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Civics
Civics: We the People
Draw parallels between contemporary issues and historical events
Explain the structure of the U.S. Constitution including federalism
and separation of powers
Explain the origin and purpose of the Bill of Rights and subsequent
amendments
Explain the structure and function of local, state, and national
government
Write a persuasive essay in an argumentative format
May 26, 2009
PowerPoint
On The Eve of Revolution- using your note taking guide analyze the
specifics of the PowerPoint as presented in class
Reading and work due dates
You should have read by now Chapter 7 and completed the id’s and
handout
You should have an analysis of “Common Sense” turned in to me
Due Thursday
Chapter 8 and notes as you read
Be able to I. Identify and state the historical
significance of the following:
1. George Washington
2. William Howe
3. Nathanael Greene
4. Benedict Arnold
5. John Burgoyne
6. Charles Cornwallis
7. Thomas Paine
8. Barry St. Leger
9. George Rogers Clark
10. Richard Henry Lee
11. Horatio Gates
12. John Paul Jones
13. Thomas Jefferson
14. Marquis de Lafayette
15. Admiral de Grasse
16. Patrick Henry
17. John Adams
18. John Jay
II. Define and state the historical significance of the
following:
19. mercenaries
20. natural rights
21. privateering
III. Describe and state the historical significance of the
following:
22.. Second Continental Congress
23. Common Sense
24. Declaration of Independence
25. Loyalists/Tories
26. Patriots/Whigs
27. Treaty of Paris of 178
Identify and state the historical significance of the following:
1. George Washington
2. William Howe
3. Nathanael Greene
4. Benedict Arnold
5. John Burgoyne
6. Charles Cornwallis
7. Thomas Paine
8. Barry St. Leger
9. George Rogers Clark
10. Richard Henry Lee
11. Horatio Gates
12. John Paul Jones
13. Thomas Jefferson
14. Marquis de Lafayette
15. Admiral de Grasse
16. Patrick Henry
17. John Adams
18. John Jay
II. Define and state the historical significance of the
following:
19. mercenaries
20. natural rights
21. privateering
III. Describe and state the historical significance of the
following:
22. Second Continental Congress
23. Common Sense
24. Declaration of Independence
25. Loyalists/Tories
26. Patriots/Whigs
27. Treaty of Paris of 1783
Be prepared for discussion of the validity of these two paragraphs:
When hostilities began in 1775, the colonists were still fighting
for their rights as British citizens within the empire. But in 1776,
inspired by the revolutionary idealism proclaimed in Tom Paine’s
incendiary Common Sense, they began fighting not only for
independence but for an end to monarchy and the establishment of a
new government and society based on principles of republicanism and
liberty.
A combination of Washington’s generalship and British bungling in
1776–1777 prevented a quick British victory and brought crucial
French assistance to the Revolutionary cause. Despite severe
difficulties and a civil war with the Loyalists, the Patriots
sustained their armies in the field. The military victory at Yorktown
was followed by a stunning diplomatic victory in the Paris peace
settlement of 1783.
Friday
Test review
7and 8
Test on Monday June 1
Homework for Tuesday
Read Chapter 9 and I. Identify and state the historical
significance of the following:
1. Abigail Adams
2. Daniel Shays
3. Alexander Hamilton
4. James Madison
II. Define and state the historical significance of the
following:
5. primogeniture
6. federation
7. checks and balances
8. sovereignty
9. “mobocracy”
10. consent of the governed
11. republicanism
12. states’ rights
13. popular sovereignty
14. confederation
15. anarchy
III. Describe and state the historical significance of the
following:
16. Society of the Cincinnati
17. “Great Compromise”
18. Articles of Confederation
19. Electoral College
20. Land Ordinance of 1785
21. “three-fifths compromise”
22. Northwest Ordinance
23. antifederalists
24. Shays’s Rebellion
25. Federalists
26. “large-state plan”
27. “small-state plan”
28. The Federalist
29. Federalist no. 1
Access the validity of these statements
The American Revolution was not a radical transformation like the
French or Russian revolutions, but it did produce political
innovations and some social change in the direction of greater
equality and democracy.
