August 13
-U.S. Naturalization Test – On Paper OR
*Could you be a U.S. citizen?
-Introductions & Procedures
*Check out Syllabus on Angel
-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
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
August 14
-Objective: The student will understand how to properly arrange
their discussion board posts on Angel.
-Share Twitter work
-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 18
-Objective: Each student will compare media stories of the
unrest in Ferguson, MO to begin understanding media bias.
I have shared a document with you entitled: “Unrest in
Ferguson, MO” on Google Documents. Open it for the
instructions.
August
19
-Objective: Each student will compare media stories of the unrest in Ferguson,
MO to begin understanding media bias.
-Bellwork - Get out your Google Documents “Unrest in Ferg.”
-Engaging the Conversation - Media Bias
1) Summarize the situation in Ferguson, MO
2) What is your opinion?
3) How does this situation involve gov’t?
-Hand out books - Use Google spreadsheet to track
-Set up folders in Google Drive - share with me
-Chapter 1 Section 1 Lecture - See “Ch. 1 Sect. 1” Google Presentation
*Pass out study guides to be completing.
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
August 20
-Objective: Each student will discuss changing processes in their community.
-Video
http://www.weknownext.com/trends/shannon-deegan-how-googles-20percent-time-fosters-http://www.weknownext.com/trends/shannondeegan-how-googles-20-percent-time-fosters-innovation
-Review “spaces” photos
-Introduction
a. timeline, fundraising (refer to google spreadsheet)
b. QUESTION: What makes you come alive? Your passions?
-Bicycle Video: http://vimeo.com/44233461 - Determining needs
a. Asking good questions based on needs - group work
*Compile a sample survey together
August 21
Objective: Each student will know the basic concepts of government through
lecture and guided questions.
-Pass out Ch. 1 Sec. 1 Study Guide
*May use study guide on quizzes (not on tests)
-Set up Google Drive folders for Government
-Notebook Assignment Sheet – On Google Documents (privilege not a right)
*Work on Notebooks on Google Documents
-Homework:1) Ch. 1 Sect. 1 Study Guide - TUESDAY
2) Notebooks Completed – TUESDAY
3) Quiz TUESDAY
August 22
-Objective: Each student will create and arrange questions on a survey
Video: http://matthewmazzotta.com/artwork/3220494.html
-Review questions from Wednesday
-Using Google Forms and/or Survey Monkey
-Sending out surveys to appropriate audience
*Find emails
2) Include on “Weekly To-Do” sheets for TUESDAY
-Homework:1) Ch. 1 Sect. 1 Study Guide - TUESDAY
2) Notebooks Completed – TUESDAY
3) Quiz TUESDAY
4) “Weekly To-Do” sheet - TUESDAY
August 25
Objective: Each student will know the basic concepts of government through
lecture and guided questions.
-Set up Google Drive folders for Government
-Lecture Ch. 1:1 (Share notes w/ class)
*Have study guides out, computers out, and be working
-Work on Study Guides & Notebooks & 20% Time
-Homework:1) 20% Time Assignments
2) Ch. 1 Sect. 1 Study Guide - TUESDAY
3) Notebooks Completed – TUESDAY
4) Quiz TUESDAY
August 26
Objective: Each student will analyze and be able to create a current events
presentation and present it to the class.
-Collect “Week 17 To-Do” Sheets
-Ch. 1 Sect. 1 Quiz – On Angel
-Current Events: (1 per quarter)
1) Pass out rubric
2) Assign dates – Sheet passed around to sign up
3) Sample a presentation
-Homework - Books covered & 20% Time caught up
August 27
-Objective: Each student will create and arrange questions on a survey
-Review questions from Wednesday
-Using Google Forms and/or Survey Monkey
-Sending out surveys to appropriate audience
*Find emails
2) Include on “Weekly To-Do” sheets for TUESDAY
-Homework:1) Surveys completed for approval
August
28
Objective: Each student will compare government as it relates to our
modern world.
