Jeopardy for Chapter 19 Test (homework)
Due Date: November 16, 2009 |
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Objective: In preparation for Tuesday's test on Chapter 19, students will take part in a Jeopardy style review game.
Today's class will consist of a Jeopardy game with questions from the Chapter 19 test.
Homework: Study Review Sheet for tomorrow's test.
Please note: 8th period will be taking the test on Wednesday. |
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Review for Assessement on Chapter 19 (homework)
Due Date: November 13, 2009 |
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Objective: In preparation for Monday's test on Chapter 19, students will complete a review sheet, ask questions for clarification, and take part in a Jeopardy style review game.
Today's class will prepare us for next week's test. We will go over the review sheet, answer any and all questions you may have, and
play Jeopardy for bonus points!!
Homework: STUDY CHAPTER 19!! |
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The Lemon Test and the 1st Amendment (homework)
Due Date: November 12, 2009 |
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Objective: Students will show understanding of the Lemon Test and its three components by applying it to examples provided on a worksheet.
Today's class will illustrate how the government draws the line of separation between church and state. We will examine examples of cases where the government can provide aid to religious groups and parochial schools.
Homework: Complete review sheet for tomorrow's class. |
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Veteran's Day Holiday No School!
November 11, 2009 |
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Make sure you take time to remember those whose sacrifice made our freedom possible.
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Party for Mr. Gorsline!!
November 10, 2009 |
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| Today we say goodbye to Mr. Gorsline who has been our student teacher since August. Don't forget to bring the items you signed up for! |
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Freedom of Religion
November 9, 2009 |
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Objective: Students will examine some of the controversy surrounding the 1st Amendment by examining cases and their impact upon the interpretation of this right.
Today's Class will begin with a review of Libel and Slander and then focus on the Freedom of Religion contained within the 1st Amendment. Using court cases as background, we will examine how this unique freedom is a source of controversy over its proper interpretation. |
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Libel or Slander?
November 6, 2009 |
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| Objective: Students will confront the complex issue of privacy and appropriate communication in the digital world. Special focus will be placed upon texting, MySpace, Facebook, and other social network venues. |
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1st Amendment: Religion and the Lemon Test
November 5, 2009 |
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| Objective: Students will debate how defined the separation of church and state is in America today. Issues such as the Pledge of Allegiance, Currency, and prayer in schools will be examined. |
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Free Speech and the 1st Amendment
November 4, 2009 |
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Objective: Using Chapter 19 as a basis, we will begin our exploration of the controversies and rewards contained within the 1st Amendment. Today's class will focus on issues related to speech and public broadcasting.
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ELECTION DAY!! Remind your parents to vote!!
November 3, 2009 |
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Completing CAPT Essays/Flag Burning Video
November 2, 2009 |
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Objective: Students will complete their required formative CAPT essay and if time permits, conclude a documentary exploring the opposing viewpoints on the issue of flag burning.
Today's Lesson will allow those who need a few extra minutes to complete their CAPT essay. If time permits we will complete the flag burning video from last week. |
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Complete CAPT Essays
October 30, 2009 |
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| Objective: Students will complete working on their CAPT Formative assessments. |
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CAPT Essay Writing
October 29, 2009 |
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Objective: Students will begin working on a CAPT Interdisciplinary Formative Assessment.
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Quiz on Chapter 3
October 28, 2009 |
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Objective: Student will take a written assessment on Chapter 3.
Following the quiz you will be provided with background information to prepare you for our CAPT activity later this week. |
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Review for Quiz on Chapter 3 (homework)
Due Date: October 27, 2009 |
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Objective: Students will complete a review sheet in preparation for Wednesday's quiz on Chapter 3.
Today's class will conclude Chapter 3 and prepare you for tomorrow's quiz.
Homework: Study for quiz |
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Informal Amendments
October 26, 2009 |
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Objective: Students will examine the various methods for informally amending the Constitution.