The federal Constitution represented a moderately conservative
reaction against the democratic and decentralizing effects of the
Revolution and the Articles of Confederation. In effect, it embedded
the revolutionary ideals of liberty and popular government within a
strong political framework designed to advance national identity and
interests and prevent the dangers of fragmentation and disorder.
June 1 Test Chapters7 and 8
DBQ handed out today due on Wednesday June 3
June 2 Chapter 9
The American Revolution was not a radical transformation like the
French or Russian revolutions, but it did produce political
innovations and some social change in the direction of greater
equality and democracy.
The federal Constitution represented a moderately conservative
reaction against the democratic and decentralizing effects of the
Revolution and the Articles of Confederation. In effect, it embedded
the revolutionary ideals of liberty and popular government within a
strong political framework designed to advance national identity and
interests and prevent the dangers of fragmentation and disorder.
The American Revolution did not overturn the social order, but it did
produce substantial changes in social customs, political
institutions, and ideas about society and government. Among the
changes were the separation of church and state in some places, the
abolition of slavery in the North, written political constitutions,
and a shift in political power from the eastern seaboard toward the
frontier. The ideas of liberty and equality also affected many areas
of society, but stopped short of promoting true equality for women or
ending slavery (except where it was weakest, in the North).
The first weak national government, the Articles of
Confederation, was unable to exercise real authority, although it did
successfully deal with the western lands issue. The Confederation’s
weaknesses in handling foreign policy, commerce and the Shays
rebellion spurred the movement to alter the Articles.
Instead of revising the Articles, the young, nationalistic,
and well-off delegates to the Constitutional Convention created a
permanent charter for a whole new government. In a series of
compromises, the convention produced a plan that provided for a
vigorous central government, a strong executive, and protection for
property, while still upholding republican principles and states’
rights. The pro-Constitution Federalists, generally representing
wealthier and more commercial forces, were opposed by less
sophisticated and well educated portions of the population who feared
that a strong federal government would undermine their rights and
their interests.
The Federalists met their strongest opposition from Anti-
Federalists in Virginia and New York, but they triumphed through the
use of more effective organization and argument, as well as promises
to incorporate a bill of rights into the document. By establishing
the new national government, the Federalists checked the
Revolutionary momentum toward equality and decentralization of
authority. But their “conservative” regime actually embraced the
central Revolutionary values of popular republican government and
liberty, making the Constitution the permanent bedrock of American
political values.
Week of May 4
second period
The chapter five review today
Test tommorrow based on readings and notes
DBQ due Tuesday
-----------------Homework Due Wednesday
-Read first 10 pages of Chapter 6
Take notes-In class discussions based on theme prompts provided to
you in class.
Homework due Wednesday -finish chapter 6 readings and notes
We will finish class notes using primary reading and begin DBQ
------------------------------
Test review over weekend-DBQ due Monday Test on Chapter 6 on Monday
1.)Complete watching Sobibor
2.)Class discussion and prompt response--24 minute write-
3.)Test prep on Article 1 of the Constitution
Test on Tuesday--use the Youth Congress site to review the essential
content questions and the pretest for the rules of representatives
in Congress.
You should visit the Mock Congress Website and look at the outcome
of the nationwide bill vote returns.Congrats to two MOrgan School
students Zac and Mckensie who had their bill go to the national
level and have it passed based on a nationwide vote.
--
CHAPTER 5 ENDURING THEMES-
Compared with its simple seventeenth-century beginnings, American
colonial society in the eighteenth century became more socially
complex and hierarchical, more ethnically and religiously diverse,
and more economically and politically developed.
Colonial culture, while still provincial and unsophisticated, took
on some distinctive American qualities in such areas as evangelical
religion, education, press freedom, and self-taxation through
representation. Despite their continued political separation and
relative isolation, the colonies began to develop a common way of
life through such shared experiences as the religious Great
Awakening and the self-government of colonial assemblies.
ESSENTIAL IDENTIFING FACTORS FOR CHAPTER 5
1.)By 1775, population growth in the American colonies
a. was beginning to slow down.
b. was causing the population to double about every twenty-five
years.
c. was attributable more to reproduction than to immigration.
d. made the American colonies more populous than England.
e. led to greater dependence on England.