-Lecture 1:2 & 1:3
*Distribute & Complete Study Guide 1:2 & 1:3
-Discuss Notebook #1 & Distribute Notebook #2 - Google Docs
-Homework: 1) Survey completed
2) Study Guide & Notebook - TUESDAY
August 29
-Objective: Each student will create and arrange questions on a survey
-Discuss Surveys
-Timeline Discussion
*Distribute and discuss via Google Documents
-Brainstorm ideas for 20% Time project
-Homework:1) Study Guide - TUESDAY (No school Monday)
2) Notebook - TUESDAY
3) Quiz Ch. 1:2 & 1:3 - TUESDAY
September 4
-Objective: Each student will analyze how the ideas of others influence their
own concepts of power.
-Chip Game – next slides
1) Explain the game
2) Pass out the chips
3) 2 minutes to trade
4) Discuss at the end
-Quotations About Power - skip slides
-Homework: 1) Weekly To-Do Sheet #15 - 20% Time
2) Chapter 1 Test - TUESDAY
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=
points
YELLOW=
BLUE=
points
100
50 points
25
Quotations About Power
-”Quotations about Power” – Analyzing quotations – next slide
1) Hand out quotations
-Discussion
1) How might the concepts of power influenced each theory of the
origin of the state?
2) How might the Founding Father’s concepts of power have
influenced
them to include the 6 principles of government in the Preamble?
On
Power
-”Quotations about Power”
to
1) Read the quotations and assign a truth ranking from 1 to 5 (1 =
never true, 5 = always true. (you do not have to have the same
ranking
2) Write a brief response on a separate sheet of notebook paper
each of the following questions. You may discuss with partner, but
everyone must have their own answer.
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?
3) Discuss the quotations
September
8
-Objective: Each student will analyze how the ideas of others influence their own concepts of
power.
-Chip Game – next slides
1) Explain the game
2) Pass out the chips
3) 2 minutes to trade
4) Discuss at the end
-Quotations About Power - skip slides
--Examples and Scenarios – next slide
1) Review the concepts of government – Ch. 1
2) Students write answer – next slides
3) Discuss
-Homework: 1) Weekly To-Do Sheet #15 - 20% Time
2) Chapter 1 Test - TUESDAY
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=
points
YELLOW=
BLUE=
points
100
50 points
25
Quotations About Power
-”Quotations about Power” – Analyzing quotations – next slide
1) Hand out quotations
-Discussion
1) How might the concepts of power influenced each theory of the
origin of the state?
2) How might the Founding Father’s concepts of power have
influenced
them to include the 6 principles of government in the Preamble?
On
Power
-”Quotations about Power”
to
1) Read the quotations and assign a truth ranking from 1 to 5 (1 =
never true, 5 = always true. (you do not have to have the same
ranking
2) Write a brief response on a separate sheet of notebook paper
each of the following questions. You may discuss with partner, but
everyone must have their own answer.
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?
3) Discuss the quotations
Examples/Simulations
1. Jacob 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?
1. Aaron 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. Kayci 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. Morgan is directly elected President and receives
270 million of the 300 million votes. Tell me the
specific form of government this is.
5. Chevy 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. Dylan 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. Morgan 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. Darcey 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. Victoria sprained her ankle, but that is okay
because she is tough leader. She gained power over
Nebraska and forced all within the state to submit to
her authority. What origin of state is this?
10. Bailey 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, Mandy has established a democracy in the
area and must have tax money to better the whole
group of people. Chaz 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. Jacob 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. Kayci and her family which includes brothers
Mike & Corey 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?
1. Germany has supreme and absolute power
within its own territory. What characteristic of a
state is this?
1. Every country in the world has people. What
characteristic of a state is this?
1. Every state must have land and boundaries. What
characteristic of a state is this?
The Purpose of Government
1. Mr. Lahm is trying to bring peace and order to Lyons-Decatur Northeast.
What purpose of government is this?
1. 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?
1. 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?
1. 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?
5. 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.
7. This concept of democracy focuses on the idea
that all people have fairness in opportunity and law.
7. 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.
10.
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.
September 9
Objective: Each student will apply their knowledge of
government.
