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

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 work1) Discuss Safety and Privacy Issues2) Twitter Assignment – next slide –DUE

TOMORROW

Sites to ExploreTwitter 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 – nonpartisan2. Huffington Post – liberal or left3. Drudge Report – conservative or right

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 groups2) Go over and explain – have students go to Angel3) Show school resources to use – have students try4) 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 Bias1) Summarize the situation in Ferguson, MO2) 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. 1Vocabulary (Know the definitions and spellings)

1. Government2. Legislative Power3. Executive Power4. Judicial Power5. Constitution6. Dictatorship7. Democracy8. Public Policy9. State

August 20-Objective: Each student will discuss changing processes in their community.

-Video http://www.weknownext.com/trends/shannon-deegan-how-googles-20-percent-time-fosters-http://www.weknownext.com/trends/shannon-deegan-how-googles-20-percent-time-fosters-innovation

-Review “spaces” photos

-Introductiona. timeline, fundraising (refer to google spreadsheet)b. QUESTION: What makes you come alive? Your passions?

-Bicycle Video: http://vimeo.com/44233461 - Determining needsa. Asking good questions based on needs - group work

*Compile a sample survey together

http://www.weknownext.com/trends/shannon-deegan-how-googles-20-percent-time-fosters-innovation



http://vimeo.com/44233461

August 21Objective: 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 - TUESDAY2) 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 emails2) Include on “Weekly To-Do” sheets for TUESDAY

-Homework:1) Ch. 1 Sect. 1 Study Guide - TUESDAY2) Notebooks Completed – TUESDAY

3) Quiz TUESDAY4) “Weekly To-Do” sheet - TUESDAY

http://matthewmazzotta.com/artwork/3220494.html

August 25Objective: 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 Assignments2) Ch. 1 Sect. 1 Study Guide - TUESDAY3) Notebooks Completed – TUESDAY

4) Quiz TUESDAY

August 26Objective: 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 rubric2) Assign dates – Sheet passed around to sign up3) Sample a presentation

-Homework - Books covered & 20% Time caught up


-Review questions from Wednesday

-Using Google Forms and/or Survey Monkey

-Sending out surveys to appropriate audience*Find emails2) Include on “Weekly To-Do” sheets for TUESDAY

-Homework:1) Surveys completed for approval

August 28Objective: 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 completed2) Study Guide & Notebook - TUESDAY


-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 - TUESDAY3) 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 slides1) Explain the game2) Pass out the chips3) 2 minutes to trade4) Discuss at the end

-Quotations About Power - skip slides

-Homework: 1) Weekly To-Do Sheet #15 - 20% Time 2) Chapter 1 Test - TUESDAY

Chip GameRules:1.For each round of the game, you will have 2 minutes to trade your chips. 2.All trades-including those in progress-must stop when the time is up.3.After trading, the student with the most points will be asked to make a rule for the next round of trading. That rule will apply only to the next round.

Point Values

PINK= 100 pointsYELLOW= 50 pointsBLUE= 25 pointsWHITE= 10 points

Quotations About Power

-”Quotations about Power” – Analyzing quotations – next slide1) Hand out quotations

-Discussion1) 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”

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 to

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 slides1) Explain the game2) Pass out the chips3) 2 minutes to trade4) Discuss at the end

-Quotations About Power - skip slides

--Examples and Scenarios – next slide1) Review the concepts of government – Ch. 12) Students write answer – next slides 3) Discuss

-Homework: 1) Weekly To-Do Sheet #15 - 20% Time 2) Chapter 1 Test - TUESDAY

Chip GameRules:1.For each round of the game, you will have 2 minutes to trade your chips. 2.All trades-including those in progress-must stop when the time is up.3.After trading, the student with the most points will be asked to make a rule for the next round of trading. That rule will apply only to the next round.

Point Values

PINK= 100 pointsYELLOW= 50 pointsBLUE= 25 pointsWHITE= 10 points

Quotations About Power

-”Quotations about Power” – Analyzing quotations – next slide1) Hand out quotations

-Discussion1) 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”

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 to

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/Simulations1.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?

2.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/Simulations3.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/Simulations6.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/Simulations8.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 State9. 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 State11. 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 unit1.The United States is politically organized. What

characteristic of a state is this?

2.Germany has supreme and absolute power within its own territory. What characteristic of a state is this?

3.Every country in the world has people. What characteristic of a state is this?

4.Every state must have land and boundaries. What characteristic of a state is this?

The Purpose of Government1.Mr. Lahm is trying to bring peace and order to Lyons-Decatur

Northeast. What purpose of government is this?

2.Mr. Hansen is the superintendent at this public school, and he serves as a servant of the citizens of Lyons and Decatur. What purpose of government is this?

3.Oakland-Craig, Tekamah-Herman, Lyons-Decatur, Bancroft Rosalie have been intense rivals for years. However, the senior class at each school wants to establish unity. What purpose of government is this?

4.Thomas Jefferson once stated that “the God who gave us life gave us liberty at the same time.” What purpose of government is this?

The Purpose of Government5.The School Board at Lyons-Decatur is trying to

develop a policy and school that is reasonable, fair, and impartial. What purpose of government is this?

6.This school establishes procedures such as lockdowns, tornado, and fire drills to protect us against harmful things. What purpose of government is this?

Basic Concepts of Democracy7.This concept of democracy requires that a

process of blending and adjusting competing views and interests to find a position most acceptable to the largest number.

8.This concept of democracy focuses on the idea that all people have fairness in opportunity and law.

9.This concept of democracy allows for as much personal freedom as possible until it affects others freedom.

Basic Concepts of Democracy10. This concept of democracy is firmly based

upon the belief in the fundamental importance of every person.

11. This concept of democracy argues that a majority of the people will be right more often than they will be wrong. However, the opinions of everyone must be taken into consideration.

September 9Objective: Each student will apply their knowledge of government.