2.) In 1775, most of the population in the American colonies
a. lived east of the Allegheny Mountains.
b. lived in rural areas.
c. was under twenty-five years of age.
d. was of predominantly English stock.
e. was of non-English stock.
3.) The Scots-Irish
a. were Irish Catholics who had first migrated to Scotland.
b. settled largely on the American frontier.
c. were generally hostile to all authority, especially the
British government.
d. were generally pacifists.
e. advocated doctrines of temperance and antislavery.
4.) Trends that sapped the spiritual vitality from many early
eighteenth-century churches included
a. clerical intellectualism.
b. revivalism and anti-intellectualism.
c. growing belief in free will and rejection of predestination.
d. lay liberalism.
e. the growing strength of Catholicism.
5.)Leaders of the Great Awakening endorsed the concepts of
a. salvation through �good works.�
b. divine omnipotence.
c. the Half-Way Covenant.
d. predestination.
e. Arminianism.
6.) In colonial New England, education was primarily
a. for boys.
b. designed to promote good citizenship.
c. intended largely for religious instruction.
d. provided to foster independent thinking and aesthetic
appreciation.
e. aimed at preparing students for college.
7.) Benjamin Franklin
a. was the author of Poor Richard�s Almanack.
b. celebrated the virtues of thrift, hard work, and common
sense.
c. was a severe critic of the Great Awakening.
d. was John Peter Zenger�s defense lawyer.
e. was a scientist.
8.) Colonial newspaper printer John Peter Zenger
a. was charged with seditious libel against the royal governor
of New York.
b. was found innocent of the charges brought against him.
c. laid the foundations for a critical press in a diverse
society.
d. had his case dismissed on a legal technicality.
e. was responsible for temporary restrictions on the free press.
9.) Generally, in the eighteenth-century American colonies
a. most people had sufficient
food to stay healthy.
b. only a minority of homes had bathtubs and running water.
c. lotteries were a common source of funds for education and
religion.
d. Christmas was the most widely celebrated holiday.
e. labor was heavy and constant.
10.) By the mid-eighteenth century, Britain�s North American
colonies were similar in which of the following ways?
a. considerable opportunities for social mobility
b. basically Protestant in religion
c. some measure of self-government
d. family structure and economic organization
e. basically English in language and custom
qUESTIONS TO BE ANSWERED AS YOU READ AND DISCUSSED IN GROUPS
Summarize the key features of the American population in the early
eighteenth century. Consider its sources, size, location, diversity,
and mobility.
1.) Did differences in wealth and status in the colonies
increase or diminish from 1700 to 1775? Explain.
2.) Explain how the Great Awakening, an intensely religious
movement, contributed to the greater unity of Americans across
colonial lines as well as the separation of church and state.
3.) How did the Great Awakening�s emphasis on �voluntary�
religious belief
and its formation of competitive churches strengthen the role of
religion in American society? How did this approach differ from the
Puritans� vision or from that of the established government-
sponsored churches?
4.) Write your definition of democracy. Then use this definition
to argue that colonial politics had or had not become democratic by
1760.
5.) Colonial America was not a world of equality or universal
political democracy, yet many immigrants poured in, seeing America
as a land of opportunity. What features of American life attracted
them? Why were they largely undeterred by the growing class
differences in the colonies?
6.) How did the presence of so many non-English (Scottish and
Irish) and non-British (German, Dutch, French, African, etc.)
settlers affect the character of Britain�s North American colonies?
7.) What were its particular effects on politics, culture, religion,
and social structure?
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SNOW DAYS etc.......are behind us....plan for the April 27-June 21st
beginning on Monday the 27th.
On Monday the 27th you will receive the sylabus for the balance of
the school year.
Week of April 4
Monday no class
Tuesday return tests on Chapter 3
Introduction of themes and main ideas of our Chapter 4.
Due Tuesday is the intial(at least five) evaluations of Youth
Leadership Intiative work on bills.
You can access the site using your passwords,read the bills,and
decide which ones you can support.
We will have these completed by Thursday --just as in the real
Congress you need to identify the essential bills and make decisions
based on your bill rubrics.