Today's class will focus on the way Presidents, Congress, and the Supreme Court have informally amended the Constitution. |
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Formal vs. Informal Amendment (homework)
Due Date: October 16, 2009 |
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Objective: Students will examine the four different methods for achieving a formal amendment to the Constitution, and begin discussions of the many ways informal amendments are achieved.
Today's Class: Today we return to class and continue work on Chapter 3. Now that we have created the Constitution, its time to change it! Just how does that happen? Today we will find out together. |
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Library Research on Constitution Project (homework)
Due Date: October 15, 2009 |
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Objective: Students will complete their group research on the Constitution Project. Each group will hand in their bench mark sheet to show how much they have accomplished.
Today: Go directly to the library once again and use your time wisely!! It is our last day for research. |
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Library Research on Constitution Project (homework)
Due Date: October 14, 2009 |
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Objective: Using library resources students will begin researching their assigned city for the Constitution Newspaper project. Each group has been given an assignment along with daily benchmarks that will be used to assess their progress and use of library time.
Today's Lesson: Today go straight to the library as you and your group members begin researching your assigned city. Use your time wisely, and remember to delegate the work so EVERYONE contributes!! |
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Checks and Balances/ Newspaper Project (homework)
Due Date: October 13, 2009 |
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Objective: Students will illustrate via graphic organizer the three branches of government and how the system of checks and balances affects each of them. In addition: students will be introduced to their Constitution project and begin delegating responsibilities in preparation for Wednesday's day of research in the library.
Today's Lesson: Today we will review the homework and complete a graphic organizer to help us understand how checks and balances actually work. Also: we will be assigned our groups for our Constitution project and begin planning for tomorrow's trip to the library. |
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Test Chapter 2 (homework)
Due Date: October 9, 2009 |
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Objective: Students will take a written assessment on Chapter 2.
Today we take the test!! Good Luck!!
Homework: Go and Enjoy the LONG weekend! |
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Jeopardy for Chapter 2 Test (homework)
Due Date: October 8, 2009 |
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Objective: Students will engage in a Jeopardy-style review game in order to prepare for Friday's chapter 2 test.
Today's class will be fun and challenging as we use Jeopardy to help us review for tomorrow's test on chapter 2.
Homework: Find a relative or friend to help you review key terms and concepts from your review sheet. Get a good night's sleep and eat a good breakfast in order to be at your best for the test!! |
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CAPT-Style Essay Writing for Chapter 2 Test (homework)
Due Date: October 7, 2009 |
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Objective: Using the CAPT-style essay format, students will complete in the computer lab (D302) an essay they began working on last night for homework. Completed essays will be collected and considered part of their Chapter 2 test.
Today's class will meet in D302. Please go directly there, log in, and begin typing up your essay using the format described by Mr. Gorsline.
Homework: Study for Chapter 2 Test using your review sheet. |
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Ratifying the Constitution (homework)
Due Date: October 6, 2009 |
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Objective: Students will chart the dates and order of state ratification of the Constitution to understand how the process was atypical and against the requirements of the document.
Today we will focus on how each state debated and eventually voted for ratification of the Constitution. Careful attention will be paid to New York and Virginia and the unique role each played in granting "final" approval to the document.
Homework: Begin completing the review sheet/formulating questions you may have for Thursday's review. Also: Outline your chosen essay question so that you may type it in the computer lab during class tomorrow. |
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Federalists vs. Anti-Federalists (homework)
Due Date: October 5, 2009 |
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Objective: Students will compare and contrast the views of both Federalists and Anti-Federalists as they struggle to gain support for ratification of the Constitution.
Today's Lesson will introduce us to the divergent views of the founding fathers when it came to adopting the Constitution. We will read and create graphic organizers to compare the views of two groups whose views of the Constitution put them at odds.
Homework: Read page 57-58 and complete questions on the chart on p.57, as well as questions 4,5 on page 58. |
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Cooperative Group Activity Report-Out and Debriefing
October 2, 2009 |
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Objective: Students will complete their cooperative group preparation and report out their findings concerning their assigned topic from the Constitutional Convention.