-Review for Chapter 1 Test
1) Collect Study Guides - Ch. 1
2) Collect Week #15 To-Do Sheets
-Chapter 1 Test – on Angel
-Discussion Board - on Angel
-Homework: 1) Discussion Board - TOMORROW
September 10
-Objective: Each student will formulate their ideas and plans for their 20%
Time Project
-Guest speaker - Ron Daberkow
-Discuss “Documenting” process
1) Take pictures of your process to use on “Pitch”
-3 Ideas for Project
*Presentation and peer critique
-Homework:1) Will discuss TOMORROW
September 11
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of
current American foreign policy.
-Bellwork: -CNN Student News
-Question: What is Patriot Day? – On Next Slide
“Do you remember 9/11?” Video –
http://www.youtube.com/watch?v=XrwT61aQYA8
Patriot Day – September 11, 2001
I.
Patriot Day
A. Defined-occurs on September 11 of each year,
designated in memory of the 2,993 killed in the September 11,
2001 attacks. Most Americans refer to the day as "Nine-Eleven
(9/11).
B. U.S. House of Representatives Joint Resolution 71 was
approved by a vote of 407-0 on October 25, 2001. It requested
that the President designate September 11 of each year as
"Patriot Day." President George W. Bush signed the resolution
into law on December 18, 2001 (as Public Law 107-89). It is a
discretionary day of remembrance.
Moment of Silence
On September 4, 2002, President Bush used his authority created by
the resolution and proclaimed September 11, 2002 as Patriot Day.
On this day, the President directs that the American flag be flown at
half-staff at individual American homes, at the White House, and on
all U.S. government buildings and establishments, home and abroad.
The President also asks Americans to observe a moment of silence
beginning at 8:46 A.M. (Eastern Daylight Time), the time the first plane
struck the North Tower of the World Trade Center on September 11,
2001.
“Taps”
I. Taps
A. This is a famous musical piece, sounded by
the U.S. military nightly to indicate that it is "lights
out", and also during flag ceremonies and funerals,
generally on bugle or trumpet.
“Taps”
–
A
History
The tune is actually a variation of an earlier bugle call known as the Scott
Tattoo which was used in the U.S. from 1835 until 1860 and was arranged in
its present form by the Union Army Brigadier General Daniel Butterfield, an
American Civil War general who commanded the 3rd Brigade of the 1st
Division in the V Army Corps of the Army of the Potomac while at Harrison's
Landing, Virginia, in July 1862 to replace a previous French bugle call used to
signal "lights out." Butterfield's bugler, Oliver W. Norton, of Erie,
Pennsylvania, was the first to sound the new call. Within months, Taps was
used by both Union and Confederate forces.
A bugler sounds Taps during the funeral of former U.S. Secretary of Defense
Caspar W. Weinberger in Arlington National Cemetery.
Taps concludes many military funerals conducted with honors at Arlington
National Cemetery, as well as hundreds of others around the United States.
The tune is also sounded at many memorial services in Arlington's Memorial
Amphitheater and at gravesites throughout the cemetery.
September 11, 2001 –
Remembering
Patriot
Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of current
American foreign policy.
-Bellwork: -September 11, 2001 Live Home Video – Write down at least 5 thoughts, ideas,
and/or comments you have as you watch this video. – 9:30 to Finish of video. httpBellwork: -September 11, 2001 Live Home Video – Write down at least 5 thoughts, ideas,
and/or comments you have as you watch this video. – 9:30 to Finish of video.
http://www.youtube.com/watch?v=wNNTcHq5Tzk&feature=-Bellwork: -September 11,
2001 Live Home Video – Write down at least 5 thoughts, ideas, and/or comments you have
as you watch this video. – 9:30 to Finish of video.
http://www.youtube.com/watch?v=wNNTcHq5Tzk&feature=related
-Question: What is Patriot Day? – On Next Slide
-”While America Slept: The True Story of 9/11.” –-”While America Slept: The True Story of
9/11.” – Read & Discusshttp-”While America Slept: The True Story of 9/11.” – Read &
Discusshttp://abcnews.go.com/Blotter/ten-years-ago-today-countdown911/story?id=14191671-”While America Slept: The True Story of 9/11.” – Read &
Discusshttp://abcnews.go.com/Blotter/ten-years-ago-today-countdown911/story?id=14191671#
Video, Music, & Writing Reflection – How were the 6 Principles of Gov’t as defined in the
Constitution violated on September 11, 2001?