Wednesday/Thursday
WWII escape from Sobibor and Belguim Waffle Day in honor of the
heros of WWII and a promise fullfilled .
Can we find CIVIC VIRTUE in an event of WWII?
Some thoughts for concern as you discover that civic virtues can
take on many faces;
Civic virtues were especially important during the 19th and 20th
century. Everybody had to act according to class and profession.
Every profession had its own uniform. The upper classes had
different clothing than the lower classes. However, people became
divided about what the best civic virtues were. Several ideologies
came into being, each with their own ideas about civic virtues.
Conservatism emphasized family values and obedience to the father
and the state (sometimes the monarch, depending on country). Pure
conservatism waned during the 19th century. Conservatives cooperated
with right-wing liberals and socialists to keep dominant influence
in society. Nationalism carried by the masses of people replaced the
old class conscience of the conservatives. Patriotism became an
important civic virtue. Most conservatives supported religiousness.
A focus on agriculture and landed nobility was surplaced by a focus
on industry and civil society.
Liberalism combined republicanism with a believe in progress and
liberalization based on capitalism. Civic virtues were very
important. These were mainly aimed at individual behaviour. The
evolution theory had a huge impact on liberals. People would do good
if they were allowed to be free. Many liberals turned into
socialists or conservatives in the end of the 19th century and early
20th century. Others became social liberals, combining a believe in
progress and capitalism with a strong government to protect the
poor. Civic virtue was not only aimed at the individual anymore, but
also at groups of people.
Socialism tried to make everybody civilized, just like the liberals.
Socialists tried to make an end to indifference. An important civic
virtue for socialists was people should be conscious of oppression
within society and the forces that uphold the status quo. This
conscienceness should result into action to change the world for the
good, so that everybody can become respectful citizens in a modern
society. Many socialists became nationalists. Famous for instance is
the vote in favour of war by the Social Democratic Party of Germany
in 1914. Another example is the socialism in one country policy by
Stalin, although it was probably just a strategy. Benito Mussolini
and Joseph Goebbels used to be socialists. Many Labour parties of
today combine socialism with nationalism and pro-capitalism.
National Socialism, which claimed to be a nationalist variant on
socialism, advocated the creation of a classless society, in which
all members of society 'pull together' to improve the society.
National Socialism thus claimed to support class cooperation rather
than class struggle. However, National Socialism also embraced the
idea that certain segments of society (such as Jews, Gypsies, and
Communists, as well as most foreigners) were incapable of civic
virtue and needed to be systematically oppressed or destroyed.
Furthermore, after the Night of Long Knives and the murder of Ernst
R�hm a greater emphasis was placed on fostering values of
unquestioning obedience to a single authority and protection of
many, but not all, pre-existing elites. Even before the purging of
socialist elements, critical thinking and political debate were
discouraged by the NSDAP. The ideology of National Socialism largely
fell out of favor after the defeat of the German National Socialist
government in the Second World War, and the subsequent
investigations of their crimes.
World War II began in Europe on September 1,1939, with Germany's
invasion of Poland. Nazi policy against the Jews, limited to the
isolation and forced immigration of German Jews, now took a new and
furious turn.
On July 31, 1941, Marshal Hermann Goering authorized SS
Gruppenfuehrer and Chief of the German Security Forces, Reinhard
Heydrich, to finalize preparations for the exterminations:
"...I hereby commission you to carry out all necessary preparation
with regard to organizational, substantiative and financial
viewpoints for a total solution of the Jewish question in the German
sphere of influence in Europe. Insofar as the competencies of other
central organizations are hereby affected, these are to be
involved."
"Those of you who may survive, bear witness, let the world know what
has happened here."
- Aleksander Aronowich Pechersky
leader of the Sobibor revolt
second's before the outbreak
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Week of March16
Monday
While you finish the roundtBLE DISCUSSIONS OF TWO BILLS i WILL
EXAMINE YOUR WORK FROM THE ASSIGNMENTS PRIOR TO cAPTSthe First
Americans Homework due Tuesday U.S.News and World Reportpages 48-59
Tuesday-finish notes and discussions
Wednesday
Video Jamestown-Homework-test on Chapter 2
Thursday no class
Review quick picture questions-
1. The French in North America established
colonies without contact with Native Americans.
large cities.
extensive agricultural settlements.
a fur trade with the Native Americans.
