NY, NJ,
VA, NC, SC, and Georgia.
3. Pattern of Gov’t
a. British king named a governor to serve as colony’s
chief executive – he also appointed judges
b. council named by the king served as an advisory body
to royal governor
1. This would later become upper house of legislature
and highest court in colony.
2. The lower house = elected by property owners
who were qualified to vote.
c. laws that were passed had to be approved by governor
Notes
B. Proprietary Colonies
1. Three proprietary colonies – Maryland,
Pennsylvania, and Delaware
a. Proprietor was a person to whom the king
had made a grant of land, and the land could
be used as much as the proprietor chose.
b. Maryland to Lord Baltimore in 1632
c. Pennsylvania & Delaware to William Penn in
1681 and 1682
2. Government – governor chosen by proprietor
a. Maryland & Delaware – legis. were bicameral
b. Pennsylvania – legislatures were unicameral
Notes
C. Charter Colonies
1. Two charter colonies – Connecticut and Rhode Island
2. Government
a. Granted to colonists in 1662 & 1663
b. Self-governing
c. System of Government
1. governors elected by white, male property
owners.
2. laws made by bicameral legis. were not subject
to the Crown’s approval although Crown could
step in when it needed.
*Question-Would Revolution happened if all colonies were
allowed this freedom by Britain?
September 15, 2010
-Objective: To understand how the British and colonists
relationship in the 1700s fell apart.
-Bellwork: Relationship between British and the colonies
from 1700 to around 1760s – slide #2
-Finish notes - slides #3-5
-Identification Vocabulary Terms #7-9 - Completed
-Homework: 1) Identification Vocabulary Terms #7-9 Completed
Identification Vocabulary Terms
1) Ordered government
2) Limited government
3) Representative government
4) Magna Carta
5) Petition of Right
6) English Bill of Rights
7) Royal Colonies
8) Proprietary Colonies
9) Charter Colonies
I.
Notes
Government in the Colonies
A. Royal Colonies – subject to direct control of the British
Crown
1. 13 colonies along with their gov. were established
separately over 125 years.
2. Eight Royal Colonies by 1775 – New Hamp., Mass., NY, NJ,
VA, NC, SC, and Georgia.
3. Pattern of Gov’t
a. British king named a governor to serve as colony’s
chief executive – he also appointed judges
b. council named by the king served as an advisory body
to royal governor
1. This would later become upper house of legislature
and highest court in colony.
2. The lower house = elected by property owners
who were qualified to vote.
c. laws that were passed had to be approved by governor
Notes
B. Proprietary Colonies
1. Three proprietary colonies – Maryland,
Pennsylvania, and Delaware
a. Proprietor was a person to whom the king
had made a grant of land, and the land could
be used as much as the proprietor chose.
b. Maryland to Lord Baltimore in 1632
c. Pennsylvania & Delaware to William Penn in
1681 and 1682
2. Government – governor chosen by proprietor
a. Maryland & Delaware – legis. were bicameral
b. Pennsylvania – legislatures were unicameral
Notes
C. Charter Colonies
1. Two charter colonies – Connecticut and Rhode Island
2. Government
a. Granted to colonists in 1662 & 1663
b. Self-governing
c. System of Government
1. governors elected by white, male property
owners.
2. laws made by bicameral legis. were not subject
to the Crown’s approval although Crown could
step in when it needed.
*Question-Would Revolution happened if all colonies were
allowed this freedom by Britain?
September 17, 2010
-Objective: To understand our current world as well as
our early government
-Bellwork: Watch CNN Student News
-CNN Student News Quiz
-Study for Landmark Docs and Vocab. Quiz
-Quiz
-Homework: NONE
September 20, 2010
-Objective: To understand how the colonies in the
Americas sought to cooperate long before the American
Revolution.
-Bellwork: Relationship between British and the colonies
from 1700 to around 1760s – slide #8 – p. 31.
-Notes – Growing Colonial Unity– slide #9 & #10 & #12
-Chart on Intolerable Acts – slide #11
-Homework: Identification Vocabulary Words #10-11
Royal Control
Relationship between colonies and Relationship between colonies and
Britain from mid-1700 to 1760
Britain after 1760
II.
Notes – Chap. 2 Section 2
Growing Colonial Unity
A. Early Attempts
1. 1643 – New England Confederation formed for defense
against the Native Americans. It died in 1684.
2. 1696 – William Penn offered plan for cooperation but it
was forgotten.
B. The Albany Plan of Union
1. 1754 – Benjamin Franklin offered this formation of an
annual congress of delegates from the 13 colonies.
a. Main purpose = discuss the problems of colonial trade
and the danger of attacks by the French and their Native
Americans allies.
b. They would raise military and naval forces, make war
and peace with the Native Americans, regulate trade,
levy taxes, and collect customs.
Notes
C. The Stamp Act Congress
1. Stamp Act of 1765 – British Parliament passed this
law requiring tax stamps on most documents.
2. Stamp Act Congress
a. Oct. 1765 – nine colonies sent delegates to New
York preparing the Declaration of Rights and
Grievances against the British policies
*Saw taxes as “taxation w/o representation”
b. Stamp Act was repealed but new policies enacted.
3. 1770s
a. Boston Massacre on Mar. 3, 1770 – 5 colonists
dead
b. Committee of Correspondence by Samuel Adams
in 1772 – network for exchange of info among people
c. Boston Tea Party on Dec. 16, 1773 protesting tea
monopoly by dumping tea into the sea.
Intolerable Acts
The Intolerable Acts –
Spring of 1774
1.
2.
3.
4.
5.
What were they?
September 21, 2010
-Objective: To understand how the colonies in the Americas sought to
cooperate long before the American Revolution.
-Bellwork: Answer this question: In what ways did the Second Continental
Congress serve as the first national government? – p. 33
-Finish Notes – Growing Colonial Unity– slide #13
-Declaration of Independence – breakdown of phrases – on slide #14 & #15
-Notes – Declaration of Independence and Common Features of New States
– slides #16 & #17
-Identification Vocabulary Words – slide #18
-Homework: Identification Vocabulary Words #10-12
Notes
III. The First Continental Congress
A. Intolerable Acts – spring of 1774
1. 55 delegates from every colony but Georgia met in
Philadelphia on Sept. 5, 1774.
2. Sent Declaration of Rights protesting policies to King
George III of Britain.
3. Each colony boycotts trade with England.
IV. The Second Continental Congress = 1st nat’l gov’t
A. Met May 10, 1775 – American Revolution had already
begun. – Battle of Lexington and Concord
B. John Hancock = President; George Washington =
commander in chief of continental army
C. Served 5 years from Dec. of Ind. in July 1776 to Art. of
Confederation March 1, 1781
* fought war, raised army and navy, borrowed money,
bought supplies, created monetary system, made treaties.
Declaration of Independence
1) “We hold these truths to be self-evident that all men are
created equal…”
2) “We hold these truths to be self-evident…that they are
endowed by their Creator with certain unalienable
Rights…”
3) “…that among these (Rights) are Life, Liberty, and the
Pursuit of Happiness…”
4) “That to secure these rights, Governments are instituted
among Men, deriving their just powers from the consent of
the governed…”
5) “…That whenever any Form of Government becomes
destructive of these ends it is the Right of the People to
alter or abolish it…”
6) “…and to institute new government, laying its foundations
on such principles and organizing its power in such form…”
Declaration of Independence
There are 28 “Injuries and Usurpations” listed in the
D.O.I. on p. 721-722.