September 12 –
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of current American foreign policy.
-Question: 1) CNN STUDENT NEWS – from Friday
2) What is Patriot Day? – On Next Slide
-“Silhouttes” – God Bless America http://www.youtube.com/watch?v=Sw0fT3M-CLs
*PLEASE TAKE THIS TIME TO REMEMBER THE HEROES WHO LOST THEIR LIVES AND THOSE WHO RISKED THEIR
LIVES.
-Create a Priority List -”When the World Stopped Turning” – Alan Jackson -http://www.youtube.com/watch?v=AW8puRqE4Sc
-“I Believe” http://www.youtube.com/watch?v=8oOW-1OwtCA&feature=related
1) List your top 5-10 priorities as the song is playing.
*Be specific with names if you write “family”
*Examine & briefly write why these are your priorities.
2) What have you done lately to make sure the main thing is the main thing?
3) Share lists in class
Remembering You
-”My Immortal” Evanescence http://www.youtube.com/watch?v=crhXbwiomqU
-“Amazing Grace”
1) Write what you want your legacy to be when someday in the far future your days on this earth end.
*What do you want people to remember about you?
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #55 & #56. http://www.youtube.com/watch?v=38wx8C7VmB4
September 10, 2010 –
Remembering Patriot Day
-Objective: To reflect on September 11 as a date of great tragedy and shaping of
current American foreign policy.
-Bellwork: -CNN Student News
-Question: What is Patriot Day? – On Next Slide
“Do you remember 9/11?” Video –
http://www.youtube.com/watch?v=XrwT61aQYA8
-”Have You Forgotten” –song by Darryl Worley
-Patriot’s Pen - Write on this topic: What is a hero?
-God Bless the USA - http://www.youtube.com/watch?v=B75c4Lre6dU
-”Taps” – As students leave remembering our fallen heroes. –
History on Slide #4 & #5.
http://www.youtube.com/watch?v=38wx8C7VmB4
Patriot Day – September 11, 2001
I. Patriot Day
A. Defined-occurs on September 11 of each
year, designated in memory of the 2,993 killed in the
September 11, 2001 attacks. Most Americans refer
to the day as "Nine-Eleven (9/11).
B. U.S. House of Representatives Joint
Resolution 71 was approved by a vote of 407-0 on
October 25, 2001. It requested that the President
designate September 11 of each year as "Patriot
Day." President George W. Bush signed the
resolution into law on December 18, 2001 (as Public
Law 107-89). It is a discretionary day of
remembrance.
Moment of Silence
On September 4, 2002, President Bush used his
authority created by the resolution and proclaimed
September 11, 2002 as Patriot Day.
On this day, the President directs that the American
flag be flown at half-staff at individual American
homes, at the White House, and on all U.S.
government buildings and establishments, home
and abroad. The President also asks Americans to
observe a moment of silence beginning at 8:46 A.M.
(Eastern Daylight Time), the time the first plane
struck the North Tower of the World Trade Center
on September 11, 2001.
“Taps”
I. Taps
A. This is a famous musical piece, sounded by
the U.S. military nightly to indicate that it is "lights
out", and also during flag ceremonies and funerals,
generally on bugle or trumpet.
“Taps”
–
A
History
The tune is actually a variation of an earlier bugle call known
as the Scott Tattoo which was used in the U.S. from 1835 until
1860 and was arranged in its present form by the Union Army
Brigadier General Daniel Butterfield, an American Civil War
general who commanded the 3rd Brigade of the 1st Division in
the V Army Corps of the Army of the Potomac while at
Harrison's Landing, Virginia, in July 1862 to replace a previous
French bugle call used to signal "lights out." Butterfield's
bugler, Oliver W. Norton, of Erie, Pennsylvania, was the first to
sound the new call. Within months, Taps was used by both
Union and Confederate forces.