Today's class will focus on the reports provided by each cooperative group. Make certain you have accurate and essential information to share with your classmates. |
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Cooperative Learning: Plans and Compromises (homework)
Due Date: October 1, 2009 |
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Objectives: Working in assigned groups, students will create graphic organizers to compare and contrast the Virginia and New Jersey Plans along with summarizing the major compromises concerning representation, slavery, and taxation. Groups will then teach their assigned issue to the class and answer questions from classmates.
Today Make certain to have your textbooks as we begin a cooperative group activity in which each of you will play an active role and be responsible for teaching the class about one plan or compromise from the Constitutional Convention. Work hard and make sure to meet your group's deadline.
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Interpreting Tables: Selected Framers of the Constitution
September 30, 2009 |
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Objective: Students will identify the framers of the Constitution and engage in an examination of their backgrounds and experiences.
Today's class will employ the chart on page 49 as an initiation into the background and experiences of selected framers of the Constitution.
Please note: This lesson is a modified version of one initially scheduled for last week, but was moved due to the inclusion of the Declaration of Independence Video |
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Extra Credit Article for Message Board Posting
September 29, 2009 |
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| Downloads |
 Document 1 (40.96 KB)
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Cause and Effect: The Articles of Confederation
September 29, 2009 |
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Objective: Students will describe the structure of the government set up under the Articles of Confederation. Students will explain why the weaknesses of the Articles led to a critical period for the government in the 1780s.
Please note: Due to the inclusion of the Declaration of Independence Video, this lesson was moved to this date from last week.
Today we will focus on a little known but critically important period in American history when we operated under the Articles of Confederation. Your critical thinking skills will be challenged as you predict how the weaknesses of these documents will lead to a national crisis and violence.
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Quiz on Sections 2-3 from Chapter 2
September 25, 2009 |
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Objective: Students will complete a written assessment for sections 2-3 from chapter 2. The quiz will contain matching, true and false, and short answer questions.
Today we will begin with a warm up review of material covered in the quiz and then take the quiz. Please make certain to ask for clarification of any information that you are having difficulty with. |
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Creating the Constitution (homework)
Due Date: September 24, 2009 |
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Objective: Students will identify the framers of the Constitution and engage in an examination of their backgrounds and experiences.
Today's class will employ technology to research the unique background of those attending the Constitutional Convention. Each student will created a profile report for their assigned framer and present the details to the class. |
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The Critical Period under the Articles of Confederation
September 23, 2009 |
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Objective: Students will describe the structure of the government set up under the Articles of Confederation. Students will explain why the weaknesses of the Articles led to a critical period for the government in the 1780s.
Today we will focus on a little known but critically important period in American history when we operated under the Articles of Confederation. Your critical thinking skills will be challenged as you predict how the weaknesses of these documents will lead to a national crisis and violence.
Homework: Mr. G. will update this area on 9/21 |
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The Declaration of Independence
September 22, 2009 |
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Objective: Students will analyze the ideas of the Declaration of Independence and connect the document to our earlier study of John Locke and Thomas Hobbes.
In today's class we will begin a detailed examination of the Declaration of Independence. Our prior knowledge will be utilized to find evidence of John Locke and Thomas Hobbes and the Social Contract Theory.
Homework: Mr. Gorsline will update this homework section on 9/21. |
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The Coming of Independence/ Use of Political Cartoons (homework)
Due Date: September 21, 2009 |
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Objective: Students will explain how Britain's colonial policies contributed to the growth of self-government in the colonies. Students will engage in teamed analysis of Political cartoons related to Britain's taxation policies.
Today's class will combine U.S. History and Civics as we examine the how the relationship between Great Britain and her colonies were shaped by distance, common enemies, and taxation. Our tasks will include checking and reviewing your outlines from Friday along with additional in-class notes to enhance your understanding of this period.
Homework: Read pages 41-43 and complete questions 1-4, and 7. |
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The 2nd Continental Congress and the Declaration of Independence (homework)
Due Date: September 18, 2009 |
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Objective: Students will compare the outcomes of the 1st and 2nd Continental Congresses and begin to analyze the ideas in the Declaration of Independence.