*Each group should take 4 of these (assigned to
them) and explain them to us simple colonists.
*The final paragraph is a conclusion statement.
Each group will summarize this paragraph.
-It starts: “Nor have We been wanting in
attentions to our British brethren…”
September 22, 2010
-Objective: To understand how the colonies in the Americas sought to cooperate
long before the American Revolution.
-Bellwork: Answer these questions:
1) Who was on the committee of 5 who drafted the Declaration of Ind.?
2) Using p. 720 (blue print), who did Jefferson draw many of his ideas from?
3) What were some of those ideas?
-Notes – Declaration of Independence and Common Features of New States – slides
#17 & #18
-Writing Assignment – Using pages 36-37 – slide #19:
1) At least 5-6 sentences listing and explaining at least 4 weaknesses in the
Articles of Confederation
2) At least 4-6 sentences that analyze the reasons the period the Articles of
Confederation were in force was called the Critical Period in American History.
-Identification Vocabulary Words – slide #20
-Homework: Identification Vocabulary Words #10-12
Notes
V. The Declaration of Independence
A. Committee of Five
1. Franklin, Adams, Sherman, Livingston, &
Jefferson to prepare proclamation of
independence – Jefferson does most work.
2. 56 men signed this D.O.I. & announced to
world on July 4, 1776.
V. The First State Government
A. 1776 & 1777, most States adopted written
Constitutions
B. Mass. Constitution of 1780 – oldest written
Constitution in world.
VI. Common Features of New States
Notes
VII.Common Features of New States
A. Popular Sovereignty
1. gov’t can exist and function only w/ consent of
governed.
B. Limited Government
1. powers of gov’t had many restrictions
C. Civil Rights and Liberties
1. Bill of Rights sets out “unalienable” rights of people
D. Separation of Powers and Checks and Balances
1. powers to new State gov’ts were divided among
three branches: legislative, executive, and judicial
Writing Rubric
_____/10 At least 5-6 sentences listing and explaining
at least 4 weaknesses in the Articles of
Confederation
_____/10 At least 4-6 sentences that analyze the reasons the
period the Articles of Confederation were in force
was called the Critical Period in American History.
_____/2 Typed, 12-font, 1-inch margins, double-spaced
_____/5 No more than 2 grammar mistakes,
spelling mistakes, etc.
_____/3 Writing has a smooth flow with easy transitions
between paragraphs.
_____/30 TOTAL
Essay Rubric
_____/10 At least 5-6 sentences listing and explaining
at least 4 weaknesses in the Articles of
Confederation
_____/10 At least 4-6 sentences that analyze the reasons the
period the Articles of Confederation were in force
was called the Critical Period in American History.
_____/2 Typed, 12-font, 1-inch margins
_____/5 No more than 2 grammar mistakes,
spelling mistakes, etc.
_____/3 Writing has a smooth flow with easy transitions
between paragraphs.
_____/30 TOTAL
September 23, 2010
-Objective: To understand how the colonies in the
Americas sought to cooperate long before the
American Revolution.
-Bellwork: Any essay questions
-John Baylor – ACT Practice
-Homework: 1) Essay – Articles of Confederation
2) CNN student news quiz
September 24, 2010
-Objective: To understand how the colonies in the Americas sought to
cooperate long before the American Revolution.
-Bellwork: Watch CNN Student News
-study for CNN Student News quiz
-CNN student news quiz
-Current Events Presentations
-Articles of Confederation Notes – next slide
-Vocabulary Word Identifications – slide #24
-Homework: 1) Word Identifications
Notes – Section 3
I. The First National Constitution
A. Gov’t Structure
1.
2.
3.
Congress was the sole body and it was unicameral
Each state had one vote in Congress no matter population
Committees of Congress handled functions of executive and
judicial branch.
B. Powers of Congress
1. Many powers but no powers to tax, could not
regulate trade between states, could not make states
obey Articles of Confederation
C. State Obligations
1. They had the responsibility for protecting life,
liberty, property, and pursuit of happiness. Congress
was not responsible for this.
Identification Vocabulary Words
10)Stamp Act Congress
11)Second Continental Congress
12)Articles of Confederation
September 27, 2010
-Objective: To understand how important the Framers of the
Constitution really were.
-Bellwork: List and explain the 3 most significant weaknesses
of the Articles of Confederation. What needed to be done?
-Framers of the Constitution – graphic organizer – next slide.
-Writing Assignment – Framer Biography - slide #27 & #28
-Homework: 1) Writing Assignment – due Thursday
2) Watch CNN Student News
Framers of the Constitution – p. 40-42
The Framers and the
Constitutional Convention
Number of Delegates and some
of the most famous members
Experience of the delegates
Average age and some of the
ages of most influential members
Organization and Procedure of
the Convention – Include
President, secretary, and James
Madison
Writing Assignment
-Objective: You are going to write at least a one page,
12-font, double-spaced, Times New Roman or Arial,
1-inch margin biography of one of the Framers. You will
include their main contributions to the Constitution.
-List:
1)George Washington
2)James Madison
3)Gouverneur Morris
4)Edmund Randolph
5)Alexander Hamilton
6) Benjamin Franklin
7) Charles Pinckney
8) William Paterson
Rubric
_____/5 12-font, Times or Arial font, 1-inch
margins, double-spaced, at least one page
_____/5 Introductory Paragraph with a strong
thesis statement
_____/5 Paragraph of major accomplishments
_____/5 Paragraph detailing major contributions
to the Constitution.
_____/5 Conclusion paragraph
_____/2 On task at all times
_____/5 No more than 2 mistakes in spelling,
grammar, and sentence structure.
_____/3 Works cited page w/ at least 3 sources.
_____/35 TOTAL
Rubric
_____/5 12-font, Times or Arial font, 1-inch
margins, double-spaced, at least one page
_____/5 Introductory Paragraph with a strong
thesis statement
_____/5 Paragraph of major accomplishments
_____/5 Paragraph detailing major contributions
to the Constitution.
_____/5 Conclusion paragraph
_____/2 On task at all times
_____/5 No more than 2 mistakes in spelling,
grammar, and sentence structure.
_____/3 Works cited page w/ at least 3 sources.
_____/35 TOTAL
Example
“Adding to the natural diversity of human opinions
on all new and complicated subjects, it is impossible to
consider the degree of concord which ultimately
prevailed as less than a miracle.”
For as much is made about the Constitution, it was the
wisdom of such few men working together that
developed such an important document.
It has been stated about the fifty-five delegates who
attended the Constitutional Convention: “Never before
or since, has so remarkable a group been brought
together in this country.”
September 28, 2010
-Objective: To understand why a new Constitution of the United States had to be
written.
-Bellwork: Answer these questions:
1) Who is known as the “Father of the Constitution?” Why does he have this
title?
2) Based on the Three-Fifths Compromise, what does this suggest about the
Framers’ views on slavery?
-Discuss Writing Assignment
-Notes – Slide #32 & #33
-Identification Lotus – Constitutional Convention – p. 42-44
1) Virginia Plan
2) The New Jersey Plan
3) Connecticut Compromise
4) Three-Fifths Compromise
5) Commerce & Slave Trade Compromise
-Homework: 1) Complete Identification Lotus
2) Writing Assignment – due Thursday
Notes – Section 4
I. The Virginia Plan
A. Edmund Randolph
B. Called for
1. Three branch gov’t w/ bicameral legislature
2. Legislature chosen by amount of money given
by State or by population
II. The New Jersey Plan
A. William Paterson
B. Called for
1. Unicameral Congress with each State equally
represented.