A bugler sounds Taps during the funeral of former U.S.
Secretary of Defense Caspar W. Weinberger in Arlington
National Cemetery.
Taps concludes many military funerals conducted with honors
at Arlington National Cemetery, as well as hundreds of others
around the United States. The tune is also sounded at many
memorial services in Arlington's Memorial Amphitheater and
at gravesites throughout the cemetery.
September 12
-Objective: Each student will analyze the ideas that gave birth to
the world’s first modern democratic nation.
-20% Time
1) Discuss 3 ideas
2) Go over SMART goals - Handout & Presentation
3) Pick 1 idea for your project
4) Begin preliminary timeline
Homework: Week #14 - To-Do Sheet - Fill out SMART goal sheet
September
15
-Objective: Each student will analyze current events to be able to compare
media bias.
-Analyzing the media
1) Determine conservative, moderate, liberal
2) Read article & think about viewpoints
3) Underline or highlight quotes that show bias
4) Handout - fill out along with story
-Domestic Violence & Ray Rice
http://www.foxnews.com/politics/2014/09/15/ray-rice-revulsion-howmedia-have-let-abusive-athletes-get-away-with-it/
-Homework: 1) Week #14 - 20% Time SMART goals due
September
16
-Objective: Each student will analyze current events to be able to compare
media bias.
-Collect Week #14 - 20% Time SMART goals
-Groups of 3
1) Choose an issue
2) Each person in group chooses story that is:
a. conservative
b. moderate c. liberal
3) Fill out handout
4) Compare info
-Assign Current Event Presentations
-Homework: 1) NONE
September
17
-Objective: Each student will formulate their ideas and
plans for their 20% Time Project
-Guest speaker - Ron Daberkow
-Fundraising and Timeline
-Homework:1) Week #13 To-Do Sheet - Due next
Tuesday
September 18
-Objective: Each student will understand the events
taking place at the national level of the United
States government
-John Baylor – Lesson #2
*All students should have workbooks
-Homework: 1) NONE
September
19
-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
-Notebook #3 - Google Docs. - DUE TUESDAY
-Homework: 1) Week #13 - 20% Time SMART goals due
2) Notebook #3 - DUE TUESDAY
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 22 - alternative
-Objective: Each student will analyze the ideas that gave
birth to the world’s first modern democratic nation.
-Town Hall Meeting - Downtown
-Homework: 1) Notebook #3 - TOMORROW
September 22
-Objective: Each student will analyze the ideas that gave
birth to the world’s first modern democratic nation.
-Experiential - Historical Figures – U.S. Capitol National Statuary Hall
1) Pass out the interview handouts – see next slide
2) Begin Interviews – other students take notes
3) Quiz over Historical Figures - TOMORROW
-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 Monday. Write down details
because you may forget come Monday.
*20-25 minutes
C. Step 3 – Tape mask to manila folder, cut masks
out & tie string onto top of mask – 7-8 ft. of string.
*5-10 minutes
September 23
-Objective: Each student will analyze the ideas that gave birth to the world’s
first modern democratic nation.
-Experiential - Historical Figures – U.S. Capitol National Statuary Hall
1) 7 historical figures – 2 per group –
*I will present 1 historical figure
2) Discuss and Explain project – skip slides
3) Finish preparing interview in groups - next slide
4) Prepare Masks
-Angel Quiz – Key events and people.
-Homework: 1) Discussion Board #4 - THURSDAY
September 23 - alternative
-Objective: Each student will analyze the ideas that gave birth to the world’s
first modern democratic nation.
To-Do List
1) Get student’s parent’s email addresses
2) Assign Current Events for all students
3) Collect Notebook #3 - Google Docs
-Experiential - Historical Figures – U.S. Capitol National Statuary Hall
1) Pass out Handouts - Historical figures info AND table
2) Fill out key information about each figure - may use on the quiz
FRIDAY
-Angel Quiz – Key events and people. - FRIDAY
-Homework: 1) Historical Figures Table COMPLETE - Quiz FRIDAY
September
24
-Objective: Each student will formulate their ideas and
plans for their 20% Time Project
To-Do List
1) Timelines - Make sure you are filling out as we go
2) Pass back SMART goals homework
3) What is your benchmark for end of 1st
semester?