2. The New England colonies were founded by people who wished to
explore Canada.
escape religious persecution.
search for gold.
convert the Native Americans to Christianity.
3. One of the reasons Roger Williams was banished from Massachusetts
was that he
believed that land should be purchased directly from Native
Americans.
preached intolerance of other religions.
was found guilty in the Salem witch trials.
led a rebellion against the colonial government.
4. Who founded the first successful French colony in North America?
Giovanni da Verrazano
Jacques Cartier
Samuel de Champlain
Henry Hudson
5. While searching for the "fountain of youth," who explored and
named Florida?
Christopher Columbus
Vasco N��ez de Balboa
Juan Ponce de Le�n
Ferdinand Magellan
6. How did the colonizing effort of the English differ from that of
the Spanish?
The Spanish lived peacefully with Native Americans.
The Spanish wiped out all aspects of Native American culture.
The English forced Native Americans to change their culture to that
of the English.
The English accepted and blended with the Native American culture.
7. In what way was the Maryland Toleration Act limited?
It did not provide for a militia.
It only applied to white male settlers.
It only applied to settlers in the Maryland colony.
It did not provide protection for non-Christians.
8. People jailed for debt in England could find a haven in
Pennsylvania.
Georgia.
New York.
Delaware.
9. The House of Burgesses was significant because it
worked closely with the Spanish explorers.
solved problems between English settlers and Native Americans.
was an important step toward self-government in the English
colonies.
was run by poorer colonists.
10. At missions, Spanish priests worked to
explore the Americas.
convert Native Americans to Christianity.
search for gold.
encourage religious freedom.
11. The growing of tobacco
was impossible at Jamestown.
ensured the failure of Jamestown.
ensured the success of Jamestown.
made life more difficult at Jamestown.
12. The Mayflower Compact was a precursor to what founding principle
of the United States?
freedom of religion
belief in self-government
representative government
separation of powers
13. What assistance denied to colonists in Virginia sparked Bacon's
Rebellion?
providing loans for the purchase of land
providing troops to defend settlers against Native American raids
providing food during the Starvation Time
providing representation in government
14. The Spanish established settlements north of Mexico in order to
avoid the Aztec empire.
take advantage of the Southwest's rich farming areas.
protect their sailing and trading routes and find more gold.
find missions in which the conquistadors could live.
15. In the Pueblo Revolt of 1680,
Spanish priests took over the missions.
Spanish farmers rebelled against the conquistadors.
Native Americans drove the Spanish out of Santa Fe, New Mexico.
Native Americans in New Mexico fought the Spanish and lost.
16. The Middle Colonies were all
founded by the Dutch.
havens for Quakers.
tobacco-growing regions.
proprietary colonies granted by the king.
17. What option was available to settlers who were unable to pay for
the sea voyage to the American colonies?
to become serfs
to volunteer in the militia
to become indentured servants
to become a member of the legislature
18. During King Philip's War,
rival English groups fought over religion.
Native Americans resisted the growth of English colonies.
the French and English fought over North America.
the English and Native Americans fought Spanish raiders.
19. What trade route were many English and French explorers trying
to locate?
the Mississippi Delta
the Continental Divide
the Silk Road
the Northwest Passage
20. After the English defeated the Dutch, New Amsterdam was renamed
New England.
Exeter.
New York.
Rhode Island.
Review of Planting of English America
Welcome back from the vacation work known as CAPT .
From your comments it sounds as though you believe you have done a
very good job.Remember that expectations have to demonstrate
results .
Your job (in addition to the previously assigned work) is to use
local,state,and national newspapers to find and read about any TWO
(2)
bills that are being presented and/or have failed and /or tabled
and/or ammended.
Using the handout I provide to you each of the two you read and
study
about are to be evaluated based on the handout.
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No School Monday March 2
Tuesday CAPT tests begin with day two work which menas you will be
completeing writting across the disciplines Tuesday and Thursday
March 3
YOU ARE TO TURN IN THE SELF EVALUATED CAPT writting that you did in
class Friday and you must turn in the editing work that was given
out as well.