2. Congress would choose federal executive of
more than one person and could remove them.
Notes – Section 4
III. Connecticut Compromise
A. Congress should be two houses
1. Smaller Senate = equal representation
2. House = representation based on population
B. Compromise between Virginia Plan & New Jersey Plan
C. So important also called Great Compromise.
IV. Three-Fifths Compromise
A. All “free persons” be counted and “three-fifths” of all
other persons.
B. The “three-fifths” won by Southerners also meant the
amount of money they had to raise in direct taxes levied by
Congress.
V. Commerce and Slave Trade Compromise
A. Congress forbidden to tax export of goods from any state.
B. Forbidden to act on slave trade for at least 20 years.
September 29, 2010
-Objective: To understand why a new Constitution of the
United States had to be written.
-Bellwork: Answer these questions: (p. 47)
1) How many State votes did it take for the
Constitution to be ratified?
2) Why was this procedure irregular?
-Quiz – Vocabulary
-Work on Writing Assignment
-Homework: 1) Writing Assignment – due Friday
September 30, 2010
-Objective: To better prepare for the ACT Test
-Bellwork: NONE
-John Baylor – ACT Prep
-Homework: 1) Writing Assignment – due Friday
October 1, 2010
-Objective: To understand the Federalists and Anti-Federalists
and the ratification of the Constitution
-Bellwork: Watch CNN Student News
-CNN Student News Quiz
-Current Events Presentations
-Peer Review of Papers
-Summary of the Founders
-Homework: NONE
October 4, 2010
-Objective: To understand the Federalists and AntiFederalists and the ratification of the Constitution
-Bellwork: -Federalists vs. Anti-Federalists – graphic
organizer – next slide
-Notes – slide #39
-Review for Test
-Homework: Test Tomorrow
Framers of the Constitution – p. 47
Federalists
Definition
Key Figures
Main Beliefs about
the new Constitution
Anti-Federalists
Notes – Section 5
I. Inauguration of the New Government
A. Sept. 13, 1788 – the Congress of the Confederation
chose New York as the temporary capital.
B. Key Agreements
1.
2.
3.
1st Wed. in January = States choose presidential electors
1st Wed. in February = Electors would vote
1st Wed. in March = Inauguration of new gov’t
C. New Congress
1.
2.
Convened on March 4, 1789 in Federal Hall in New York City
April 6, 1789 – George Washington was elected President
and John Adams was Vice President.
October 5, 2010
-Objective: To understand the Federalists and AntiFederalists and the ratification of the Constitution
-Bellwork: Study for Test
-Test
-Homework: NONE
October 6, 2010
-Objective: To understand the six basic principles on which the
Constitution of the United States is built.
-Bellwork: Answer this question:
1) Explain this quote in terms of the Constitution: “less is
more.”
-6 Principles of Government – next slide
-American System of Checks and Balances – Chart p. 58
*Understanding the branches
-Analyzing the Constitution – Article 1 – slides #33 & #34
-Homework: NONE
Six Basic Principles est. by Constitution
Principle
Description
Popular Sovereignty
1. Gov’t can govern…
2. Sovereign people…
Limited Government
3. Government may only do…
4. The gov’t & its officers are subject to…
Separation of Powers
5. The Constitution distributes powers
among…
6. The Framers intended to create…but they
also intended to…
Checks and Balances
7. Each branch of gov’t was subject to…
8. The check and balance system has
prevented “an …”
Judicial Review
9. Unconstitutional means…
10. Marbury v. Madison (1803) allows …
11. Judiciary usually supports gov’t acts, but…
Federalism
12. Federalism is…
13. The colonists had rebelled against … and
had fought…
Analyzing the Constitution
Article I – Legislative
Department
Section 1 & Section 2
1.
2.
3.
4.
5.
Section 3
1.
2.
3.
4.
5.
6.
7.
Section 4 & Section 5
1.
2.
1.
2.
3.
4.
Article I – Legislative Department
Analyzing
the
Constitution
Section 6 & Section 7
1.
1.
2.
2.
3.
Section 8
1.
2.
3.
4.
5.
6.
7.
8.
9.
Section 8
10.
11.
12.
13.
14.
15.
16.
17.
18.
Section 9
1.
2.
3.
4.
5.
6.
7.
8.
Section 10
1.
2.
3.
October 7, 2010
-Objective: To better prepare for the ACT Test
-Bellwork: NONE
-John Baylor – ACT Prep
-Homework: John Baylor work
October 8, 2010
-Objective: To understand the affairs going on around
the world.
-Bellwork: Watch CNN Student News
-CNN Student News Quiz
-Current Events Presentations
-Article I of Constitution Charts – slides #43 & #44
-Homework: NONE
October 11, 2010
-Objective: To understand the legislative branch as
established by the Constitution.
-Bellwork: NONE
-Finish Article I – Legislative Branch – Charts
*Article I of Constitution Charts – slides #43 & #44
*Discuss in class
-Homework: NONE
October 12, 2010
-Objective: To understand the formal amendment
process.
-Bellwork:-On your computers, seniors rock! recreate
the chart on p. 58. Be creative but accurate.
*Discuss
-Homework: Make sure chart is reconstructed.
October 13, 2010
-Objective: To understand the formal amendment
process.
-Bellwork: -Formal Amendment Process – next slide – p.
60-61
-Bill of Rights
*Read and discuss
-27 Amendments Crossword
-Homework: 27 Amendments Crossword
Formal Amendment Process
Proposed by Congress by a 2/3
Vote in both houses
•First Method
Proposed by Congress by a 2/3
vote in both houses
•Second Method
Proposed at a Nat’l Convention
called by Congress when
requested by 2/3 (34) of the
State legislatures
•Third Method
Proposed at a Nat’l Convention
called by Congress when
requested by 2/3 (34) of the
State legislatures
•Fourth Method
October 14, 2010
-Objective: To better prepare for the ACT Test
-Bellwork: NONE
-John Baylor – ACT Prep
-Homework: John Baylor work
October 15, 2010
-Objective: To understand the affairs going on
around the world.
-Bellwork: Watch CNN Student News
-CNN Student News Quiz w/ 3 branches of gov’t quiz
-Current Events Presentations
-Homework: NONE
October 18, 2010
-Objective: To understand Constitutional principles
-Bellwork: NONE
-Five Basic Ways of Informal Amendment – next slide
Answer this question in class: Why did the Framers
provide for amendment of the Constitution?
-Formal vs. Informal Amendment – Venn Diagram
-Short Answer Questions
-Homework: Test Wednesday
5 Basic Ways of Informal Amendment
5 Basic Ways
Description
Basic Legislation by Congress
1. First, it has passed…
ex. – Art. III Sect. 1
2. Second, Congress has added…
ex -
Executive Action
3. What is this using at least 2 examples?
4. What is executive agreement?
-What is difference between these & treaties?
Court Decisions
5. The nation’s courts…
Party Practices
6. What did George Washington warn against?
7. Name at least 3 things that political parties
have done or do to government.
Custom
9. Unwritten customs…
10. Explain the “no-third-term tradition” and
who established it.
11. What happened in 1940 & 1944 and what
resulted in 1951?
Formal vs. Informal Amendment
Short Answers for Test
1. The Constitution specifically designed the 3 branches of
government as a checks and balances system. Analyze each
branch of government by stating each branch’s key duty,
how they check the other two branches, and some of the
specific duties of each branch.