-Discuss “Pitch” and expectations for next week.
-Homework:1) Week #12 To-Do Sheet - Due next
Tuesday
September
25
-Objective: Each student will formulate their ideas and
plans for their 20% Time Project
-Work on “Pitch” boards - due TUESDAY Sept. 30
*October 1 - pitch to public
-Homework:1) Week #12 To-Do Sheet - Due TUESDAY
September 26 – 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
-Historical Figures Quiz - may use notes
-Homework: 1) Week #12 To-Do Sheet & Pitch complete
October 6
-Objective: Each student will evaluate how compromises enabled the
Framers to create the Constitution.
-Assign Current Event dates - to begin next Friday - Oct. 17
-Notes & Work Time
1) Pass out Ch. 2 Study Guides
2) Share Notebook #4
-Homework: 1) Notebook #4
2) Study Guide THURSDAY
3) Quiz - THURSDAY (Ch. 2 Sec. 1,2,3)
October 7
-Objective: Each student will evaluate how compromises enabled the
Framers to create the Constitution.
-Lecture & Study Guide
1) Ch. 2 Sect. 1-3
2) Work on Study Guide & Notebook #4
-Homework: 1) Notebook #4
2) Study Guide THURSDAY
3) Quiz - THURSDAY(Ch. 2 Sec. 1,2,3)
October 8
-Objective: Each student will understand the events taking
place at the national level of the United States government
-John Baylor – Lesson #8
*All students should have workbooks
-Homework: 1) Notebook #5
2) Study Guide TUESDAY
3) Quiz - TUESDAY (Ch. 2 Sec. 4-5)
October 9
-Objective: Each student will evaluate how compromises enabled the
Framers to create the Constitution.
-Quiz - Ch. 2 Sect. 1-3 (COLLECT STUDY GUIDES)
*Make sure Notebooks are shared
-Notes & Work Time
1) Pass out Ch. 2 Study Guides (Ch. 2:4-5)
2) Share Notebook #5
-Homework: 1) Notebook #5 MONDAY
2) Study Guide MONDAY
3) Quiz - MONDAY (Ch. 2 Sec. 4-5)
October 10
-Objective: Each student will evaluate how compromises enabled the
Framers to create the Constitution.
-Lecture & Study Guide
1) Ch. 2 Sect. 4-5
2) Work on Study Guide & Notebook #5
-Homework: 1) Notebook #5
2) Study Guide MONDAY
3) Quiz - MONDAY (Ch. 2 Sec. 4-5)
October 13
-Objective: Each student will evaluate how compromises enabled the
Framers to create the Constitution.
-Collect Notebooks & Study Guide
-Chapter 2:4-5 Quiz - on Angel
-Researching the Nebraska election
http://www.politics1.com/ne.htm
1) Choose a candidate you will vote for on Nov. 4.
2) On the Google Document shared with you, use FACTUAL &
SPECIFIC information as to why you are choosing this candidate.
-Homework: 1) Discussion Board - TUESDAY
2) Chapter 2 Test - TOMORROW
October 14
-Objective: Each student will evaluate how compromises enabled the
Framers to create the Constitution.
-Collect Study Guide Chapter 2
-Chapter 2 Test - on Angel
-Live Chat – Investigating Documents – next slide
1) “A Republic, If You Can Keep It” – by Robert R. Beeman –
Handout
2) “The Federalist No. 51” – book – p. 45
-Homework: 1) NONE
“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 15
-Objective: Each student will analyze a fundraising and thankyou letter and write their own.