Don't forget the field trip info is due
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Civics
The Development of a Democracy in The United States
Read and review The Legislative Branch Article I sections 1-10
Name each section and very briefly explain what the section says
about the Legislative Department-hand in on March 12th
Congress
The National Legislature-bicameral, terms of office
The House of Representatives-number of representatives,
reapportioned
among states, census, Ct.districts, formal and informal
qualifications for office
The Senate, size comparison to Hof R, election of senators past and
present, term differences, qualifications
Hutchinson v.Proxmire, 1979 May Congresspersons be sued for what
they
say?
Powers of Congress
Scope of Congressional Power
Implied Powers vs. Explicit Powers
Nonlegislative Powers
Heart of Atlanta Motel v.United States, 1964
Congress in Action
Organization and Committees in Congress
How a Bill becomes a law YLI
Watkins v.United States
Using the TWO rubrics provided to you, access the four bills
assigned
to your team. Each member of the team MUST individually access each
bill by Mondays� class (last period)
On Monday March 9th we will by comparing your opinions on each bill
make legislative decisions.
So you will have completed the committee process for the eight bills
we were asked to review by the 10th.
On the 10th-Review of Chapter Two American Pageant-objective review
questions will be due on March 12th
On March 12th I will finish the review of Chapter 2
Take home test-Monday the 13th
Due on March 17th is Chapter Three readings and the objective
questions
Quick quiz on the 13th
all bills must be completed on line and submitted online by Monday
the 17th 9am
you must put all *work*(explained below) hard copy of online work in
their correct order with the rubrics in the folders provided. I
will
collect them from students on Monday when we return from February
break.)
** All work that is due is:
1.) Phase I introduction study guide/copy of rubric
2.) Phase II Research Guide
3.) Phase III own legislative Bill with key components and estimate
of fiscal impact (thoughtful, reasonable, and realistic cost
estimates should be based on a detailed description of cost-tell me
how you arrived at each figure-a minimum of the categories MUST be
used)
The most challenging aspect of writing the bill is the FISCAL IMPACT
STATEMENT .It is expected that you come up with as firm a cost as
possible based on research. The purpose of the activity is to help
you understand that bills cost many $$$.
4.) Bill Review Guide Printed out
5.) Budget workshops if completed�if not used you must verbally
explain how you arrived at your budget figures
6.) After completing page 12 of the writing phase you should
complete
review your bill and then click SUBMIT TO TEACHER button at the
bottom of the page
DEADLINE IS Monday FEBRUARY 16th.I will review them and provide
feedback by Monday night.
When we return from February break you must submit the written
responses to me with the Congressional Bill work folder on Monday
morning February 23rd by 7:35 am.with yhr work from from American
Pageant Chapter 1
===============================================
Monday homework:Read and take notes Chapter 2 American Pageant
pages
25-34
The Plan upon return:
Tuesday 24th-in class CAPT home work due Tuesday Chapter 2
American Pageant pages 25-34
Wednesday in class part 2 CAPT homework due Thursday Chapter 2
pages 34-39 complete guides handed out
In class review after CAPT- England's Imperial Stirrings/ Elizabeth
Energizes England/ England on the Eve of an Empire/ Jamestown
Seedling/
Thursday CAPT Review2
Friday Finish CAPT review 2 Homework Essay questions for Chapter 2
due on MondayMarch 2
Due Monday February 9
Monday
Have unit one (WTP)read and have written responses to the following:
Unit One: The Big question
What Are the Philosophical and Historical Foundations of
the American Political System?
In order to answer the BIG question you need to have a planned
written response to each of the following questions;
1. How did both classical republicans and the natural rights
philosophers influence the Founders� views about government?
-What are the essential differences between classical
republicanism
and natural rights philosophy?
--Why do both classical republicans and natural rights
philosophers
stress the needfor education and preparation for citizenship?
2.What are the fundamental characteristics of a constitutional
government?
--In what ways does constitutional government mean limited
government?
--Describe at least three provisions of the Constitution that
provide a means of preventing the abuse or misuse of governmental
power.