2. Explain the six basic principles of government using at least
these six terms: popular sovereignty, limited government,
separation of powers, checks and balances, judicial review,
and federalism.
3. We discussed the formal amendment process in class and
that there are 4 ways in which the Constitution may be
amended. Explain why the the Framers provided for
amendment of the Constitution and explain at least 3 of
the methods in which the Constitution may be amended.
Short Answers for Test
1. The Constitution specifically designed the 3 branches of
government as a checks and balances system. Analyze each
branch of government by stating each branch’s key duty,
how they check the other two branches, and some of the
specific duties of each branch.
2. Explain the six basic principles of government using at least
these six terms: popular sovereignty, limited government,
separation of powers, checks and balances, judicial review,
and federalism.
3. We discussed the formal amendment process in class and
that there are 4 ways in which the Constitution may be
amended. Explain why the the Framers provided for
amendment of the Constitution and explain at least 3 of
the methods in which the Constitution may be amended.
October 19, 2010
-Objective: To understand Constitutional principles
-Bellwork: NONE
-Review for Chapter 3 Test
-Short Answer Questions
-Homework: Test TOMORROW
October 20, 2010
-Objective: To understand Constitutional principles
-Bellwork: Study for Test
-Chapter 3 Test
-Homework: NONE
October 21, 2010
-Objective: To understand the election of 2010 and
its significance.
-Bellwork: Watch CNN Student News
-Look at Sample Ballots for November 2 election
*1st Congressional District
*Amendment 2 – pros- and cons-Omaha World Herald
-Homework: NONE
Representative in Congress –
District
st
1
Jeff Fortenberry
Ivy Harper
1. Political Party
1. Political Party
2. The Issues
2. The Issues
3. Your opinion/others
opinions
3. Your opinion/others
opinions
Governor– Nebraska
Dave Heineman
Lt. Gov. – Rick Sheehy
Mike Meister
Lt. Gov. – Anne Boyle
1. Political Party
1. Political Party
2. The Issues
2. The Issues
3. Your opinion/others
3. Your opinion/others
October 25, 2010
-Objective: To understand the election of 2010 and its significance.
-Bellwork: NONE
-Pros- and Cons- of government officials
1) Jeff Fortenberry (i) v. Ivy Harper – House of Reps.
2) Dave Heineman (i) v. Mike Meister - Governor
3) John Gale (i) v. Janet Stewart – Sec. of State
4) Don Stenberg v. Mark Stoj – State Treasurer
-Issues – ballotpedia.org
1) Proposed Amendment No. 1
2) Proposed Amendment No. 2
-Homework: NONE
October 26, 2010
-Objective: To understand the election of 2010 and its
significance.
-Bellwork: NONE
-Finish research the candidates for the vote
-Vote on Nebraska Student Vote website
-Review Sample Ballots for November 2 election – next slide
-Complete Sample Ballots
-Homework: NONE
Key People to Examine
For Auditor of Public Accounts
Mike Foley (R) vs. Michele Sallach-Grace (Libert)
County Sheriff
Kirk W. Kunze (R) vs. Robert D. Pickell (D)
County Supervisor – District 7
James T. Skinner (R) vs. Greg Brummond (D)
Member of the Legislature – District 16
Kent Rogert vs. Lydia Brasch
Northeast Comm. College – Board of Gov. – District 4
Terry Nelson vs. Don Wisnieski
Burt County Public Power District – (May find out incumbents)
1. Fred Christensen 2. Michael Williams 3. Thomas Johnson
4. Dan Wobken
5. Greg N. Johnson
October 28, 2010
-Objective: To understand that federalism is a division of powers between the
National Government and the States.
-Bellwork: Name three State or federal laws that affect you in your day-to-day
activities
-Notes – Introduction to Federalism & Delegated Powers
-Examples of “Expressed” “Implied” and “Inherent Powers” – skip 2 slides
*Work on as a class
-Identification Lotus – Vocabulary
1)
4)
federalism
expressed powers
2) div. of powers
5) implied powers
-Homework: #1-6 Vocabulary Terms Completed
3) delegated powers
6) inherent powers
Notes – Chapter 4 - Federalism
I. Federalism
A. Framers beliefs about Constitution
1. gov’t power threatens individ. liberty
2. exercise of gov’t power must be limited
3. divide gov’t power to prevent abuse
B. Federalism
1. Creates dual system of gov’t w/ each sphere having
its own authority
2. Major Strength
*It allows local actions in matters of local concern
and national action in matters of wider concern.
ex. – Gambling legal in Nevada but illegal other
places.
Notes – Chapter 4 - Federalism
II. The Nat’l Gov’t in One of Delegated Powers
A. Expressed Powers – expressed in Constitution
1. Article I Sect. 8 – 27 powers given to Congress
ex. – collect taxes, coin money, declare war
2. Article II Sect. 2 – powers to President
3. Article III – judicial power to Supreme Court
B. Implied Powers – not stated but are reasonable implied by
those powers that are
1. Art. I Sect. 8 – “necessary and proper” power
*also called “Elastic Clause”
ex. – building of dams, interstate highway = all under
“the power to regulate foreign & interstate commerce”
C. Inherent Powers – powers belong to Nat’l Gov’t because it is
a nat’l gov’t of a sovereign state
ex. – regulate immigration, to acquire territory
*these powers exist because the United States exists
Examples of Delegated Powers
Here are some examples of “Expressed Powers,”
“Implied Powers,” and “Inherent Powers.” Using these
examples, indicate in what category each example fits:
1) regulate immigration
2) collect taxes
3) coin money
4) regulation of labor relations
5) building of dams
6) building highways
7) give diplomatic recognition
8) prohibit discrimination
9) declare war
Examples of Delegated Powers
Here are some examples of “Expressed Powers,”
“Implied Powers,” and “Inherent Powers.” Using these
examples, indicate in what category each example fits:
1) regulate immigration – (inherent)
2) collect taxes – (expressed)
3) coin money – (expressed)
4) regulation of labor relations – (implied)
5) building of dams – (implied)
6) building highways – (implied)
7) give diplomatic recognition – (inherent)
8) prohibit discrimination – (implied)
9) declare war – (expressed)
October 29, 2010
-Objective: To understand that federalism is a division of powers between the
National Government and the States.
-Bellwork: Watch CNN Student News
-Take CNN Student News Quiz
-Current Events Presentations
-Notes – Powers Denied to the National Gov’t
--Identification Lotus – Vocabulary
1)
4)
7)
federalism
expressed powers
reserved powers
-Homework: NONE
2) div. of powers
3) delegated powers
5) implied powers 6) inherent powers
8) exclusive powers 9) concurrent powers
Notes – Chapter 4 - Federalism
III. Powers Denied to the National Gov’t
A. Constitutional Denial of Power
1. expressed denial of power – Bill of Rights & Art. I Se.
9
ex. – levy duties on exports; deny freedom of
religion, speech, press, assembly
2. silence of Constitution
ex. – create public school system, marriage &
divorce law
3. Est. federal system limits power of nat’l gov’t
ex. – Congress cannot tax States or local units
carrying out their gov’t functions.
Notes – Chapter 4 - Federalism
IV. The States are Governments of Reserved Powers
A. Reserved Powers – power held by States in the federal
system.
*Powers not given to Nat’l Gov’t and yet not denied to
the States. – 10th Amendment
ex. – State sets up public schools, conditions
under which it grants divorces, gambling
V. Powers Denied to the States
A. Denial of Power
1. No State can enter into a treaty; no printing or coining
of money, deprive people of life, liberty, and property
w/o due process of law.
