Link to Video "Constitutional Concepts"
1. When were the articles of confederation written?
2. Why were they weak?
3. What was the original intent of the Philadelphia meeting?
4. Why was Washington so popular?
5. What was Madison's proposal for a national government?
6. Why was law making designed to be difficult?
7. What is proportional representation?
8. What was the connecticut compromise?
Thursday, February 26, 2015
Wednesday, February 25, 2015
Chapter 2 Enlightenment - Constitution
Section 1 is a history of enlightenment ideas slowly realized through various documents and challenges to autocratic rule. Question: Why should we not be surprised by the Declaration of Independence, both by it's timing and the language in it?
Sections 2 is timeline of events in the colonies leading up to the writing of the Declaration. Question:
What ideas (phrases) in the declaration are of John Locke and the enlightenment (5), and what are the major grievances the colonists had with England (5)?
Section 3 identifies the weaknesses of the Articles of Confederation. Question: Why were the Articles of Confederation a failure (5) and what are the remedies (5)?
Section 4 identifies the major provisions of the Constitution and the remedies for the Articles weakness'
question: How much power did the constitution give to the national government versus the states? Did the constitution satisfy both the federalist and antifederalist? evidence?
Sections 2 is timeline of events in the colonies leading up to the writing of the Declaration. Question:
What ideas (phrases) in the declaration are of John Locke and the enlightenment (5), and what are the major grievances the colonists had with England (5)?
Section 3 identifies the weaknesses of the Articles of Confederation. Question: Why were the Articles of Confederation a failure (5) and what are the remedies (5)?
Section 4 identifies the major provisions of the Constitution and the remedies for the Articles weakness'
question: How much power did the constitution give to the national government versus the states? Did the constitution satisfy both the federalist and antifederalist? evidence?
Monday, February 23, 2015
Chapter 2
Read Chapter 2 section 1.
In class Monday we will divide the chapter into smaller groups and attempt to answer the question… "why should we not be surprised by the Declaration and fundamentals of our government"?
In small groups:
What aspects of these small sections live on / are embodied in our government today?
Limited government
Petition of Right
English Bill of Rights
Representative government
Locke's, Rousseau's, and Voltaire's ideas
Mayflower compact
Great Fundamentals
Separation of Powers
10 minute prep - then present using notability
In class Monday we will divide the chapter into smaller groups and attempt to answer the question… "why should we not be surprised by the Declaration and fundamentals of our government"?
In small groups:
What aspects of these small sections live on / are embodied in our government today?
Limited government
Petition of Right
English Bill of Rights
Representative government
Locke's, Rousseau's, and Voltaire's ideas
Mayflower compact
Great Fundamentals
Separation of Powers
10 minute prep - then present using notability
Thursday, February 19, 2015
Chapter 1 Test Friday
Mostly multiple choice for the vocabulary, the short answer questions will be the same on the test, come prepared! We will share your civil society research after the test.
Tuesday, February 17, 2015
Economic Theories
Using your notes from Chapter 1-4 create a chart explaining the following:
For each system (capitalism, socialism, and communism) decide WHO / HOW the following decisions are made:
How much and of What?
How goods and services are produced (where) and by whom?
Who gets them / how are they distributed?
Using your notes and textbook, explain the following based on the cartoon
What is the Cartoonist's bias?
What are the (2) perspectives in the cartoon?
Analyze the (2) perspectives in the cartoon by citing specific examples from the text that either support or refute the author's ideas.
For each system (capitalism, socialism, and communism) decide WHO / HOW the following decisions are made:
How much and of What?
How goods and services are produced (where) and by whom?
Who gets them / how are they distributed?
Using your notes and textbook, explain the following based on the cartoon
What is the Cartoonist's bias?
What are the (2) perspectives in the cartoon?
Analyze the (2) perspectives in the cartoon by citing specific examples from the text that either support or refute the author's ideas.
Chapter 1 Review and Test
Vocabulary
constitution
autocracy (monarchy; king, queen, dictator)
constitutional law
preamble
sovereignty
federal vs unitary (why is a federal system better for diverse populations?)