3. What effect did colonial experiences have on the Founders� views
about rights and government?
--In what ways were eighteenth-century American and British
societies similar or dissimilar in terms of the rights of individual
liberty, equality of opportunity, and property?
--How did early state constitutions reflect colonial experiences
as well as the ideas of classical republicanism and the natural
rights philosophy?
Tuesday
Work on the ECongress-All students BY TUESDAY A.M. must have Phase 1
and 2 complete and be WELL on your way(half way)in phase three.We
ill
complete phase three for homework and DUE complete by Friday
February
13th.
Wednesday February 11-econgress
Thursday / Friday February 12-Escape from Sobibor
+What are the actions that take place in the movie that truely
represent civic virtues?
In honor of the battle of the Buldge we will serve you Belgium
Waffles-
Make sure you bring in strawberries and whip cream
I'll supply the rest of the goods,plates,napkins,forks.
yOU MUST HAVE COMPLETED THE FIRST STAGE AND BEGIN THE Phase II-
research Process by FebruRY 1
Using the research Guide made available to you complete on line
pages
1-11(pHASE 2) by class on Thursday Febryary 5th.
In class we will CONTINUE the writting Phase II of the legislative
process
All finished bills must be submitted to me by 17th
Homework due Monday January 26
You are to have read sections 1 and 2 of WE THE PEOPLE
After reading each section complete in writting the Critical
Thinking
and What do you think questions found on page 10 and page 18.I also
expect that you will use one of the notetaking techniques you
learned
in the first semester.
===========================================
Monday in class we will team up and review the plan for "Creation of
a Virtious Republic" built on the four principles as discussed in
your class last Friday
==================================
Due Tuesday-intial research work on how you "body part "can
influence
the Virtious republic and how is your body part essential to the
idea
of a virtious republic.
Also,I will introduce you to the concept of E-Congress.
Tuesday
In class review of What ideas about civic life informed the Founding
GENERATION AND JUST WHAT DID THE FOUNDERS THINK ABOUT A
CONSTITUTIONAL GOVERNMENT?
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REVIEW AND CLASS DISCUSSION.
WEDNESDAY was a snow day
Thursday No class
FRIDAY-In school library-E-Congress
Hand outs available when class begins
Registration
Intro to e-Congress 2009 Study Guide complete pages 3-13 IN CLASS ON
LINE KEEP NOTES AS YOU WORK
yOU MUST HAVE COMPLETED THE FIRST STAGE AND BEGIN THE Phase II-
research Process by FebruRY 1
Using the research Guide made available to you complete on line
pages
1-11(pHASE 2) by class on Thursday Febryary 5th.
In class we will CONTINUE the writting Phase II of the legislative
process
All finished bills must be submitted to me by 17th
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Homework due Monday February 2
In class discussions and readings
Chapter 1 American Paegant
Students will be able to write out clear and percise responces to
the
following;
1.describe the geological and geographical conditions that set the
stage for North American history
2.Describe the origin and development of the major Indian cultures
of
the Americas.
3.explain the developments in Europe and Africa that led to
Columbu's
voyages's to America
4.explain the cultural collision of Europe and America
5.describe the Spanish conquest of Mexico and South America and
explain the major features of the Spanish colonization and expansion.
We will have In class discussions on M-T-W
hOW WE INTERPRET HISTORY THAT LEADS TO SOCIAL,ECONOMIC,AND POLITICAL
SYSTEMS
DUE THURSDAY -READ THE TWO DOCUMENTS HANDED OUT IN CLASS AND
COMPLETE THE QUESTIONS WITH THEM .ALL ANSWERS SHOULD BE WRITTEN INTO
YOUR JOURNAL NOTEBOOK.
--------------------------------------------
Thursday e-Congress
Friday no class
Due Monday February 9
Monday
Have unit one (WTP)read and have written responces to the following:
After completeing Unit one each student will demonstrate an
understanding of the works by answering these questions:
Unit One: What Are the Philosophical and Historical Foundations of
the American Political System?
1. How did both classical republicans and the natural rights
philosophers influence the Founders� views about government?