2. Powers denied by existence of federal system
ex. – no State may tax functions of nat’l gov’t
3. State Constitutions deny powers to State.
November 1, 2010
-Objective: To understand that federalism is a division of powers
between the National Government and the States.
-Bellwork: Study for Quiz
-Quiz over Ch. 4 Notes and Vocab.
-Division of Powers Between Nat’l and State Gov’t – chart – p.
76
*Groups study text and develop definition and 2 examples
for 6 categories
*Speaker reads info to rest of groups
-Homework: NONE
November 2, 2010
-Objective: To understand the Supreme Court and the Federal System.
-Bellwork: NONE
-Discuss Division of Powers Chart – p. 76
-Notes – Supreme Law of Land
-Voting Issues – on omahaworldherald.com
*Scribner-Snyder Merger
*”Democracy Counts on You” – article in today’s paper
-Debates – Supreme Court Cases – Explain assignment
1) McCulloch v. Maryland 1819
-Homework: NONE
Notes – Supreme Law of Land
VI. The Supreme Law of the Land
A. Supremecy Clause – Article VI Sect. 2
1. The Constitution and the laws and treaties of the U.S.
are the “supreme law of the land”
2. Creates a “ladder of laws” – chart p. 79
a. Constitution is topmost rung.
b. Congress and acts of Congress is next
c. State constitution over state law
d. State statutes
e. Local law: city and county charters and ordinances.
3. called the “linchpin of the Constitution
-joins the Nat’l Gov’t and States into single, gov’t unit
– a federal state.
Notes – Supreme Law of Land
VI. The Supreme Law of the Land
B. Supreme Court and the Federal System
1. considered the “umpire” in the federal system
because it applies the Supremacy Clause in
conflict
2. McCulloch v. Maryland - 1819
a. between branch cashier James McCulloch
who refused to pay tax on notes at Baltimore
branch and the state of Maryland who wanted to
cripple the nat’l bank set up by Congress in
1816.
b. Supreme Court declares Maryland tax
unconstitutional.
Supreme Court Cases
While we are obviously not a court, we are going to
try an simulate several court cases that have been
influential in our nation’s history. As we are looking
at federalism and the divisions of power, two court
cases were extremely influential. McCulloch vs.
Maryland (1819) and Gibbons vs. Ogden (1824).
For each case, we will draw four names, two will be
the prosecutors and two will be the defendants for
each case. The students not involved will serve as the
jury. Don’t worry, you will have plenty of work as well.

Supreme Court Cases
Prosecution and Defense
Once the groups have been selected, the work will start. The
prosecutors will research their side of the case and prepare a list of
arguments with reasons included as to why their actions were
Constitutional. The defendants will prepare a list of arguments with
reasons included as to why their actions were Constitutional. These
lists will be given to the jury.
Once lists with reasons have been given to the jury, the prosecution
and defense will research the case and prepare arguments (as a
regular court would be conducted). Each side will develop an opening
statement, present their arguments that show research, and a
conclusion statement. This information will be in the form of a twopage paper (12-font, Times New Roman, 1-inch margins, doublespaced). Each of the 4 people involved will be given a copy of the
opposing sides paper so that they may research before the actual
proceedings (presentation of the case) occur.
Supreme Court Cases
Supreme Court Justices
The justices will also be researching the court case looking at the Constitutionality of
the sides being presented. Each justice will begin their research by looking at the
Constitutional issues (I will give you those). EACH Justie will develop their own ideas
(based on research) if they believe that the Constitutional issues are Constitutional or
not. This information will be recorded in the form of at least a one-page paper (12font, Times New Roman, 1-inch margins, double-spaced) with the opinion given in the
conclusion statement.
Once the prosecution and defense have developed their arguments along with
reasons, the Justices will be given a copy of each list. You will compare the list you
received with the one-page paper you prepared. You will then write another one-page
paper that states if the list and the arguments fit with your interpretation of the
Constitution (basically telling if your 1st one page paper confirms or rejects the list of
arguments and explain why)
Finally, following the presentations of the prosecution and defense, EACH Justice will
vote on which side they feel won the case based on research. Throughout the court
proceedings, each Justice will be taking notes on the trial. These notes must be
thorough and precise. Upon their vote, each Justice must use their notes to tell why
they voted the way the did. The notes will be turned into the Court reporter (Mr.
Lahm).
Rubric – Prosecution and Defense
Rubric
_____/10 List of arguments and research-based explanations
_____/20 Two-page paper with sound research
_____/5 Grammar, Punctuation, Full-sentences
_____/5 12-font, Times New Roman, 1-inch margins,
double-space
_____/10 Research is valid and all information is research-based
_____/5 On-task at all times
_____/20 Presentation
_____/3 Introduction
_____/8 Well-reasoned arguments
_____/5 Well-prepared and professional
_____/4 Conclusion
_____/10 One-half page summary of actual case summarized and the
decision that was actually and factually reached as well as the
significance of the case.
_____/65 TOTAL
Rubric – Jury
Rubric
_____/15 One-page paper with sound research on Constitutionality of issues
_____/4 Grammar, Punctuation, Full-sentences
_____/3 12-font, Times New Roman, 1-inch margins, double-space
_____/8 Research is valid and all information is research-based
_____/15 One-page paper with sound research that compares Constitutionality of
Issues one-page paper with arguments from case.
_____/3 Grammar, Punctuation, Full-sentences
_____/3 12-font, Times New Roman, 1-inch margins, double-space
_____/4 Research is valid and all information is research-based
_____/5 Paper shows the comparison of own paper findings and arguments
list
_____/5 On-task at all times
_____/20 Presentation of trial findings
_____/5 A fair and unbiased vote of yes or no
_____/5 Well-reasoned arguments with research presented on vote
_____/10 Notes are thorough, well-organized, and complete
_____/10 One-half page summary of actual case summarized and the
decision that was actually and factually reached as well as the significance of
the case.
_____/65 TOTAL
November 3, 2010
-Objective: To understand the ROTC
-Bellwork: NONE
-ROTC Presentation
-Homework: NONE
November 4, 2010
-Objective: To understand the Supreme Court and the Federal
System.
-Bellwork: NONE
-Begin Supreme Court Cases – Explain assignment
1) McCulloch v. Maryland 1819
2) The Case – Initial Background Research Worksheet
****To Accomplish TODAY
1) Defense and Prosecution – List of arguments and reasoning
completed by end of day on Friday
2) Justices – One-page paper completed by Monday
-Homework: 1) Defense & Prosecution – List of arguments & reasons.
2) Justices – One-page paper MONDAY
Supreme Court Cases
While we are obviously not a court, we are going to
try an simulate several court cases that have been
influential in our nation’s history. As we are looking
at federalism and the divisions of power, two court
cases were extremely influential. McCulloch vs.
Maryland (1819) and Gibbons vs. Ogden (1824).
For each case, we will draw four names, two will be
the prosecutors and two will be the defendants for
each case. The students not involved will serve as the
jury. Don’t worry, you will have plenty of work as well.

Supreme Court Cases
Prosecution and Defense
Once the groups have been selected, the work will start. The
prosecutors will research their side of the case and prepare a list of
arguments with reasons included as to why their actions were
Constitutional. The defendants will prepare a list of arguments with
reasons included as to why their actions were Constitutional. These
lists will be given to the jury.