Illustrate federalism using the courts (NPR broadcast on Alabama and gay marriage)
consensus
nation-state
theories on the origins of gov (4)
capitalism
mixed-market
socialism
communism
Adam Smith
Karl Marx
John Locke
Thomas Hobbes
command economy
laissez - faire
free enterprise
fiscal policy
monetary policy
civil society (summarize the efforts of one civil society group)
Choose a civil society group (red cross, NRA, humane society, church group, etc.)
(5 pts) Write a paragraph explaining what the group does, how it educates the public, how many
members, any legislation it has helped to pass.
characteristics of democracy (4)
Which political parties like our FPTP system?
constitution
autocracy (monarchy; king, queen, dictator)
constitutional law
preamble
sovereignty
federal vs unitary (why is a federal system better for diverse populations?)
Illustrate federalism using the courts (NPR broadcast on Alabama and gay marriage)
consensus
nation-state
theories on the origins of gov (4)
capitalism
mixed-market
socialism
communism
Adam Smith
Karl Marx
John Locke
Thomas Hobbes
command economy
laissez - faire
free enterprise
fiscal policy
monetary policy
civil society (summarize the efforts of one civil society group)
Choose a civil society group (red cross, NRA, humane society, church group, etc.)
(5 pts) Write a paragraph explaining what the group does, how it educates the public, how many
members, any legislation it has helped to pass.
characteristics of democracy (4)
Which political parties like our FPTP system?
In class questions for discussion Tuesday
Respond to the following "The constitution established a republic, effectively limiting the power of government and preserving individual liberty to this day"
Do you agree or disagree with this statement? Why?
What is a political party (pg 23)? Why are competing political parties necessary for a healthy democracy?
(What is meant by loyal opposition?)
Which type of political parties like our FPTP system?
What is "civil society (pg 24)?"
Research a civil group (humane society, Red Cross, any NGO) non-governmental organization
Write down the following:
1. The organizations mission statement
2. Number of members
3. Services (for profit or otherwise) what does the group do?
4. Legislation the organization supported / fought
5. History, how long has it been around? Changes?
Be prepared to report to the class on Monday
Do you agree or disagree with this statement? Why?
What is a political party (pg 23)? Why are competing political parties necessary for a healthy democracy?
(What is meant by loyal opposition?)
Which type of political parties like our FPTP system?
What is "civil society (pg 24)?"
Research a civil group (humane society, Red Cross, any NGO) non-governmental organization
Write down the following:
1. The organizations mission statement
2. Number of members
3. Services (for profit or otherwise) what does the group do?
4. Legislation the organization supported / fought
5. History, how long has it been around? Changes?
Be prepared to report to the class on Monday
Thursday, February 12, 2015
Tuesday, February 10, 2015
FPTP and SMD
Watch the following video and discuss the pros and cons of FPTP and PR
Consequences of FPTP elections
Proportional Representation
Consequences of FPTP elections
Proportional Representation
Unitary vs Federal
Read about "Government Systems" (Unitary and Federal) on page 12
1. In one sentence (in your own words), explain where power is held in a unitary system
2. Do the same for Federal systems
3. Beginning with the word "power" write one sentence explaining the difference between a unitary and federal system
Watch the following video: Systems of government
1. In one sentence (in your own words), explain where power is held in a unitary system
2. Do the same for Federal systems
3. Beginning with the word "power" write one sentence explaining the difference between a unitary and federal system
Watch the following video: Systems of government
Monday, February 9, 2015
Chapter 1 section 2
Read and take notes on 2-1.
Tips:
Read the topic heading (what will I find in this section?)
Read one paragraph at a time. Keeping track of any key vocabulary terms, summarize the text one paragraph at a time.
Use Outline notes (DO NOT simply bullet point)
I. Largest topic headings (usually in blue)
A. Next largest heading (minor subject headings usually in red)
1. Supporting details (any vocabulary terms)
a. minor details (examples, context and historical names, events
i. you're probably adding too much detail :)
Tips:
Read the topic heading (what will I find in this section?)
Read one paragraph at a time. Keeping track of any key vocabulary terms, summarize the text one paragraph at a time.