-Review for Chapter 1 Test1) Collect Study Guides - Ch. 12) 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” process1) Take pictures of your process to use on “Pitch”

-3 Ideas for Project*Presentation and peer critique

-Homework:1) Will discuss TOMORROW

September 11Remembering 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

http://www.youtube.com/watch?v=XrwT61aQYA8

Patriot Day – September 11, 2001I.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 SilenceOn 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 HistoryThe 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


-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-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=-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


-”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-countdown-911/story?id=14191671-”While America Slept: The True Story of 9/11.” – Read & Discusshttp://abcnews.go.com/Blotter/ten-years-ago-today-countdown-911/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?1.“Do you remember 9/11?” Video – http://www.youtube.com/watch?v=“Do you remember 9/11?” Video – http://www.youtube.com/watch?v=XrwT61aQYA82.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

http://www.youtube.com/watch?v=wNNTcHq5Tzk&feature=related



http://abcnews.go.com/Blotter/ten-years-ago-today-countdown-911/story?id=14191671






http://www.youtube.com/watch?v=B75c4Lre6dU


September 12 – Remembering Patriot Day


-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

http://www.youtube.com/watch?v=Sw0fT3M-CLs

http://www.youtube.com/watch?v=8oOW-1OwtCA&feature=related

http://www.youtube.com/watch?v=crhXbwiomqU


September 10, 2010 – Remembering Patriot Day


-Bellwork: -CNN Student News


“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=B75c4Lre6dU


Patriot Day – September 11, 2001I.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 HistoryThe 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% Time1) Discuss 3 ideas

2) Go over SMART goals - Handout & Presentation3) Pick 1 idea for your project4) 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 media1) Determine conservative, moderate, liberal2) Read article & think about viewpoints3) Underline or highlight quotes that show bias4) Handout - fill out along with story

-Domestic Violence & Ray Ricehttp://www.foxnews.com/politics/2014/09/15/ray-rice-revulsion-how-media-have-let-abusive-athletes-get-away-with-it/

-Homework: 1) Week #14 - 20% Time SMART goals due

http://www.foxnews.com/politics/2014/09/15/ray-rice-revulsion-how-media-have-let-abusive-athletes-get-away-with-it/

http://www.foxnews.com/politics/2014/09/15/ray-rice-revulsion-how-media-have-let-abusive-athletes-get-away-with-it/

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 31) Choose an issue2) Each person in group chooses story that is:

a. conservative b. moderate c. liberal3) Fill out handout 4) Compare info

-Assign Current Event Presentations

-Homework: 1) NONE


-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


-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’t2) 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 BuildingsA.United States: Supreme Court building

Locations of BuildingsA.United States: Supreme Court buildingB.Ancient: Parthenon in Athens, Greece

Locations of BuildingsA.United States: Supreme Court buildingB.Ancient: Parthenon in Athens, GreeceC.United States: Department of the Treasury

building


buildingD.Ancient: Pantheon in Rome, Italy


buildingD.Ancient: Pantheon in Rome, ItalyE.United States: Jefferson Memorial


buildingD.Ancient: Pantheon in Rome, ItalyE.United States: Jefferson MemorialF.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


-Experiential - Historical Figures – U.S. Capitol National Statuary Hall1) Pass out the interview handouts – see next slide2) Begin Interviews – other students take notes3) Quiz over Historical Figures - TOMORROW

-Homework: 1) Notebook #3 - TOMORROW

Preparing for the Interview1.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 Interview1. Be sure to consider the parts of interviews2. Prepare your document to present an

actual interview this Monday. Write down details because you may forget come Monday.

*20-25 minutesC. Step 3 – Tape mask to manila folder, cut masks

out & tie string onto top of mask – 7-8 ft. of string.*5-10 minutes


-Experiential - Historical Figures – U.S. Capitol National Statuary Hall1) 7 historical figures – 2 per group –

*I will present 1 historical figure2) Discuss and Explain project – skip slides3) Finish preparing interview in groups - next slide4) 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 List1) Get student’s parent’s email addresses2) Assign Current Events for all students3) Collect Notebook #3 - Google Docs

-Experiential - Historical Figures – U.S. Capitol National Statuary Hall1) 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


To-Do List1) Timelines - Make sure you are filling out as we go2) 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


-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 Time1) Pass out Ch. 2 Study Guides2) Share Notebook #4

-Homework: 1) Notebook #4 2) Study Guide THURSDAY

3) Quiz - THURSDAY (Ch. 2 Sec. 1,2,3)


-Lecture & Study Guide1) Ch. 2 Sect. 1-32) 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


-Homework: 1) Notebook #5 2) Study Guide TUESDAY

3) Quiz - TUESDAY (Ch. 2 Sec. 4-5)


-Quiz - Ch. 2 Sect. 1-3 (COLLECT STUDY GUIDES)*Make sure Notebooks are shared

-Notes & Work Time1) 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)


-Lecture & Study Guide1) Ch. 2 Sect. 4-52) Work on Study Guide & Notebook #5

-Homework: 1) Notebook #5 2) Study Guide MONDAY

3) Quiz - MONDAY (Ch. 2 Sec. 4-5)


-Collect Notebooks & Study Guide

-Chapter 2:4-5 Quiz - on Angel

-Researching the Nebraska electionhttp://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

http://www.politics1.com/ne.htm


-Collect Study Guide Chapter 2

-Chapter 2 Test - on Angel

-Live Chat – Investigating Documents – next slide1) “A Republic, If You Can Keep It” – by Robert R. Beeman –

Handout2) “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. 511.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 thank-you letter and write their own.

-Collect Week #11 To-Do Sheets

-20% Time1) Practice your pitch - as a group2) Fundraising Letter - Write your own3) Thank-You Letters - Write your own




-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


-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 - TOMORROW2) Study Guide 3:1 & Notebook -

TOMORROW3) 20% Timeline & Fundraising Letter

Complete

Law School Students1.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 Students1.Read p. 50-51 “What is the outline of the Constitution?”2.Discuss this question: “How and why did the framers distribute power in the Constitution?”3.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?