Once lists with reasons have been given to the jury, the prosecution
and defense will research the case and prepare arguments (as a
regular court would be conducted). Each side will develop an opening
statement, present their arguments that show research, and a
conclusion statement. This information will be in the form of a twopage paper (12-font, Times New Roman, 1-inch margins, doublespaced). Each of the 4 people involved will be given a copy of the
opposing sides paper so that they may research before the actual
proceedings (presentation of the case) occur.
Supreme Court Cases
Supreme Court Justices
The justices will also be researching the court case looking at the Constitutionality of
the sides being presented. Each justice will begin their research by looking at the
Constitutional issues (I will give you those). EACH Justie will develop their own ideas
(based on research) if they believe that the Constitutional issues are Constitutional or
not. This information will be recorded in the form of at least a one-page paper (12font, Times New Roman, 1-inch margins, double-spaced) with the opinion given in the
conclusion statement.
Once the prosecution and defense have developed their arguments along with
reasons, the Justices will be given a copy of each list. You will compare the list you
received with the one-page paper you prepared. You will then write another one-page
paper that states if the list and the arguments fit with your interpretation of the
Constitution (basically telling if your 1st one page paper confirms or rejects the list of
arguments and explain why)
Finally, following the presentations of the prosecution and defense, EACH Justice will
vote on which side they feel won the case based on research. Throughout the court
proceedings, each Justice will be taking notes on the trial. These notes must be
thorough and precise. Upon their vote, each Justice must use their notes to tell why
they voted the way the did. The notes will be turned into the Court reporter (Mr.
Lahm).
Rubric – Prosecution and Defense
Rubric
_____/10 List of arguments and research-based explanations
_____/20 Two-page paper with sound research
_____/5 Grammar, Punctuation, Full-sentences
_____/5 12-font, Times New Roman, 1-inch margins,
double-space
_____/10 Research is valid and all information is research-based
_____/5 On-task at all times
_____/20 Presentation
_____/3 Introduction
_____/8 Well-reasoned arguments
_____/5 Well-prepared and professional
_____/4 Conclusion
_____/10 One-half page summary of actual case summarized and the
decision that was actually and factually reached as well as the
significance of the case.
_____/65 TOTAL
Rubric – Justices
Rubric
_____/15 One-page paper with sound research on Constitutionality of issues
_____/4 Grammar, Punctuation, Full-sentences
_____/3 12-font, Times New Roman, 1-inch margins, double-space
_____/8 Research is valid and all information is research-based
_____/15 One-page paper with sound research that compares Constitutionality of
Issues one-page paper with arguments from case.
_____/3 Grammar, Punctuation, Full-sentences
_____/3 12-font, Times New Roman, 1-inch margins, double-space
_____/4 Research is valid and all information is research-based
_____/5 Paper shows the comparison of own paper findings and arguments
list
_____/5 On-task at all times
_____/20 Presentation of trial findings
_____/5 A fair and unbiased vote of yes or no
_____/5 Well-reasoned arguments with research presented on vote
_____/10 Notes are thorough, well-organized, and complete
_____/10 One-half page summary of actual case summarized and the
decision that was actually and factually reached as well as the significance of
the case.
_____/65 TOTAL
November 5, 2010
-Objective: To understand the Supreme Court and the Federal
System.
-Bellwork: Watch CNN Student News
-CNN Student News Quiz
-Current Events Presentations
-Supreme Court Case
1) Defense and Prosecution – list of arguments and reasons
COMPLETED
2) Justices – one-page research paper finished by Monday.
-Homework: 1) Defense & Prosecution –
2) Justices – one-page research paper – by MONDAY
November 8, 2010
-Objective: To understand the Supreme Court and the Federal
System.
-Bellwork: NONE
-Supreme Court Case – McCulloch v. Maryland (1819)
1) Defense and Prosecution – research case and 2-page paper
due WEDNESDAY
2) Justices – read through list of arguments and reasoning, take
notes over the info and write a one-page paper comparing the
arguments to your initial research on that 1st one-page paper due
WEDNESDAY.
-Homework: 1) Defense & Prosecution – 2 page paper due
WEDNESDAY
2) Justices – 1 page paper due WEDNESDAY
November 9, 2010
-Objective: To understand the Supreme Court and the Federal
System.
-Bellwork: NONE
-Supreme Court Case – McCulloch v. Maryland (1819)
1) Defense and Prosecution – research case and 2-page paper
due WEDNESDAY
2) Justices – read through list of arguments and reasoning, take
notes over the info and write a one-page paper comparing the
arguments to your initial research on that 1st one-page paper due
WEDNESDAY.
-Homework: 1) Defense & Prosecution – 2 page paper due
TOMORROW
2) Justices – 1 page paper due TOMORROW
November 10, 2010
-Objective: To understand the Supreme Court and the Federal
System.
-Bellwork: NONE
-Supreme Court Case – McCulloch v. Maryland (1819)
1) Defense and Prosecution – exchange 2-page papers and
create a list of notes (from both sides) for the trial tomorrow.
2) Justices – get together and discuss research, list of
arguments and reasons, and develop a list of notes (from
both sides) for the trial tomorrow.
-Homework: 1) Defense & Prosecution – 2-page paper and List
of Notes due TOMORROW
2) Justices – List of Notes due TOMORROW
November 11, 2010
-Objective: To understand the Supreme Court and the
Federal System.
-Bellwork: NONE
-Supreme Court Case – McCulloch v. Maryland (1819)
1) Defense and Prosecution – FINISH
2) Justices – FINISH
-Understanding Federalism
*Ch. 4 Sect. 1 W.S. – powers of government
-Homework: 1) Ch. 4 Sect. 1 W.S.
November 12, 2010
-Objective: To understand the federal system of government we now
live.
-Bellwork: -Grade Worksheets from yesterday
-Watch CNN Student News
-CNN Student News Quiz
-Current Events Presentations
-Supreme Court Case – any final things
*Discuss
-Homework: NONE
November 15, 2010
-Objective: To understand the Supreme Court and the
Federal System.
-Bellwork: NONE
-Supreme Court Case – McCulloch v. Maryland (1819)
1) Defense and Prosecution – present the arguments
2) Justices – take notes throughout the proceedings
that will be turned in. Make sure they are complete.
Vote on which side presented the best case.
-Homework: 1) one half-page summary with actual
decision listed – refer to rubric
November 16, 2010
-Objective: To understand the Supreme Court and the
Federal System.
-Bellwork: Continue and finish case
-Supreme Court Case – McCulloch v. Maryland (1819)
1) Defense and Prosecution – present the arguments
2) Justices – take notes throughout the proceedings
that will be turned in. Make sure they are complete.
Vote on which side presented the best case.
-Homework: 1) one half-page summary with actual
decision listed – refer to rubric
November 17, 2010
-Objective: To understand the Supreme Court and the Federal System.
-Bellwork: -Collect one-half page summaries
*Discuss final issues of case
-Notes – Interstate Relations
1) Full Faith and Credit
2) Extradition
3) Privileges and Immunities
-Guided Reading – graphic organizer – next slide
-Guided Practice – Is it Constitutional? Why or why not?
1. Marriage of two teenagers in the state of Michigan is ruled null and void when they
return to their home in Pennsylvania.
2. Minnesota signs a treaty with Canada over fishing rights.
-The Process of Extradition – p. 90
*Work in groups to describe each step in one sentence or less and the process of
extradition.
-Homework: NONE
Interstate Relations – Ch. 4 Sect. 3
Interstate
Relations
Why might states feel the need
to form compacts w/ other
states?
• Interstate Compacts
• 1.