What are the essential differences between classical republicanism
and natural rights philosophy?
Why do both classical republicans and natural rights philosophers
stress the needfor education and preparation for citizenship?
2. What are the fundamental characteristics of a constitutional
government?
In what ways does constitutional government mean limited
government?
Describe at least three provisions of the Constitution that
provide
a means of preventing the abuse or misuse of governmental power.
Explain how these provisions work in our system of government today.
3. What effect did colonial experiences have on the Founders� views
about rights and government?
In what ways were eighteenth-century American and British
societies
similar or dissimilar in terms of the rights of individual liberty,
equality of opportunity, and property?
How did early state constitutions reflect colonial experiences as
well as the ideas of classical republicanism and the natural rights
philosophy?
In Class
Civics: We the People Benchmarks for Achievement
Draw parallels between contemporary issues and historical events
Explain the structure of the U.S. Constitution including federalism
and separation of powers
Explain the origin and purpose of the Bill of Rights and subsequent
amendments
Explain the structure and function of local, state, and national
government
Write a persuasive essay in an argumentative format
This year we will be able to compete in the State of Connecticut We
The People Competition.Combined with the American Paegeant work of
the development of Democrarcy in the United States you will learn
The Declaration of Independence,The Constitution including the Bill
of Rights and you will learn how we have developed the concept of a
democratic republic.
This is not for the unmotivated and faint of heart.
See you soon!!
Civic Literacy
Participating effectively in civic life through knowing how to stay
informed and understanding governmental processes
Exercising the rights and obligations of citizenship at local,
state, national and global levels
Understanding the local and global implications of civic decisions
May 30-Federalist v. Anti-Federalists presentations
Chapter Objective Questions for American Pageant Chapters #1-9 due
the day of the exam
Test on Chapters 8 and 9 in class on June 2
Final exams 1-4 will begin in class on June 9
Chapters 5-9 on June 11
We The People Presentations on June 13
May 30-Federalist v. Anti-Federalists presentations
Chapter Objective Questions for American Pageant Chapters #1-9 due
the day of the exam
Test on Chapters 8 and 9 in class on June 2
Final exams 1-4 will begin in class on June 9
Chapters 5-9 on June 11
We The People Presentations on June 13
May 30-Federalist v. Anti-Federalists presentations
Chapter Objective Questions for American Pageant Chapters #1-9 due
the day of the exam
Test on Chapters 8 and 9 in class on June 2
Final exams 1-4 will begin in class on June 9
Chapters 5-9 on June 11
We The People Presentations on June 13
May 19 Intro and review to the chapter in history known as The
Confederation and The Constitution
Power point lecture
------------------
May 20
Reading in class-What was the meaning and intent of the Declaration
of Independence?As a group we will review the key beginning
paragraphs of the Declaration of Independence adn look at three
primary sources that may challenge the idea that the American
Revolution was Revolutionary. For homework we will finish the
Declaration of Independence and crtiue the documents handed out in
class.
-----------------
May 21 hand our five documents for homework
Discuss the Articles of Confederation and the Northwest Ordinance
-------------------------------------------------
May 22 Video John Adams
Review homework
utilize four more documents for homework
--------------------------
May
This first assignment was to be due in class May 13-please change it
tobe due on May 19 due to the meetings about career planning .
Due in Class Tuesday May 19-Respond to each of the following
questions from Unit Five We The People.After answering each question
you must write out a five
minute opening statement in which you incorporate your answers to
these questions in an opening statement that will be presented to
the
class and you MUST clearly state your positions in regard to the
questions.
After you make the opening statement
you will be asked specific questions to challenge you in regard to
your knowledge from the We The People Unit Five
responses to the questions.
Unit Five � Due on Tuesday May 19
How does the Constitution protect our basic rights?
(five minute presentation)Use the responces to the following
questions to set up your opening
statement.
1. The First Amendment states that laws shall not be passed
which abridge freedom of speech.
� Why did the Founders think freedom of speech was so
important?
� Do you believe there are times when freedom of expression
should be limited? Explain your response.
� Should a public speaker who calls for violent action be
protected by the First Amendment while an audience member who takes
such an action is sent to prison? Why or why not?
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