-Collect Week #9 To-Do Sheets-Collect Notebooks & Study Guides

-Quiz 3:1

-Discuss Nebraska political candidates - Google Docs

Homework: NONE


-Collect Week #9 To-Do Sheets-Collect Notebooks & Study Guides

-Quiz 3:1






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 #11.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.


-Collect Notebook & Study Guide

-School House Rock – “Constitution”

-Finish Law School – Challenge #1 – next slide*Discuss

-Homework: 1) Constitutional Matrix completed


-Collect Week #11 To-Do Sheets




-Review Constitutional MatrixA. 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 #82) 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


-Homework: 1) Notebook #8 – due TUESDAY2) 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 camera1) Governor 2) Senate 3) House

4) Major Docket Items****Mock Vote - Nebraska Student Vote

-Homework: 1) Notebook #8 2) Study Guide 3:3 3) 20% Time Fundraising Letter and Thank You


-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 #2You 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.


-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


-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



-Mock Vote - Online*Also look at Amendments on ballot for Burt

County-Homework: 1) Notebook #11 – due TUESDAY

2) Clicker Quiz – Challenge #2 - TUESDAY

November 5-Objective: Each student will analyze the key candidates and amendments to be voted on in the election of 2012.

-Look at candidate profiles & take vote1) Senate race2) House race – District 1 3) President

-Video: http://www.youtube.com/watch?v=S7tAnU62V7Q&feature=BFa&list=PLqVIT0KNBSkhpXV3K6OhO0ri7tZn0ji8l&index=http://www.youtube.com/watch?v=S7tAnU62V7Q&feature=BFa&list=PLqVIT0KNBSkhpXV3K6OhO0ri7tZn0ji8l&index=15

-Sample Ballots1) 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

http://www.youtube.com/watch?v=S7tAnU62V7Q&feature=BFa&list=PLqVIT0KNBSkhpXV3K6OhO0ri7tZn0ji8l&index=15

http://www.youtube.com/watch?v=S7tAnU62V7Q&feature=BFa&list=PLqVIT0KNBSkhpXV3K6OhO0ri7tZn0ji8l&index=15


-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 districtsb. Senate race in Nebraskac. Presidential race

-Watch election day coverage – News*Students who are eligible to vote may go to city auditorium.

-Homework: 1) Quiz – Challenge #2 – WEDNESDAY


-Discuss Election 2012 – local and national

-Watch Acceptance & Concession Speech1) Presidential Acceptance Speech2) 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.


-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




-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


-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


-Clicker Quiz #2 – Challenge #2 – Constitutional Law 2*Only use Constitution in textbook

-Challenge #3 – Constitutional Law 31) Read Handout 4.5 & discuss2) Go to Challenge #3 – next slide

-Homework: 1) Discussion Board #12 - Friday

Challenge #3You 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

Handouts4.Follow along on Handout as it is read outloud–Track

15.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


-Work on Notebook #11

-Work on Discussion Board – Week #12

-Homework: 1) Discussion Board #12 – THURSDAY 2) Notebook #11 – due

TUESDAY


-Discuss Notebook #11

-Finish Challenge #3 – Constitutional Law 31) Read Handout 4.5 & discuss2) Go to Challenge #3 – previous slides

-Homework: 1) Discussion Board #12 – THURSDAY 2) Notebook #11 – due

TUESDAY




-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 slides1) Divide groups – 8 members per group2) Pass out Supreme Court Cases: Case Briefs3) 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 Groupwork2) 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 – HandoutA.Pass out and DiscussB. Assign RolesC. Work on Case as Teams D. Finish your part – by THURSDAY


-Supreme Court Case Groupwork – directions previous slides1) Divide groups – 8 members per group2) Pass out Supreme Court Cases: Case Briefs3) 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 Today1.Step 2 on Handout. – 10 minutes

a. Read through entire case as a legal teamb. Discuss questions with team

2.Step 3 on Handout – 8 minutesa. 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 writtenb. 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.


-Discussion Board #14 – Find a Gale article on Bill of Rights and answer the questions.

-Homework: 1) NONE


-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




-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 Justices1) Prepare for the hearings as follows

a. Read the background and appropriate precedents for the case.b. Note the important facts of the casec. Prepare one thoughtful question for the Petitioners and one for

the Respondents.

-Supreme Court Case Groupwork – REHEARSE & PRESENT 1st Case1) Set up Classroom for Presentation of Case2) 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


-Supreme Court Case Groupwork – Acting as Supreme Court Justices1) Assign nine justices to act for each of three cases2) Each justice will get copy of assigned case3) Prepare for the hearings as follows


the Respondents.

-Supreme Court Case Groupwork – REHEARSE & PRESENT Last Cases1) Set up Classroom for Presentation of Case2) Justices will rule on case

-Review for Test

-Homework: 1) NO Notebook 2) Discussion Board #14 – due THURSDAY


-Supreme Court Case Groupwork – Acting as Supreme Court Justices1) Assign nine justices to act for each of three cases2) Each justice will get copy of assigned case3) Prepare for the hearings as follows


the Respondents.