Use Outline notes (DO NOT simply bullet point)
I. Largest topic headings (usually in blue)
A. Next largest heading (minor subject headings usually in red)
1. Supporting details (any vocabulary terms)
a. minor details (examples, context and historical names, events
i. you're probably adding too much detail :)
Friday, February 6, 2015
Purposes of Government
Working in a small group (3-4), come with a list of things (purposes) that government should responsible for. Be as specific as possible: cost (how are they paid for?), who qualifies?, who decides?, can anyone opt out?
Thursday, February 5, 2015
Democrat or Republican?
Be sure to pay to attention to all the options these websites have to see which party you are more like fiscally and socially. Think back on which questions (and how you answered) affected these out comes. How accurately do you feel these questions captured how you really feel?
Go to QUIZ
and
Go to QUIZ #2
and
GO to QUIZ #3
Go to QUIZ
and
Go to QUIZ #2
and
GO to QUIZ #3
Monday, February 2, 2015
Group quiz (general knowledge)
Working in groups of 4 attempt to complete the government quiz. Then go out into the community and conduct your own interviews to find out just what people know.
You will need the handout from class. We will discuss the results of your interviews on Tuesday (9/9)
You will need the handout from class. We will discuss the results of your interviews on Tuesday (9/9)
Volunteer Service Experience
"The best way to find yourself is to lose yourself in the service of others."
Mahatma Ghandhi
"It is more blessed to give than to receive."
Acts 20:35
"Life's most urgent and persistent question is: what are you doing for others?"
Martin Luther King, Jr.
"My country is the world and my religion is to do good."
Thomas Paine
"The truth of the matter is that you always know the right thing to do. The hard part is doing it."
Norman Schwarkzopf
"There’s no delight in owning anything unshared."
Seneca
I am requiring all of my seniors to complete 16 hours of community service this semester. 4 of these hours must be directly related to campaigns and the political process. The chairpersons of the Democratic and Republican parties will be linking all of you with various local and state campaigns. More information to come but these hours will need to be fulfilled this Sept. and Oct. The remaining 12 hours can be made up in any variety of ways. Many of you have already given your time through various organizations like church groups or clubs. If you have connections you would like to continue to serve then your searching is over. For those who don't know where to begin I will show you and lead you most of the way.You have 3 goals:
1. Find an organization(s) you respect and make contact with the volunteer coordinator
2. Commit to at least 12 total hours service (making plans means taking care of logistics)
3. Follow through, record the date, # hours, organization, event(s) with very brief description, and supervisor signature
Grading: You must complete 16 volunteer hours to receive an A in this course regardless of your percentage in the class at semester.
1. Fill out and turn in a complete and signed volunteer record sheet. (In class handout)
2. Write a 5 paragraph persuasive argument in favor of your organization receiving $100 donation from the school. The wining organization, as voted on by your classmates, will receive a $100 donation in your name or that of your choosing.
The following website is a good place to begin searching for an organization.
Volunteer Connect
Click on the volunteer opportunities link. You can filter your search by clicking on specific key words in the right hand column. Pay attention to the age requirements.
I am looking for 10 students to form a leadership fundraising team. In place of 16 hours of volunteer service, you will plan and coordinate fundraising events for a senior project. The funds you raise will go towards a gift, from the class of 2015, to future Summit High students and the community. I ultimately reserve the right, like the Senate, of approving all leadership team nominations :)
Mahatma Ghandhi
"It is more blessed to give than to receive."
Acts 20:35
"Life's most urgent and persistent question is: what are you doing for others?"
Martin Luther King, Jr.
"My country is the world and my religion is to do good."
Thomas Paine
"The truth of the matter is that you always know the right thing to do. The hard part is doing it."
Norman Schwarkzopf
"There’s no delight in owning anything unshared."
Seneca
I am requiring all of my seniors to complete 16 hours of community service this semester. 4 of these hours must be directly related to campaigns and the political process. The chairpersons of the Democratic and Republican parties will be linking all of you with various local and state campaigns. More information to come but these hours will need to be fulfilled this Sept. and Oct. The remaining 12 hours can be made up in any variety of ways. Many of you have already given your time through various organizations like church groups or clubs. If you have connections you would like to continue to serve then your searching is over. For those who don't know where to begin I will show you and lead you most of the way.You have 3 goals:
1. Find an organization(s) you respect and make contact with the volunteer coordinator
2. Commit to at least 12 total hours service (making plans means taking care of logistics)
3. Follow through, record the date, # hours, organization, event(s) with very brief description, and supervisor signature
Grading: You must complete 16 volunteer hours to receive an A in this course regardless of your percentage in the class at semester.