-Collect Week #11 To-Do Sheets
-20% Time
1) Practice your pitch - as a group
2) Fundraising Letter - Write your own
3) Thank-You Letters - Write your own
Homework: Week #10 - To-Do Sheet - Fill out SMART goal sheet
October 16
-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) Notebook #6 - TUESDAY
October 17 – Current Events Day
-Objective: Each student will understand the events
taking place at the national level of the United
States government
-Presentations & Questioning
-Work on Notebook #6
-Homework: 1) Notebook #6 – due TUESDAY
October
20
-Objective: Each student will examine an outline of the
Constitution and draw inferences about the intentions of the
framers in creating our government.
-Bellringer - Review Chapter 2 & Look at Chapter 3
-Lecture & Notes - Chapter 3:1
-Law Student Activity & Constitution – next slide
-Homework: 1) Chapter 3:1 Quiz - TOMORROW
2) Study Guide 3:1 & Notebook TOMORROW
3) 20% Timeline & Fundraising Letter
Complete
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 outline portion of your notebook
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?”
1. 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
21
-Objective: Each student will analyze a fundraising and thank-you letter and
write their own.
-Collect Week #9 To-Do Sheets
-Collect Notebooks & Study Guides
-Quiz 3:1
-Discuss Nebraska political candidates - Google Docs
Homework: NONE
October
22
-Objective: Each student will analyze a fundraising and thank-you letter and
write their own.
-Collect Week #9 To-Do Sheets
-Collect Notebooks & Study Guides
-Quiz 3:1
-20% Time
1) Practice your pitch - as a group
2) Fundraising Letter - Write your own
3) Thank-You Letters - Write your own
Homework: Week #10 - To-Do Sheet - Fill out SMART goal sheet
October 23
-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) Notebook #6 - TUESDAY
October 27
-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 - YouTube
-Chapter 3:2 - Lecture
-Law School – Challenge #1 – next slide (p. C2-C14)
-Homework: 1) Notebook & Study Guide 3:2
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 28
-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.
-Collect Notebook & Study Guide
-School House Rock – “Constitution”
-Finish Law School – Challenge #1 – next slide
*Discuss
-Homework: 1) Constitutional Matrix completed
October 29
-Objective: Each student will analyze a fundraising and thankyou letter and write their own.
-Collect Week #11 To-Do Sheets
-20% Time
1) Practice your pitch - as a group
2) Fundraising Letter - Write your own
3) Thank-You Letters - Write your own
Homework: Week #10 - To-Do Sheet - Fill out SMART goal sheet
October
30
-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?
-Constitutional Scenarios Quiz - Informal
*Based on question Cards from project (Put 7 articles on board as answer
choices
-Homework: 1) Notebook #8
2) Study Guide 3:3
October 31 – Current Events Day
-Objective: Each student will understand the events
taking place at the national level of the United
States government
-Presentations & Questioning
-Homework: 1) Notebook #8 – due TUESDAY
2) Study Guide 3:3 - due
TUESDAY
November 3
-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.
-Matching Activity - 6 Governing Principles of the Constitution
*Use your notebook to match the pictures with their appropriate
definition
*Discuss
-Looking at the Election 2014 - Use document camera
1) Governor
2) Senate
4) Major Docket Items
****Mock Vote - Nebraska Student Vote
3) House
-Homework: 1) Notebook #8
2) Study Guide 3:3
3) 20% Time Fundraising Letter and Thank You
November 4
-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.
-Collect 20% Time Fundraising Letter & Thank you
-Constitutional Scenario Quiz #1 (Chapter 3 Quizzes Folder) - on Angel
-Lecture 3:3
-Explain Challenge #2 – Constitutional Law 2 – skip a slide
*Complete 1st Card TOGETHER
*Students will come to front to find cards.
-Homework: 1) Chapter 3:2 & 3:3 Quiz THURSDAY
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 6
-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.
-Chapter 3:2 & 3:3 Quiz - on Angel
-Challenge #2 – Constitutional Law 2 – previous slide
-Challenge #2 – Constitutional Law 2 – previous slide
*Complete 1st Card TOGETHER
*Students will come to front to find cards.
-Homework: 1) NONE
November 7
-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.
-Chapter 3:2 & 3:3 Quiz - on Angel
-Challenge #2 – Constitutional Law 2 – previous slide
-Challenge #2 – Constitutional Law 2 – previous slide
*Complete 1st Card TOGETHER
*Students will come to front to find cards.