-Supreme Court Case Groupwork – REHEARSE & PRESENT Last Cases1) Set up Classroom for Presentation of Case2) Justices will rule on case

-Review for Test

-Homework: 1) NO Notebook 2) Discussion Board #14 – due THURSDAY


-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



-Work on Discussion Board #14 and/or Notebook


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 powers1) Groups of 22) 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


-Discuss Notebooks & Turn in


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





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




-Health Insurance Crisis1) Grasping the importance of health care – Mrs. Hegge

-Local Government System – Handout 6.5 – next slide1) 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




-Work on Discussion Board #15 and/or Notebook





-Local Government System – Handout 6.5 – next slide1) 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 slide1) Read the document & Complete the chart in your

notebook 2) Discuss the information

-Homework: 1) Notebook #16-TOMORROW


-Discuss Political Beliefs

-Local Government System – Handout 6.5 – next slide1) 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

http://www.youtube.com/watch?v=OgbvdFW5qoQ

http://www.youtube.com/watch?v=5gpS7PSYWcM

http://www.youtube.com/watch?v=1Et4PFYtO-8

Local Government Systems


-Discuss Notebook Preview #1 – significance of citizens

-Have students complete political views online quizhttp://politicalquiz.net/

*Discuss

-Civic Participation – Societal Problems Activity – next slides

-Notebook #20 – DUE TOMORROW

-Homework: 1) Notebook #20-FRIDAY

http://politicalquiz.net/

Civic Participation1) Pass out Handout: Forms of Civic Participation

*Circle words or phrases that best describe each form of civic participation

2) Transparency: A School for Iqbala. Explain story of Iqbal. b. What actions might Iqbal and others have taken to address the

problem of bonded labor? c. What might the results of their actions have been?

3) Handout & CD Track 8 “A School for Iqbal -Underline any forms of civic participation from 1st handout being

used in this case study.4) Discuss

a. Share forms of civic participation identified b. Questions

1. Did the actions these people took make a difference? (Look beyond

the immediate beneficiaries of the actions)2. Do you think you could carry out actions like these for a

cause you believe in? Why or why not?


-Discuss & Collect Notebooks*Discuss political ideology*Discuss 5 stages of expanding suffrage

-Civic Participation – Societal Problems Activity – next slides

-Homework: 1) NONE

Civic Participation1) Pass out Handout: Forms of Civic Participation

*Circle words or phrases that best describe each form of civic participation

2) Transparency: A School for Iqbala. Explain story of Iqbal. b. What actions might Iqbal and others have taken to address the

problem of bonded labor? c. What might the results of their actions have been?

3) Handout & CD Track 8 “A School for Iqbal -Underline any forms of civic participation from 1st handout being

used in this case study.4) Discuss

a. Share forms of civic participation identified b. Questions

1. Did the actions these people took make a difference? (Look beyond

the immediate beneficiaries of the actions)2. Do you think you could carry out actions like these for a

cause you believe in? Why or why not?


-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 John2.The Petition of Right and Charles I3.English Bill of Rights and William and Mary of Orange4.John Locke and writings and ideas5.Thomas Hobbes and writings and ideas6.James Harrington and writings and ideas7.Jean Jacques Rousseau and writings and ideas

Rubric_____/5 Presentation is neat, well-organized, complete,

words spelled correctly_____/5 22 font minimum, neat backgrounds, 5 slide limit_____/6 At least 3 pictures present_____/10 Biography of people and/or documents and/or

writings is complete and accurate._____/10 Significance of documents and/or people is easily

identified with accurate references and examples to the Constitution and Declaration of Independence._____/5 Presentation to class shows grasp of information – not just reading the info_____/2 Power point was in drop box on time and ready to go_____/2 Student was on task and working at all times.

_____/45 TOTAL

Rubric_____/5 Presentation is neat, well-organized, complete,

words spelled correctly_____/5 22 font minimum, neat backgrounds, 5 slide limit_____/6 At least 3 pictures present_____/10 Biography of people and/or documents and/or

writings is complete and accurate._____/10 Significance of documents and/or people is easily

identified with accurate references and examples to the Constitution and Declaration of Independence._____/5 Presentation to class shows grasp of information – not just reading the info_____/2 Power point was in drop box on time and ready to go_____/2 Student was on task and working at all times.

_____/45 TOTAL

Word Identification – graphic organizer

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’t3) 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 Terms1.Ordered government2.Limited government3.Representative government

4.Magna Carta5.Petition of Right6.English Bill of Rights

7.Royal Colonies8.Proprietary Colonies9.Charter Colonies

NotesI.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’ta. British king named a governor to serve as

colony’s chief executive – he also appointed judgesb. council named by the king served as an

advisory body to royal governor

1. This would later become upper house of legislature and highest court in colony.

2. The lower house = elected by property owners who were qualified to vote.

c. laws that were passed had to be approved by governor and the British Crown.

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 1632c. Pennsylvania & Delaware to William

Penn in 1681 and 16822. Government – governor chosen by

proprietora. Maryland & Delaware – legis. were

bicameralb. Pennsylvania – legislatures were

unicameral

NotesC. Charter Colonies

1. Two charter colonies – Connecticut and Rhode Island

2. Government a. Granted to colonists in 1662 & 1663b. Self-governingc. System of Government

1. governors elected by white, male property owners.

2. laws made by bicameral legis. were not subject to the Crown’s approval although Crown could step in when it needed.

*Question-Would Revolution happened if all colonies were allowed this freedom by Britain?

September 15, 2010-Objective: To understand how the British and colonists relationship in the 1700s fell apart.

-Bellwork: Relationship between British and the colonies from 1700 to around 1760s – slide #2

-Finish notes - slides #3-5

-Identification Vocabulary Terms #7-9 - Completed

-Homework: 1) Identification Vocabulary Terms #7-9 - Completed

Identification Vocabulary Terms1.Ordered government2.Limited government3.Representative government

4.Magna Carta5.Petition of Right6.English Bill of Rights

7.Royal Colonies8.Proprietary Colonies9.Charter Colonies

NotesI.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’ta. British king named a governor to serve as

colony’s chief executive – he also appointed judgesb. council named by the king served as an

advisory body to royal governor

1. This would later become upper house of legislature and highest court in colony.

2. The lower house = elected by property owners who were qualified to vote.

c. laws that were passed had to be approved by governor and the British Crown.