Today's class will help you understand how the growing disunity with England led to increased unity among the colonies. Special attention will be paid to the formation and role of the Continental Congress and some of the key players. Additionally, we will begin examining the structure and ideas of the Declaration of Independence.
Homework: Read Page 40-43 and answer questions 1-4, and 7. |
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Quiz on Chapter 2 Section 1 and Introduction to the Coming of Independence (homework)
Due Date: September 17, 2009 |
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Objective: Students will conclude their study of section through the completion of a written quiz. Students will explain how Britain's colonial policies contributed to the growth of self-government in the colonies.
Today we will begin with a brief warm up to answer any questions you may have prior to the quiz. Following the quiz we will begin reading section 2 (have your text!) and investigating the change in British policies that aggravated the colonists.
For Homework: Read pages 34-39 and complete the assignment Mr. G. will explain in class. |
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Describing the Three Types of English Colonies (homework)
Due Date: September 16, 2009 |
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Objective: Working in three cooperative groups, students will determine the benefits and limitations of living in each of the three types of colonies. Each group will have one type to examine and then share their conclusions with the class.
Today we will work in cooperative groups to examine the three types of colonies in greater detail. Each group will work on one type of colony and then choose a scribe to share the results with the class on the whiteboard. As a closure activity, students must predict in which type of colony the revolution will begin and justify why.
Homework is to study for a brief quiz on section 1 for tomorrow. Mr. G. will give more specifics today regarding what material will be covered on the quiz. |
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Landmark English Documents (homework)
Due Date: September 15, 2009 |
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Objective: Using their text and graphic organizers, students will explain the significance of the following documents: the Magna Carta, Petition of Right, and the English Bill of Rights. Additionally, students will predict which rights contained in these documents will be adopted by the United States.
Today's class will focus on the homework you completed last night. As you have proven, each document has borrowed and added on to the cumulative rights that individuals enjoyed in England. Today we will clarify and differentiate between these documents and help you interpret the unique freedoms each guaranteed.
For homework tonight Mr. G will assign reading on pages 31-32 focusing specifically on the three types of colonies. Questions may also be added to the assignment. |
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Quiz on Chapter 1/ Introductory Notes on Chapter 2 (homework)
Due Date: September 14, 2009 |
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Objective: Students will be assessed on their knowledge of the material covered in Chapter 1 through a written quiz. Additionally, students will collect background information for the study of Chapter 2 by copying notes into their notebooks once they have completed the quiz.
Today's class will begin with a brief Q/A session to clear up any last minute questions related to the quiz. Once you have completed the quiz, copy down the intro notes for Chapter 2 as well as the homework.
Homework: Using your textbook (page 29) complete the handout on the evolution of limited government in England. |
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Jon Locke and the 2nd Treatise on Government (homework)
Due Date: September 4, 2009 |
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| Please have your text today!! Today you will be introduced to a philosopher who had tremendous influence on the creation of our government. By reading a primary source we can explore directly how Jon Locke believed man could order his own society and government. This reading will be done together in class and is critical to understanding the basic foundations of American political thought. Debriefing questions will be assigned and must be completed by Tuesday September 8. |
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Understanding Forms of Government (homework)
Due Date: September 3, 2009 |
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| Today we will examine in greater depth the types of government that exist around the world today and place them on a graphic organizer. Working with a partner your task will be to determine where on the spectrum, Free-Not Free, would you place the types of government and the countries that Mr. Gorsline provides you with. This exercise will help familiarize you with the forms of government we will be examining throughout the course while illustrating how few "free" countries there are in the world today. Follow up questions will be provided and should be completed for homework. |
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Comparing and Contrasting Theories of Government (homework)
Due Date: September 2, 2009 |
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| In today's class we will review and check last night's homework and then, using your input, create a Venn diagram on the board comparing and contrasting the Divine Right Theory with the Social Contract Theory. For tonight's homework define autocracy, democracy, dictatorship, parliamentary government, presidential government and the additional questions Mr. Gorsline will assign in class. |
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Presidential Progress Reports: Determining a Class Average (homework)
Due Date: September 1, 2009 |
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| Today we will begin by discussing our individual results for the Presidential Evaluation and together we will determine a class average. Tomorrow we will compare your class average with my other classes. For the 2nd half of class we will use the texts to begin our study of the definition of government, the forms of government that exist today, and the three powers that all governments exercise. Terms to define in your notebook: Legislative power, executive power, judicial power, constitution, dictatorship, and democracy. For homework: Read the section on the Divine Right Theory and the Social Contract Theory and create a Venn diagram comparing and contrasting the two theories. |
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Presidential Progress Report Assignment (homework)
Due Date: August 31, 2009 |
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http://www.foxnews.com/opinion/2009/08/19/stiletto-obama-lame-duck/
http://www.cnn.com/video/#/video/politics/2009/07/31/dcl.lothian.obama.economy.cnn
http://www.msnbc.msn.com/id/32528024/ns/politics-white_house/
http://www.msnbc.msn.com/id/32460087/ns/politics-white_house
Due Tuesday September 1, 2009.