What are 3 areas in which States
give full faith and credit to
citizens of other states?
* Full Faith and Credit
* 2.
What is extradition?
What is an example of a
reasonable discrimination a
State may exercise against a
citizen of another state?
• Extradition
• 3.
• Privileges & Immunity
• 4.
November 18, 2010
-Objective: To understand the Supreme Court and the
Federal System.
-Bellwork: NONE
-Short Answer Work
-Review for Test TOMORROW
-Homework: Test TOMORROW
Short Answers for Test
1. The Framers of the Constitution realized their must be
powers granted and powers denied to the States and
National Government to make an organized system of
government that functioned and to protect our individual
rights. From the division of powers chart that we studied,
list the 6 powers granted and denied and give at least one
example of each of these.
2. Article I Section 8 Clause 18 and Article VI, Section 2
are both very important in the concept of federalism. List
the nicknames given these sections, explain the meanings
behind their names, and give at least one reason/example
these are so important and essential to the Constitution.
Short Answers for Test
1. The Framers of the Constitution realized their must be
powers granted and powers denied to the States and
National Government to make an organized system of
government that functioned and to protect our individual
rights. From the division of powers chart that we studied,
list the 6 powers granted and denied and give at least one
example of each of these.
2. Article I Section 8 Clause 18 and Article VI, Section 2
are both very important in the concept of federalism. List
the nicknames given these sections, explain the meanings
behind their names, and give at least one reason/example
these are so important and essential to the Constitution.
Short Answers for Test
1. Analyze and discuss the key points of the McCulloch v.
Maryland court case, who won and why, and what is
the significance of McCulloch v. Maryland in the
development of the federal system?
2. Draw a chart that shows the “division of powers”
between the national government and the states.
Then give at least one example of each of the 6
categories on the chart.
3. Is federalism the best system of government? THINK
ABOUT: division of powers, state law and the
differences between states in law, balancing power
between a national government and state
government.
November 19, 2010
-Objective: To understand the Supreme Court and the
Federal System.
-Bellwork: Watch CNN Student News
-CNN Student News Quiz
-Work on Notecards for Test
-Homework: Test MONDAY
November 22, 2010
-Objective: To understand the Supreme Court and the
Federal System.
-Bellwork: Review for Chapter 4 Test
-Chapter 4 Test
-Pass out Ch. 10 Worksheets
-Homework: Worksheets due on MONDAY!!!
November 23, 2010
-Objective: To understand the Supreme Court and the
Federal System.
-Bellwork: NONE
-Pass out Ch. 10 Worksheets
-Homework: Worksheets due on MONDAY!!!
November 29, 2010
-Objective: To understand how Congress operates to make it most effective.
-Bellwork: Answer these questions (p. 236):
1) How do laws and other public policies help preserve democracy?
2) How does Congress represent the public will?
-Bicameralism – p. 236-237 - next slide
-Representation in Congress - Guided Practice – p. 237
-Notes – Terms & Sessions of Congress
-Vocabulary – on a separate sheet of paper – must have definition & example
1) term
2) session
3) special session
-Homework: NONE
Reasons for Bicameralism – p. 236-237
Historical
Practical
Theoretical
Why is it important to have constitutional guidelines
for terms and sessions?
Notes – Ch. 10 Sect. 1
I.
Terms and Sessions of Congress
A. Term of Congress
1. Article I Section 2 Clause I dictates a two-year term for
Congress by providing that representatives “shall be
chosen…every 2nd year”
2. Date for start of new term changed w/ 20th
Amendment in 1933.
a. Why? – lame-duck Congress
b. Now-”noon on the 3rd day January” of every oddnumbered year.
B. Sessions
1. Today, Congress remains in session most of the year
with a few recesses throughout the year.
2. Neither house may adjourn sine die or end a session
w/o consent of the other house – Article I Section 5
Clause 4
Notes – Ch. 10 Sect. 1
C. Special Session
1. Meeting called by a President to deal w/ a
pressing issue.
*only 26 such sessions called w/ the last one
in 1948 and called by Harry S. Truman.
2. Not used much anymore since Congress
meets all year.
November 30, 2010
-Objective: To understand how Congress operates to make it most effective.
-Bellwork: Answer these questions (p. 238-239):
1) How long is a term for a member of the House of Representatives?
2) How many terms may a member of the House of Representatives serve?
3) Give the article, section, and clause in the Constitution for #1 & #2
-Grade Chapter 10 Worksheets
-Notes – Congressional Elections & Gerrymandering
-Wesberry v. Sanders – p. 242 – skip two slides
-Vocabulary – on a notebook piece of paper
1) term
2) session
3) special session
4) apportion
5) reapportion
6) single-member district
7) at-large
8) gerrymandering 9) continuous body
-Homework: Vocabulary Words and Definitions
Notes – Ch. 10 Sect. 2 – H.o.R.
I.
Congressional Elections
A. Date
1. Since 1872 Congress has required that those elections be
held on Tuesday following first Monday in November on evennumbered years.
B. Off-Year Elections
1. These are non-presidential elections
2. Often, the party that holds the presidency often loses seats
in off-year elections.
C. Districts
1. Single-member district – voters in each district elect one of
state’s representatives from a field of candidates.
2. General ticket or At-large – voters elect each one of the
candidates for the States.
3. 1842 – law ending general ticket elections and required
States draw congressional districts based on “contiguous
territory” or one piece. – However, never enforced.
Notes – Ch. 10 Sect. 2
D. Gerrymandering
1. Definition – districts drawn to the advantage
of the political party or faction that controls the
state legislature.
2. Two Forms
a. to concentrate the opposition’s voters in
one or a few districts, thus leaving the other
districts comfortably safe for the dominant
party.
b. to spread the opposition as thinly as
possible among several districts, limiting the
Wesberry vs. Sanders – 1964 – p. 242-243
2. Cite and give the
quotation portion
of the Constitution?
3. What else did the
Court add?
Wesberry
v. Sanders
1964
1. What did Court
hold?
4. What was the
importance of this
case? (Be specific)
December 1, 2010
ONE ACT – Study HALL
December 2, 2010
-Objective: To understand the similarities and differences between the House &
Senate.
-Bellwork: Write at least 2 sentences explaining the significance of Wesberry v.
Sanders.
*Grade Vocabulary while students do this.
-Characteristics for House and Senate – p. 238-39 & 245-46 – next slide
-Qualifications for House and Senate – p. 244 & 247 – next slide
-State Senators and Representatives from Nebraska
*Find online – there should be 5 total
*Discuss
-Watch CNN STUDENT News
-Homework: Write the 5 Senators/Representatives representing us in Congress.
House and Senate Characteristics – p. 238-39, 245-46
House
Senate
Size
Size
Terms
Terms
Date of Election
Date of Election
Constitutional Provision
Constitutional Provision
House and Senate Qualifications – p. 244, 247
House
Senate
Age
Age
Citzenship
Citizenship
Residency
Residency
Customs
1. Custom
Responsibility
1. Responsibility
2. Responsibility
Responsibility
1.
2.
December 3, 2010
-Objective: To understand the federal system of
government we now live.
-Bellwork: -Watch CNN Student News
-CNN Student News Quiz
-Current Events Presentations
-Notes – Compensation
*Do math on retirement
-Homework: NONE
Notes - Compensation & Nonsalary Compensation
I. Compensation
A. Congress has power to set its pay and provide
compensations – Article I, Section 6, Clause 1
B. Salary
1. $174,000 per year for House & Senate
2. Speaker of House earns $223,500
3. COLA – cost-of-living adjustment = 2.8% year
Notes - Compensation & Nonsalary Compensation
I. Compensation
C. Nonsalary Compensation – “fringe benefits”
1. tax deduction to keep up 2 residencies.