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 1632c. Pennsylvania & Delaware to William

Penn in 1681 and 16822. Government – governor chosen by

proprietora. Maryland & Delaware – legis. were

bicameralb. Pennsylvania – legislatures were

unicameral

NotesC. Charter Colonies

1. Two charter colonies – Connecticut and Rhode Island

2. Government a. Granted to colonists in 1662 & 1663b. Self-governingc. System of Government

1. governors elected by white, male property owners.

2. laws made by bicameral legis. were not subject to the Crown’s approval although Crown could step in when it needed.

*Question-Would Revolution happened if all colonies were allowed this freedom by Britain?

September 17, 2010-Objective: To understand our current world as well as our early government

-Bellwork: Watch CNN Student News

-CNN Student News Quiz

-Study for Landmark Docs and Vocab. Quiz

-Quiz

-Homework: NONE

September 20, 2010-Objective: To understand how the colonies in the Americas sought to cooperate long before the American Revolution.

-Bellwork: Relationship between British and the colonies from 1700 to around 1760s – slide #8 – p. 31.

-Notes – Growing Colonial Unity– slide #9 & #10 & #12

-Chart on Intolerable Acts – slide #11

-Homework: Identification Vocabulary Words #10-11

Royal ControlRelationship between colonies and Britain from mid-1700 to 1760

Relationship between colonies and Britain after 1760

Notes – Chap. 2 Section 2II. Growing Colonial Unity

A. Early Attempts1. 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 Congressa. Oct. 1765 – nine colonies sent delegates

to New York preparing the Declaration of Rights and

Grievances against the British policies *Saw taxes as “taxation w/o

representation”b. Stamp Act was repealed but new

policies enacted.3. 1770s

a. Boston Massacre on Mar. 3, 1770 – 5 colonists dead

b. Committee of Correspondence by Samuel Adams in 1772 – network for exchange of info among people

c. Boston Tea Party on Dec. 16, 1773 protesting tea monopoly by dumping tea into the sea.

Intolerable Acts


-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


NotesIII.The First Continental Congress

A. Intolerable Acts – spring of 17741. 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’tA. Met May 10, 1775 – American Revolution had

already begun. – Battle of Lexington and ConcordB. 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 Independence1.“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 IndependenceThere 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…”


-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


NotesV.The Declaration of Independence

A. Committee of Five1. 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.

VI.The First State GovernmentA.1776 & 1777, most States adopted written

ConstitutionsB.Mass. Constitution of 1780 – oldest written

Constitution in world.VII.Common Features of New States

NotesVII.Common Features of New States

A.Popular Sovereignty1. gov’t can exist and function only w/ consent of

governed.B. Limited Government

1. powers of gov’t had many restrictionsC.Civil Rights and Liberties

1. Bill of Rights sets out “unalienable” rights of people

D. Separation of Powers and Checks and Balances1. powers to new State gov’ts were divided

among three branches: legislative, executive, and judicial

Writing Rubric_____/10 At least 5-6 sentences listing and explaining

at least 4 weaknesses in the Articles of

Confederation_____/10 At least 4-6 sentences that analyze the reasons the

period the Articles of Confederation were in force

was called the Critical Period in American History. _____/2 Typed, 12-font, 1-inch margins, double-spaced _____/5 No more than 2 grammar mistakes,

spelling mistakes, etc._____/3 Writing has a smooth flow with easy transitions

between paragraphs.

_____/30 TOTAL

Essay Rubric_____/10 At least 5-6 sentences listing and explaining

at least 4 weaknesses in the Articles of

Confederation_____/10 At least 4-6 sentences that analyze the reasons the

period the Articles of Confederation were in force

was called the Critical Period in American History. _____/2 Typed, 12-font, 1-inch margins _____/5 No more than 2 grammar mistakes,

spelling mistakes, etc._____/3 Writing has a smooth flow with easy transitions

between paragraphs.

_____/30 TOTAL


-Bellwork: Any essay questions

-John Baylor – ACT Practice

-Homework: 1) Essay – Articles of Confederation 2) CNN student news quiz



-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 3I.The First National Constitution

A.Gov’t Structure1.Congress was the sole body and it was unicameral2.Each state had one vote in Congress no matter population3.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 Obligations1. 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 Congress11.Second Continental Congress12.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 Thursday2) 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 6) Benjamin Franklin2.James Madison 7) Charles Pinckney3.Gouverneur Morris 8) William Paterson4.Edmund Randolph5.Alexander Hamilton

Rubric_____/5 12-font, Times or Arial font, 1-inch

margins, double-spaced, at least one page_____/5 Introductory Paragraph with a strong

thesis statement_____/5 Paragraph of major accomplishments_____/5 Paragraph detailing major contributions

to the Constitution._____/5 Conclusion paragraph_____/2 On task at all times_____/5 No more than 2 mistakes in spelling,

grammar, and sentence structure._____/3 Works cited page w/ at least 3 sources.

_____/35 TOTAL

Rubric_____/5 12-font, Times or Arial font, 1-inch

margins, double-spaced, at least one page_____/5 Introductory Paragraph with a strong

thesis statement_____/5 Paragraph of major accomplishments_____/5 Paragraph detailing major contributions

to the Constitution._____/5 Conclusion paragraph_____/2 On task at all times_____/5 No more than 2 mistakes in spelling,

grammar, and sentence structure._____/3 Works cited page w/ at least 3 sources.

_____/35 TOTAL

Example“Adding to the natural diversity of human opinions

on all new and complicated subjects, it is impossible to consider the degree of concord which ultimately prevailed as less than a miracle.”

For as much is made about the Constitution, it was the wisdom of such few men working together that developed such an important document.

It has been stated about the fifty-five delegates who attended the Constitutional Convention: “Never before or since, has so remarkable a group been brought together in this country.”

September 28, 2010-Objective: To understand why a new Constitution of the United States had to be written.

-Bellwork: Answer these questions:1) Who is known as the “Father of the Constitution?” Why does he have

this title?2) Based on the Three-Fifths Compromise, what does this suggest about the Framers’ views on slavery?