-Homework: 1) Current Events on Monday
November 10 – 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 -
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=http://ww
w.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
2) Quiz – Federalism - TOMORROW
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
-Homework: 1) Notebook #16-TOMORROW
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
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
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
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
_____/5
Rubric
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
_____/5
Rubric
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
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
1. Magna Carta
2. Petition of Right
3. English Bill of Rights
1. Royal Colonies
2. Proprietary Colonies
3. 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.
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
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
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
1. Magna Carta
2. Petition of Right
3. English Bill of Rights
1. Royal Colonies
2. Proprietary Colonies
3. 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.
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
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
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 Britain from Relationship between colonies and Britain after
mid-1700 to 1760
1760
Notes – Chap. 2 Section 2
II. 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
Intolerable Acts
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
_____/10
the
Confederation
At least 4-6 sentences that analyze the reasons
period the Articles of Confederation were
in force
was called the Critical Period in American
History.
_____/2
_____/5
Typed, 12-font, 1-inch margins, double-spaced
No more than 2 grammar mistakes,
spelling mistakes, etc.
Essay Rubric
_____/10
At least 5-6 sentences listing and explaining
at least 4 weaknesses in the Articles of
_____/10
the
Confederation
At least 4-6 sentences that analyze the reasons
period the Articles of Confederation were
in force
was called the Critical Period in American
History.
_____/2
_____/5
Typed, 12-font, 1-inch margins
No more than 2 grammar mistakes,
spelling mistakes, etc.
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.
Congress was the sole body and it was unicameral
2.
Each state had one vote in Congress no matter population
3.
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
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
_____/5
margins, double-spaced, at least one page
Introductory Paragraph with a strong
_____/5
_____/5
thesis statement
Paragraph of major accomplishments
Paragraph detailing major contributions
_____/5
_____/2
_____/5
to the Constitution.
Conclusion paragraph
On task at all times
No more than 2 mistakes in spelling,
grammar, and sentence structure.
_____/3 Works cited page w/ at least 3 sources.
Rubric
_____/5
12-font, Times or Arial font, 1-inch
_____/5
margins, double-spaced, at least one page
Introductory Paragraph with a strong
_____/5
_____/5
thesis statement
Paragraph of major accomplishments
Paragraph detailing major contributions
_____/5
_____/2
_____/5
to the Constitution.
Conclusion paragraph
On task at all times
No more than 2 mistakes in spelling,
grammar, and sentence structure.
_____/3 Works cited page w/ at least 3 sources.
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
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.
C.
1st Wed. in January = States choose presidential electors
1st Wed. in February = Electors would vote
1st Wed. in March = Inauguration of new gov’t
New Congress
1.
Convened on March 4, 1789 in Federal Hall in New York City
2.
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
●
●
Gov’t can govern…
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
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
●
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?
First, it has passed…
ex. – Art. III Sect. 1
2. Second, Congress has added…
ex -
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
Governor– Nebraska
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.
federalism
delegated powers
4)
expressed powers
inherent powers
2) div. of powers
3)
5) implied powers
6)
-Homework: #1-6 Vocabulary Terms Completed
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.
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.
federalism
powers
4)
expressed powers
powers
7)
reserved powers
powers
-Homework: NONE
2) div. of powers
3) delegated
5) implied powers
6) inherent
8) exclusive powers
9) concurrent
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
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 researchbased
_____/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 researchbased
_____/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
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
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
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
* Full Faith and Credit
* 2.
Interstate
Relations
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?
1. 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.
1. 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
session
4) apportion
5) reapportion
district
7) at-large
8) gerrymandering
-Homework: Vocabulary Words and Definitions
3) special
6) single-member
9) continuous body
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
Wesberry vs. Sanders – 1964 – p. 242-243
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.
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
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
●
Definition
Partisans
●
Definition
Politicos
●
Definition
2. What guides ● What
●
What
●
What
them?
guides them? guides them? guides them?
How they ● How they ● How they
vote?
vote?
vote?
●
3. How do
they 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