For this assignment you must evaluate 2 successes and 1 problem area for President Obama as he finishes his first six months in office. In addition, you must assign his performance an overall letter grade and explain why you gave him that grade. The links included above will help give you some insight into his presidency thus far. Please make sure to write persuasively and use facts and details to support the areas you are discussing. The essay must consist of 5 paragraphs: Introduction, 3 Body paragraphs, and a conclusion. Please neatly handwrite it or type it using Times New Roman 12pt. Font, double spaced, 1 inch margins. Please bring any and all questions regarding this assignment with you to class on Monday. |
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Class Objectives/Rules/Grading Policy
August 31, 2009 |
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Today we will familiarize you with the class rules/expectations and grading policy for Civics 27. In addition, we will finish questions 7-10 from Friday's lesson, and address any questions or concerns you have regarding the Presidential Progress Resport assignment.
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Finish "Eyes on the Prize" Examine Voting Prohibitions
May 22, 2009 |
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| As we conclude the documentary we will examine other means to disenfranchise African Americans. Tools such as: The Grandfather Clause, Literacy Tests, and Poll Taxes will be examined. |
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Finish Presentations (if necessary) Begin "Eyes on the Prize" Documentary
May 21, 2009 |
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| Today any remaining groups will present and we will begin examining the historic period of 1963-1965 in which groundbreaking voting rights legislation was enacted. Our tool for this examination will be the award winning documentary, "Eyes on the Prize... Is this America?" 1963-1965. |
| Downloads |
Document 1 (26.11 KB)
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Presidential Evaluation Presentations
May 20, 2009 |
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Presidential Evaluation Presentations
May 19, 2009 |
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Presentation Scheduling/Begin Chapter 6: Voting Rights and Qualifications
May 18, 2009 |
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| Today we will create a master schedule for our Presidential evaluation presentations. In addition we wil begin examining the basic requirements of voting and the 5 stages of suffrage in American history. |
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Presentation Rubric
May 18, 2009 |
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| Downloads |
 Document 1 (13.68 KB)
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Final Library Day
May 15, 2009 |
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| Today we conclude our reseach/creative time for our Presidential Evaluation. Make certain to save your project CAREFULLY on your own account so that we can access it and view it in class. |
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Library Research for Presidential Evaluation
May 14, 2009 |
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Presidential Evaluation Research Cont.
May 13, 2009 |
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| Report to the library and continue working on the assignment. Utilize all the diverse resources we have available. |
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Library Research for Presidential Evaluation
May 13, 2009 |
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| Today you should have completed your research and begun creating your project. Choose a format that allows you to include the required information while being creative. |
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Library Research for Presidential Evaluation Project
May 12, 2009 |
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| Today report directly to the library to begin researching your assigned President. Remember to incorporate ALL the resources our library offers and not just websites. |
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Electoral College Quiz/Electing a President
May 11, 2009 |
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| Today we will begin with a quiz on the electoral college including the 12th Amendment and the election of 1800. Then we will break into groups for our next major assignment, the Presidential evaluation. |
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Eyes on the Prize: Is this America?