-Discuss Writing Assignment

-Notes – Slide #32 & #33

-Identification Lotus – Constitutional Convention – p. 42-441) Virginia Plan 2) The New Jersey

Plan3) Connecticut Compromise 4) Three-Fifths Compromise5) Commerce & Slave Trade Compromise

-Homework: 1) Complete Identification Lotus 2) Writing Assignment – due Thursday

Notes – Section 4I.The Virginia Plan

A. Edmund RandolphB. 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 PlanA. William PatersonB. 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 4III. Connecticut Compromise

A. Congress should be two houses1. Smaller Senate = equal representation2. 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 CompromiseA. 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




-Peer Review of Papers

-Summary of the Founders

-Homework: NONE


-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 5I.Inauguration of the New Government

A.Sept. 13, 1788 – the Congress of the Confederation chose New York as the temporary capital.

B.Key Agreements1.1st Wed. in January = States choose presidential electors2.1st Wed. in February = Electors would vote3.1st Wed. in March = Inauguration of new gov’t

C.New Congress1.Convened on March 4, 1789 in Federal Hall in New York

City2.April 6, 1789 – George Washington was elected President

and John Adams was Vice President.


-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…14. Framers constructed the federal arrangement…

Analyzing the ConstitutionArticle I – Legislative Department

Section 1 & Section 2 1. 4.2. 5.3.

Section 3 1. 5.2. 6.3. 7.4.

Section 4 & Section 5 1. 1.2. 2. 3. 4.

Analyzing the ConstitutionArticle I – Legislative Department

Section 6 & Section 7 1. 1.2. 2. 3.

Section 8 1. 6.2. 7.3. 8.4. 9.5.

Section 8 10. 15.11. 16.12. 17.13. 18.14.

Section 9 1. 5.2. 6.3. 7.4. 8.

Section 10 1.2.3.

October 7, 2010-Objective: To better prepare for the ACT Test

-Bellwork: NONE


-Homework: John Baylor work

October 8, 2010-Objective: To understand the affairs going on around the world.




-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


-Homework: John Baylor work

October 15, 2010-Objective: To understand the affairs going on around the world.


-CNN Student News Quiz w/ 3 branches of gov’t quiz


-Homework: NONE

October 18, 2010-Objective: To understand Constitutional principles

-Bellwork: NONE

-Five Basic Ways of Informal Amendment – next slideAnswer 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 Amendment5 Basic Ways Description

Basic Legislation by Congress ●First, it has passed… ex. – Art. III Sect. 12.Second, Congress has added… ex -

Executive Action 3. What is this using at least 2 examples?4. What is executive agreement? -What is difference between these & treaties?

Court Decisions 5. The nation’s courts…

Party Practices 6. What did George Washington warn against?7. Name at least 3 things that political parties have done or do to government.

Custom 9. Unwritten customs…10. Explain the “no-third-term tradition” and who established it.11. What happened in 1940 & 1944 and what resulted in 1951?

Formal vs. Informal Amendment

Short Answers for Test1.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 Test1.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.


-Bellwork: NONE

-Review for Chapter 3 Test

-Short Answer Questions

-Homework: Test TOMORROW


-Bellwork: Study for Test

-Chapter 3 Test

-Homework: NONE

October 21, 2010-Objective: To understand the election of 2010 and its significance.


-Look at Sample Ballots for November 2 election*1st Congressional District*Amendment 2 – pros- and cons-

-Omaha World Herald

-Homework: NONE

Representative in Congress – 1st District

Governor– Nebraska


-Bellwork: NONE

-Pros- and Cons- of government officials1) Jeff Fortenberry (i) v. Ivy Harper – House of Reps.2) Dave Heineman (i) v. Mike Meister - Governor3) John Gale (i) v. Janet Stewart – Sec. of State4) Don Stenberg v. Mark Stoj – State Treasurer

-Issues – ballotpedia.org1) Proposed Amendment No. 12) Proposed Amendment No. 2

-Homework: NONE


-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 ExamineFor Auditor of Public Accounts

Mike Foley (R) vs. Michele Sallach-Grace (Libert)

County SheriffKirk W. Kunze (R) vs. Robert D. Pickell (D)

County Supervisor – District 7James T. Skinner (R) vs. Greg Brummond (D)

Member of the Legislature – District 16Kent Rogert vs. Lydia Brasch

Northeast Comm. College – Board of Gov. – District 4Terry Nelson vs. Don Wisnieski

Burt County Public Power District – (May find out incumbents) 1. Fred Christensen 2. Michael Williams 3. Thomas Johnson4. 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 – Vocabulary1.federalism 2) div. of powers 3)

delegated powers4) expressed powers 5) implied powers 6)

inherent powers

-Homework: #1-6 Vocabulary Terms Completed

Notes – Chapter 4 - FederalismI.Federalism

A.Framers beliefs about Constitution1. gov’t power threatens individ. liberty2. exercise of gov’t power must be limited3. divide gov’t power to prevent abuse

B. Federalism1. Creates dual system of gov’t w/ each sphere

having its own authority2. Major Strength

*It allows local actions in matters of local concern

and national action in matters of wider concern.

ex. – Gambling legal in Nevada but illegal other places.

Notes – Chapter 4 - FederalismII. The Nat’l Gov’t in One of Delegated Powers

A. Expressed Powers – expressed in Constitution1. Article I Sect. 8 – 27 powers given to Congress

ex. – collect taxes, coin money, declare war2. Article II Sect. 2 – powers to President3. 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 stateex. – regulate immigration, to acquire territory

*these powers exist because the United States exists

Examples of Delegated PowersHere are some examples of “Expressed Powers,” “Implied Powers,” and “Inherent Powers.” Using these examples, indicate in what category each example

fits:1.regulate immigration2.collect taxes3.coin money4.regulation of labor relations5.building of dams6.building highways7.give diplomatic recognition8.prohibit discrimination9.declare war

Examples of Delegated PowersHere 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.