1. Fill out and turn in a complete and signed volunteer record sheet. (In class handout)
2. Write a 5 paragraph persuasive argument in favor of your organization receiving $100 donation from the school. The wining organization, as voted on by your classmates, will receive a $100 donation in your name or that of your choosing.
The following website is a good place to begin searching for an organization.
Volunteer Connect
Click on the volunteer opportunities link. You can filter your search by clicking on specific key words in the right hand column. Pay attention to the age requirements.
I am looking for 10 students to form a leadership fundraising team. In place of 16 hours of volunteer service, you will plan and coordinate fundraising events for a senior project. The funds you raise will go towards a gift, from the class of 2015, to future Summit High students and the community. I ultimately reserve the right, like the Senate, of approving all leadership team nominations :)
Current Events
Most weeks we will begin class on Monday, Wednesday, and Friday reading the newspaper. This is a great way to begin the morning. At the end of the semester you will need to turn in a journal (spiral notebook with the articles you read) and a paragraph summary of the article. (YOU NEED TO CUT OUT AND STAPLE THE ARTICLE IN YOUR NOTEBOOK) The summary must include a definition of the term/concept the article is illustrating. You must find both National and state/local articles for each term (2 articles per term) ---That's amounts to 30 TOTAL articles (2x15)
Your Articles are DUE: on Friday January 23rd
These are the terms:
1. Compromise
2. Political Conflict
3. Political Decision
4. Citizen participation
5. Influencing voters / officials
6. Political Organization
7. Policy making (legislative)
8. Policy making (executive)
9. Policy making (judicial)
10. Lobbying
11. Coalition
12. Editorial
13. Political Cartoon
14. Interest group
15. Protest
Your Articles are DUE: on Friday January 23rd
These are the terms:
1. Compromise
2. Political Conflict
3. Political Decision
4. Citizen participation
5. Influencing voters / officials
6. Political Organization
7. Policy making (legislative)
8. Policy making (executive)
9. Policy making (judicial)
10. Lobbying
11. Coalition
12. Editorial
13. Political Cartoon
14. Interest group
15. Protest
Welcome to American Government
This is a mid-term election year! The Presidential seat is not yet up for grabs but control of the most unproductive and unpopular congress is! We will watch our local and state elections for representatives and ballot measures closely (there are some good ones!) Once the election is over we will focus on a solid understanding of the design and functions of our branches of government and learn how we can become more aware and active citizens.
Units of Study
Chapter 1 section 2 (understanding different levels of government)
UNIT 6 (Participating in Gov) Thru the elections
Chapters 16, 17, 18, 19 and chapters 5 (Congress), 8 (Executive), and 23 (State and Local)
UNIT 1 (Foundations of Am Gov) Up until winter break
Chapters 1, 2, 3, 4 and chapters 6 and 7 (Congressional powers), 9 (Pres Powers), 11(Courts)
Court Cases / decisions
UNIT 7 (Policies and Services) Thru the end of the semester
Chapters 20, 21, 22, and chapter 10 (Bureaucracy)
Economic Systems ( How is to spend wisely)
For attendance, tardy, homework, dress code, and discipline policies see the student handbook.
Units of Study
Chapter 1 section 2 (understanding different levels of government)
UNIT 6 (Participating in Gov) Thru the elections
Chapters 16, 17, 18, 19 and chapters 5 (Congress), 8 (Executive), and 23 (State and Local)
UNIT 1 (Foundations of Am Gov) Up until winter break
Chapters 1, 2, 3, 4 and chapters 6 and 7 (Congressional powers), 9 (Pres Powers), 11(Courts)
Court Cases / decisions
UNIT 7 (Policies and Services) Thru the end of the semester
Chapters 20, 21, 22, and chapter 10 (Bureaucracy)
Economic Systems ( How is to spend wisely)
For attendance, tardy, homework, dress code, and discipline policies see the student handbook.
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