April 30, 2009 |
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| Today we will conclude the documentary and questions. Beginning in class I want you to write a reflection on the events and people you have witnessed in the film. Specific details regarding the assignment will be handed out in class. |
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Injustice anywhere is injustice everywhere
April 29, 2009 |
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| Using this quote from Dr. Martin Luther King, we will revisit a time when African Americans were deliberately and systematically denied the right to vote. The excellent documentary, "Eyes on the Prize" we will be our tool for understanding and appreciating the unique rights we now all share. |
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Voting and Voting Rights
April 28, 2009 |
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| Today we will begin discussing a right that many take for granted: the right to vote. Beginning with a discussion of the qualifications for voting, we will practice completing a voting applicaition and see how quick and painlesss it acutally is! |
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Obama's First 100 days and the shift in leadership
April 27, 2009 |
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| As part of our on-going focus on the 1st 100 days of President Obama's term, we will examine his successes and failures since inaguration. Working in groups we will examine economic, foreign policy, immigration, and domestic policy issues. |
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Quiz on Chapter 5 Political Parties
April 24, 2009 |
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| Today we will begin with our quiz on Chapter 5. Following the quiz I will provide introductory notes on our next topic: Voting and Voting Rights. |
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Can Third Parties Succeed?
April 23, 2009 |
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| Although they get far less attention than the major parties, third parties play a valuable role in influencing policy and establishing grass-roots campaigns. Today we will examine some well known and lesser known parties and determine which parties currently have the most influence. We will also prepare a review sheet for Friday's Quiz on Political Parties. Make sure to set aside some quality time with a friend or family member to study for this quiz. |
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Cooperative Learning Activity on Party Eras (homework)
Due Date: April 22, 2009 |
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| Today we will chart the history of the 4 major eras by cooperatively completing our party era graphic organizers. Upon the conclusion of the chart we will compare and contrast the Republican and Democratic eras, and discuss characteristics of Presidents whose influence helped shape the era for their party. For homework please complete "Interpreting Political Cartoons" on page 127. |
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Identifying Political Roots and Attitudes (homework)
Due Date: April 21, 2009 |
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| Today we will examine the orgins of your own personal political views and how events, the media, and our own family and friends help shape those views. We will complete a Political Roots survey and then share our responses with the class. The remainder of class will be focused on the 4 Major Political Eras in American History. Homework will be to CAREFULLY read pages 126-131 and begin establishing a graphic organizer to extract the essential understanding from each era. |
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Political Parties and What They Do (homework)
Due Date: April 20, 2009 |
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| Today we will kick off our study of the two party system by examining the 5 major functions of a political party: Inform and Activate, Bonding, Governing, Nominating and Watchdog. Homework will be to read pages 116 to 118 and complete questions 1-4. |
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Final Debate: Flag Burning and the 1st Amendment
April 9, 2009 |
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| Today we will conclude our in class debates by focusing on the issue of flag burning. Following today's debate Mr. Osborn will collect your graphic organizers. |
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School Uniforms and the 1st Amendment
April 8, 2009 |
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| Today or 3rd debate will focus on the controversey surrounding school uniforms and the impact of dress codes. Make certain to continue completing your graphic organizer as you listen to the main arguements offered by each side. |
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Should School Newspapers be Censored?