2. Travel allowances for round trips home
3. Health care – pay small amount for health
4. Pension/Retirement plan – Part of Federal
Employees Retirement System (FERS)
a. pay $7,000 in social security tax per year
b. 1.3% of earnings to FERS.
-earn 80% of the average of the highest 3
years in office if they serve 25 years.
*Let’s do the math – next slide
Notes - Compensation & Nonsalary Compensation
You become a member of Congress and start out at
$174,000 per year. There is a 3% COLA every year for
25 years. At the end of the 25 years, you are ready to
retire at 80% of the average of your highest 3 years.
How much will you be earning?
174,000(1 + .03)^25
December 6, 2010
-Objective: To understand the duties of a member of Congress.
-Bellwork: How much money does a member of Congress make?
What are some of their fringe benefits?
-5 Duties of the Job – next slide – p. 250-251
-Guided Practice
*As a class, create a list of duties expected by members of
Congress.
*Develop a job description based on this list.
-Vocabulary - on a notebook piece of paper
10) constituents
11) oversight function
-Homework: Vocabulary
5 Duties of Congress –p. 250-251
2.
1.
Duties of a
Congress
Member
5.
3.
4.
December 7, 2010
-Objective: To understand how a Congress member may vote.
-Bellwork: NONE
-4 Voting Options of a member of Congress – next slide – p. 251
-4 Voting Options – Group work
1) Each group should list the pros and cons of their “option”
2) Each group should choose a topic (ex. – abortion,
immigration, etc.) and consider how their “option” would
affect a vote on that issue.
-Begin work on Short Answers
-Homework: Prepare for Test on Thursday
4 Voting Options – p. 251
Trustees
Delegates
1. Definition
1. Definition 1. Definition 1. Definition
2. What
2. What
guides them?
guides
them?
3. How do
they vote?
Partisans
2. What
guides
them?
Politicos
2. What
guides
them?
1. How they 1. How they 1. How they
vote?
vote?
vote?
Short Answers
1. List, explain, and give an example of the four voting
options that each lawmaker may utilize.
2. Compare and contrast at least 6 of the
"characteristics and qualifications" of members in the
House and Senate. In addition, explain some of the
customs and responsibilities of members in each
house.
3. Why did the Framers of the Constitution establish a
bicameral Congress? (Consider the historical,
practical, and theoretical reasons)
Short Answers
1. List, explain, and give an example of the four voting
options that each lawmaker may utilize.
2. Compare and contrast at least 6 of the
"characteristics and qualifications" of members in the
House and Senate. In addition, explain some of the
customs and responsibilities of members in each
house.
3. Why did the Framers of the Constitution establish a
bicameral Congress? (Consider the historical,
practical, and theoretical reasons)
December 8, 2010
-Objective: To understand the characteristics &
qualifications of Congress.
-Bellwork: NONE
-Review for Test
-Short Answers
-Homework: TEST TOMORROW
December 10, 2010
-Objective: To understand the world in a global and
regional manner.
-Bellwork: -Watch CNN Student News
-CNN Student News Quiz
-Go over tests
-Current Events Presentations
-Homework: NONE
December 13, 2010
-Objective: To understand the key issues in our nation.
-Bellwork: NONE
-Assignment – Understanding the tax bill – next slide
-”Stossel in the Classroom”
*Discuss
-Homework: BY WEDNESDAY, Write a one-page paper
that explains the tax bill.
Rubric – Understanding tax bill
The tax bill being proposed right now is a major issue now facing our nation.
Will people’s taxes be kept the same or will many people be forced to pay
more money from their paychecks this upcoming year. You will be researching
some of the key components of this legislation.
Rubric
_____/3
Roman
_____/3
_____/2
_____/5
_____/3
_____/3
_____/3
_____/3
_____/5
_____/30
1-page, double-spaced, 12-font, 1-inch margins, Times New
Proper grammar, structure, punctuation, etc.
Name and number of bill
Summary of the tax bill
Democrat wishes
Democrat frustrations
Republican wishes
Republican frustrations
Your researched opinion (1 paragraph)
TOTAL
Rubric – Understanding tax bill
The tax bill being proposed right now is a major issue now facing our nation.
Will people’s taxes be kept the same or will many people be forced to pay
more money from their paychecks this upcoming year. You will be researching
some of the key components of this legislation.
Rubric
_____/3
Roman
_____/3
_____/2
_____/5
_____/3
_____/3
_____/3
_____/3
_____/5
_____/30
1-page, double-spaced, 12-font, 1-inch margins, Times New
Proper grammar, structure, punctuation, etc.
Name and number of bill
Summary of the tax bill
Democrat wishes
Democrat frustrations
Republican wishes
Republican frustrations
Your researched opinion (1 paragraph)
TOTAL
December 14, 2010
-Objective: To understand the key issues in our nation.
-Bellwork: NONE
-”Stossel in the Classroom”
*Discuss
-Homework: One-page paper due TOMORROW
December 15, 2010
-Objective: To understand the key issues in our nation.
-Bellwork: MAKE SURE PAPER IS READY TO TURN IN.
*Discuss tax bill & collect papers
-”Mr. Smith Goes to Washington”
-Homework: NONE
December 16, 2010
-Objective: To understand the key issues in our nation.
-Bellwork: NONE
-”Mr. Smith Goes to Washington”
-Homework: NONE
December 17, 2010
-Objective: To understand the key issues in our nation.
-Bellwork: NONE
-”Mr. Smith Goes to Washington”
-Homework: FINAL on MONDAY
August 19
-Objective: The student will understand how to properly arrange
their discussion board posts on Angel.
-Twitter feed – previous slide
-Discussion Board Sample Post – “Is Government Necessary?”
1) Assign groups
2) Go over and explain – have students go to Angel
3) Show school resources to use – have students try
4) Show APA citation internet source – Use OWL
-Group Discussion Question – next slide
-Homework: 1) Book Covered – by TOMORROW
2) Group Discussion Board – Posted by TOMORROW
Group Discussion Board
-Group Discussion Question (All members answer Part #1 & #2):
Part #1 - What is No Child Left Behind? (Need to completely explain)
Part #2 – What is the Common Core? How is the Common Core supposed
to help in education?
Part #3 – Based on the information you found, do you support No Child
Left Behind and the Common Core? Why or Why not?
-The Requirements:
1) Each of you should find an article or two on computer that you can
reference in your post. – Use the site OWL to help you reference the sites
according to APA style.
2) Be sure to use proper grammar, sentence structure, paragraphs, etc.
3) Make sure you answer the three parts of the question completely and
thoroughly. Points will be deducted for missing work.
4) Complete the post by TOMORROW.
-Homework: 1) Book Covered – by TOMORROW
2) Group Discussion Board – Posted by TOMORROW
August 20
Objective: Each student will analyze and be able to create a current
events presentation and present it to the class.
-Review for Quiz – Study Notes
*Submit Notebooks on Google Docs.
-Ch. 1 Sect. 1 Quiz – On Angel
-Go over Discussion Board Posts & Make Suggestions for Improving
1) Have students go to Angel & look at posts
*Discuss APA Style
*Discuss Substance
*Complete 2 Responses by TOMORROW
-Homework: 1) Be sure Feedly account is set up