-Take CNN Student News Quiz


-Notes – Powers Denied to the National Gov’t

●-Identification Lotus – Vocabulary1.federalism 2) div. of powers 3) delegated

powers4) expressed powers 5) implied powers 6) inherent

powers7) reserved powers 8) exclusive powers 9) concurrent

powers

-Homework: NONE

Notes – Chapter 4 - FederalismIII. Powers Denied to the National Gov’t

A.Constitutional Denial of Power1. expressed denial of power – Bill of Rights &

Art. I Se. 9ex. – levy duties on exports; deny freedom

of religion, speech, press, assembly2. silence of Constitution

ex. – create public school system, marriage & divorce law

3. Est. federal system limits power of nat’l gov’tex. – Congress cannot tax States or local

units carrying out their gov’t functions.

Notes – Chapter 4 - FederalismIV. 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,

gamblingV. Powers Denied to the States

A. Denial of Power1. No State can enter into a treaty; no printing or

coining of money, deprive people of life, liberty, and property

w/o due process of law.2. Powers denied by existence of federal system

ex. – no State may tax functions of nat’l gov’t

3. State Constitutions deny powers to State.

November 1, 2010-Objective: To understand that federalism is a division of powers between the National Government and the States.

-Bellwork: Study for Quiz

-Quiz over Ch. 4 Notes and Vocab.

-Division of Powers Between Nat’l and State Gov’t – chart – p. 76

*Groups study text and develop definition and 2 examples for 6 categories

*Speaker reads info to rest of groups

-Homework: NONE

November 2, 2010-Objective: To understand the Supreme Court and the Federal System.

-Bellwork: NONE

-Discuss Division of Powers Chart – p. 76

-Notes – Supreme Law of Land

-Voting Issues – on omahaworldherald.com*Scribner-Snyder Merger*”Democracy Counts on You” – article in today’s paper

-Debates – Supreme Court Cases – Explain assignment1) McCulloch v. Maryland 1819

-Homework: NONE

Notes – Supreme Law of LandVI. The Supreme Law of the Land

A. Supremecy Clause – Article VI Sect. 21. 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 nextc. State constitution over state lawd. 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 LandVI. The Supreme Law of the Land

B. Supreme Court and the Federal System1. considered the “umpire” in the federal

system because it applies the Supremacy Clause in conflict

2. McCulloch v. Maryland - 1819a. 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 CasesWhile 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 CasesProsecution and DefenseOnce 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 two-page paper (12-font, Times New Roman, 1-inch margins, double-spaced). 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 CasesSupreme Court JusticesThe 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 (12-font, 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 DefenseRubric_____/10 List of arguments and research-based explanations_____/20 Two-page paper with sound research

_____/5 Grammar, Punctuation, Full-sentences_____/5 12-font, Times New Roman, 1-inch margins,

double-space_____/10 Research is valid and all information is research-

based_____/5 On-task at all times_____/20 Presentation

_____/3 Introduction_____/8 Well-reasoned arguments_____/5 Well-prepared and professional_____/4 Conclusion

_____/10 One-half page summary of actual case summarized and the decision that was actually and factually reached as

well as the significance of the case.

_____/65 TOTAL

Rubric – JuryRubric_____/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


-Bellwork: NONE

-Begin Supreme Court Cases – Explain assignment1) McCulloch v. Maryland 18192) The Case – Initial Background Research Worksheet

****To Accomplish TODAY1) Defense and Prosecution – List of arguments and reasoning completed by end of day on Friday2) Justices – One-page paper completed by Monday

-Homework: 1) Defense & Prosecution – List of arguments & reasons. 2) Justices – One-page paper MONDAY

Supreme Court CasesWhile 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 CasesProsecution and DefenseOnce 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 two-page paper (12-font, Times New Roman, 1-inch margins, double-spaced). 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 CasesSupreme Court JusticesThe 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 (12-font, 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 DefenseRubric_____/10 List of arguments and research-based explanations_____/20 Two-page paper with sound research

_____/5 Grammar, Punctuation, Full-sentences_____/5 12-font, Times New Roman, 1-inch margins,

double-space_____/10 Research is valid and all information is research-

based_____/5 On-task at all times_____/20 Presentation

_____/3 Introduction_____/8 Well-reasoned arguments_____/5 Well-prepared and professional_____/4 Conclusion

_____/10 One-half page summary of actual case summarized and the decision that was actually and factually reached as

well as the significance of the case.

_____/65 TOTAL

Rubric – JusticesRubric_____/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





-Supreme Court Case1) Defense and Prosecution – list of arguments and reasons COMPLETED2) Justices – one-page research paper finished by Monday.

-Homework: 1) Defense & Prosecution – 2) Justices – one-page research paper – by

MONDAY


-Bellwork: NONE

-Supreme Court Case – McCulloch v. Maryland (1819)1) Defense and Prosecution – research case and 2-page paper due WEDNESDAY2) 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


-Bellwork: NONE

-Supreme Court Case – McCulloch v. Maryland (1819)1) Defense and Prosecution – research case and 2-page paper due WEDNESDAY2) 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


-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 TOMORROW2) Justices – List of Notes due

TOMORROW


-Bellwork: NONE

-Supreme Court Case – McCulloch v. Maryland (1819)1) Defense and Prosecution – FINISH2) 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



-Supreme Court Case – any final things*Discuss

-Homework: NONE


-Bellwork: NONE

-Supreme Court Case – McCulloch v. Maryland (1819)1) Defense and Prosecution – present the

arguments 2) Justices – take notes throughout the proceedings that will be turned in. Make sure they are

complete. Vote on which side presented the best case.

-Homework: 1) one half-page summary with actual decision listed – refer to

rubric


-Bellwork: Continue and finish case

-Supreme Court Case – McCulloch v. Maryland (1819)1) Defense and Prosecution – present the

arguments 2) Justices – take notes throughout the proceedings that will be turned in. Make sure they are

complete. Vote on which side presented the best case.