April 7, 2009 |
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| Today our 2nd debate team is up! Our focus today will be the debate offered on the role of censorship as it pertains to school newspapers. |
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Debate #1 Should Social Network Postings be Considered for College Admissions and Employme
April 6, 2009 |
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| Today we will kick off our 1st Amendment Debates by examining the role and impact of social networks on college admissions and employment. Graphic organizers and feedback forms will be provided for all students to complete for each debate. |
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Debate Debrief and Preparation
April 3, 2009 |
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| Back in A324 we will prepare for next week's debates. A review of the procedures and expectations will be followed by group preparation time as well as a debrief period with Mr. Osborn to make sure all groups are on track for a successful presentation. Bring all necessary materials and questions so that any concerns you have may be addressed. |
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Library Research Concludes
April 2, 2009 |
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| Today we will complete our research in the library. Make sure you gather all the necessary information to complete your forms. Check with your other group members to make certain each of you is focusing on a specific and convincing piece of your overall argument. |
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Library Research for 1st Amendment Projects
April 1, 2009 |
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| Today will be working on researching our assigned 1st Amendment topics. Make sure to complete the forms so that all your information is organized and complete prior to the debate. Remember to include and focus on the most convincing evidence. |
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1st Amendment Project Introduction
March 31, 2009 |
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| Today we will begin preparing for a major assignment that will include both individual and group components. Each of you will receive detailed handouts regarding our 1st Amendment debate assignment. For this project your writing, public speaking, research, and cooperative learning skills will be assessed. |
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Extra Credit- Checks and Balances
March 30, 2009 |
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| This week in class, the concept of Checks and Balances was introduced. A variety of examples were provided to describe the various ways each branch of our national government has the power to limit and control the actions of the other two branches. Such examples included the Executive veto, a 2/3 Congressional override, and Judicial Review. For extra credit, research an actual example of Checks and Balances. Find a successful instance where one branch used its authority to check the power of another. One recent example is the impeachment of President Clinton. To satisfy the requirements of this assignment, simply complete the following: define the type of "C&B", write a brief summary of a specific example (3-4 sentences), and explain the value in this sort of process. |
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Quiz on Chapter 3
March 30, 2009 |
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| Remember to review your Checks and Balances graphic organizer to prepare for today's quiz. In addition we will begin our study of the 1st Amendment. Please bring your textbooks to class. |
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Separation of Power and Checks and Balances
March 27, 2009 |
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The American Constitution finds its strength in the fact that power is not concentrated but rather divided among three branches which include a diversity of political participants who all hold varying political beliefs. The diversity in character seen in government, along with the system of checks and balances, ensures that no one person or group becomes all powerful thus depriving the people of their rights and authority.
Today's lesson will examine the mechanisms that make this system function and provide insight into the powers and limitations of power offered and imposed on those who participate in our government. |
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Constitutional Principles
March 26, 2009 |
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Today will mark the beginning of our examination of the Constitution. Our studies will begin by looking at the six principles of the Constitution and what they mean for American government. The principles in question are: Popular Sovereignty, Limited Government, Separation of Powers, Checks and Balances,
Judicial Review,and Federalism.
This lesson will call on students' artistic and creative abilities as they interpret the meaning of each of these principles through a visual lens. Building off the definition of these terms, students will be asked to construct individualized definitions that are accurate yet made relevant for each student. |
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Quiz Chapter 2
March 25, 2009 |
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| Today's quiz will cover the aspects of Chapter 2 included on your review sheet. Make sure to study and ask questions so that you understand everything that will be covered. Remember that extra help is available Tuesday afterschool. |
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Review Day for Quiz on Chapter 2
March 24, 2009 |
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| Today we will review the major terms and concepts that will be included on Wednesday's quiz. |
| Downloads |
Document 1 (26.11 KB)
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Extra Help for Wednesday's Quiz
March 24, 2009 |
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| Remember that extra help is available in A324 this afternoon from 2:00-2:30 to help you prepare for the quiz. |
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Completing Jigsaw Activity for Constitutional Convention
March 23, 2009 |
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Today we will complete our discussion of the New Jersey and Virginia Plans, the Connecticut Compromise, and the impact of the 3/5 and Commerce and Slave Trade Compromises.
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Civics Take-Home Quiz
March 6, 2009 |
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| Using your text, read Sections 2,3,4 from Chapter 2 and complete this packet. |
| Downloads |
Document 1 (32.26 KB)
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Presidential State of the Union Worksheet (homework)
Due Date: February 24, 2009 |
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| Students are to view the Presidential address beginning at 9: p.m. and complete the worksheet for class. |
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