-Homework: 1) one half-page summary with actual decision listed – refer to

rubric


-Bellwork: -Collect one-half page summaries*Discuss final issues of case

-Notes – Interstate Relations1) Full Faith and Credit2) Extradition3) Privileges and Immunities

-Guided Reading – graphic organizer – next slide

-Guided Practice – Is it Constitutional? Why or why not? 1. Marriage of two teenagers in the state of Michigan is ruled null and void when they return to their home in Pennsylvania.2. Minnesota signs a treaty with Canada over fishing rights.

-The Process of Extradition – p. 90*Work in groups to describe each step in one sentence or less and the process of extradition.

-Homework: NONE

Interstate Relations – Ch. 4 Sect. 3

Interstate Relations

* Full Faith and Credit* 2.


-Bellwork: NONE

-Short Answer Work

-Review for Test TOMORROW

-Homework: Test TOMORROW

Short Answers for Test1. 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 Test1. 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 Test1.Analyze and discuss the key points of the McCulloch

v. Maryland court case, who won and why, and what is the significance of McCulloch v. Maryland in the development of the federal system?

2.Draw a chart that shows the “division of powers” between the national government and the states. Then give at least one example of each of the 6 categories on the chart.

3.Is federalism the best system of government? THINK ABOUT: division of powers, state law and the differences between states in law, balancing power between a national government and state government.




-Work on Notecards for Test

-Homework: Test MONDAY


-Bellwork: Review for Chapter 4 Test

-Chapter 4 Test

-Pass out Ch. 10 Worksheets

-Homework: Worksheets due on MONDAY!!!


-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 & example1) term 2) session 3) special session

-Homework: NONE

Reasons for Bicameralism – p. 236-237

Why is it important to have constitutional guidelines for terms and sessions?

Historical Practical Theoretical

Notes – Ch. 10 Sect. 1I.Terms and Sessions of Congress

A. Term of Congress1. 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 Congressb. Now-”noon on the 3rd day January” of

every odd- numbered 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. 1C. 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 paper1) term 2) session 3) special

session4) apportion 5) reapportion 6) single-member

district7) at-large 8) gerrymandering 9) continuous body

-Homework: Vocabulary Words and Definitions

Notes – Ch. 10 Sect. 2 – H.o.R.I.Congressional Elections

A. Date1. Since 1872 Congress has required that those

elections be held on Tuesday following first Monday in November on even- numbered years.

B. Off-Year Elections1. These are non-presidential elections2. 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. 2D. Gerrymandering

1. Definition – districts drawn to the advantage of the political party or faction that controls the state legislature.

2. Two Formsa. to concentrate the opposition’s

voters in one or a few districts, thus leaving the other districts comfortably safe for the dominant party.

b. to spread the opposition as thinly as possible among several districts, limiting the opposition’s ability to win anywhere.

Wesberry vs. Sanders – 1964 – p. 242-243

December 1, 2010ONE 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, 245-46House Senate

Size

Terms

Date of Election

Constitutional Provision

Size

Terms

Date of Election

Constitutional Provision

House and Senate Qualifications – p. 244, 247House SenateAge

Citzenship

Residency

Customs 1. Custom

Responsibility 1. Responsibility

2. Responsibility

Age

Citizenship

Residency

Responsibility 1.

2.

December 3, 2010-Objective: To understand the federal system of government we now live.

-Bellwork: -Watch CNN Student News



-Notes – Compensation *Do math on retirement

-Homework: NONE

Notes - Compensation & Nonsalary Compensation

I.CompensationA. Congress has power to set its pay and provide

compensations – Article I, Section 6, Clause 1B. Salary

1. $174,000 per year for House & Senate2. Speaker of House earns $223,5003. COLA – cost-of-living adjustment = 2.8%

year


I.CompensationC. Nonsalary Compensation – “fringe benefits”

1. tax deduction to keep up 2 residencies.2. Travel allowances for round trips home3. Health care – pay small amount for health4. Pension/Retirement plan – Part of Federal

Employees Retirement System (FERS) a. pay $7,000 in social security tax per

yearb. 1.3% of earnings to FERS.

-earn 80% of the average of the highest 3 years in office if they serve 25 years.

*Let’s do the math – next slide


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 paper10) 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 work1) 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. 251Trustees Delegates Partisans Politicos

1. Definition

2. What guides them?

3. How do they vote?

●Definition

●What guides them?

●How they vote?

●Definition


●How they vote?

●Definition


●How they vote?

Short Answers1. 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 Answers1. 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


-Go over tests


-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 billThe 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 1-page, double-spaced, 12-font, 1-inch margins, Times New Roman_____/3 Proper grammar, structure, punctuation, etc._____/2 Name and number of bill_____/5 Summary of the tax bill_____/3 Democrat wishes_____/3 Democrat frustrations_____/3 Republican wishes_____/3 Republican frustrations_____/5 Your researched opinion (1 paragraph)

_____/30 TOTAL

Rubric – Understanding tax billThe 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 1-page, double-spaced, 12-font, 1-inch margins, Times New Roman_____/3 Proper grammar, structure, punctuation, etc._____/2 Name and number of bill_____/5 Summary of the tax bill_____/3 Democrat wishes_____/3 Democrat frustrations_____/3 Republican wishes_____/3 Republican frustrations_____/5 Your researched opinion (1 paragraph)

_____/30 TOTAL


-Bellwork: NONE

-”Stossel in the Classroom”*Discuss

-Homework: One-page paper due TOMORROW


-Bellwork: MAKE SURE PAPER IS READY TO TURN IN.

*Discuss tax bill & collect papers

-”Mr. Smith Goes to Washington”

-Homework: NONE


-Bellwork: NONE


-Homework: NONE


-Bellwork: NONE


-Homework: FINAL on MONDAY

Documents

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

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