| Monday 10.6.08
OBJECTIVES: Students will
-Define V.O. Key, Jr.’s idea of a critical election.
-Evaluate whether the thinking of the framers is relevant to contemporary
politics.
-Interpret the importance of Buckley v. Valeo.
CLASSWORK:
-Readings & Cases for C9-C10; lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Friday 10.3.08
OBJECTIVES: Students will
-Outline the positive and negative roles played by interest groups in
American politics.
-Explain how interest groups form, including Truman’s disturbance theory.
-Create a profile of the kind of person most likely to be represented by an
interest group and how new members are recruited.
-Describe the major resources interest groups use in their efforts to
influence policy, including lobbying tactics.
-List the tactics used by interest groups to win the support of
policymakers, including PACs.
-Discuss membership patterns and account for the recent increase in the
number of interest groups.
-Discuss the difficulties involved in trying to reform the role of interest
groups in American politics.
CLASSWORK:
-Interest Groups (C10); lecture, discuss & study groups
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Thursday 10.2.08
OBJECTIVES: Students will
-Discuss the evolution of campaigns away from political party control.
-Discuss the differences between the American system of parties and
elections, and those used in other countries.
-Describe the differences between a primary and caucus system, identifyi8ng
the various types of primaries and the effects they have on political
parties.
-Explain key historic changes in the presidential nomination process and the
significant effects of the new changes on the process.
-Make three specific arguments in support of a federalism and not a national
presidential election process.
-Explain how the president is indirectly elected through the electoral
college, and discuss the advantages and disadvantages of that system.
-Outline ways in which Congress and the courts have regulated campaign
finance.
-Describe three typical campaign strategies and devise one successful
comprehensive strategy, to include news, advertisements and the Internet,
that might be used by a professional campaign manager to secure a general
election victory for that candidate.
-Compare the effects of key long- and short-term forces on voting choices.
-Decide whether the American party system is more pluralistic or more
majoritarian in its operation.
CLASSWORK:
-Nominations, Elections, and Campaigns (C9); lecture, discuss and study
groups
HOMEWORK:
-Test on C8-C10; Monday 10/6
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Wednesday 10.1.08
OBJECTIVES: Students will
-Describe how the Constitution is pro-party and anti-party.
-Argue how the decline of parties in America could have dangerous
consequences.
-Describe the ideal party model of government.
CLASSWORK:
-R&C 7-8 stamp & grade multiple choice.
-Collect scantron for C9 & C10; stamp and highlight short answer paper.
-Readings & Cases for C8; lecture, discuss & study groups.
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Tuesday 9.30.08
CLASSWORK:
-No School
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Monday 9.29.08
OBJECTIVES: Students will
Debate the two-party system of U.S. politics.
CLASSWORK:
-Study Groups for Readings and Cases (C7-C8)
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Friday 9.26.08
OBJECTIVES: Students will
-Review and test all objectives 9.15.08-9.23.08
CLASSWORK:
-Test on C5-C7
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Thursday 9.25.08
No Class; Senior Guidance/BRACE Meeting
HOMEWORK:
-Test on Chapters 5-7; Friday 9/26
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Wednesday 9.24.08
OBJECTIVES: Students will
-Describe the four most important functions of political parties.
-Trace the history of major political parties in America.
-List the functions performed by minor parties.
-Account for the emergence of a two-party system in the U.S. and discuss the
impact of realignment.
CLASSWORK:
-Political Parties (C8); lecture, discuss
HOMEWORK:
-Test on Chapters 5-7; Friday 9/26
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Tuesday 9.23.08
OBJECTIVES: Students will
-Discuss the extension of suffrage to blacks, women, and eighteen-year-olds.
-Explain the nature of the direct primary, recall, initiative, and the
referendum.
-Account for the low voter turnout in the U.S. and identify successful
methods for improvement, being sure to define the standard socioeconomic
model and the unsolved paradox concerning voting behavior.
-Evaluate the extent to which various forms of political participation
enhance freedom, order, and equality.
-Assess the extent to which the various forms of participation fit the
pluralist or majoritarian models of democracy.
CLASSWORK:
-Participation and Voting (C7); Lecture, discuss, and study groups
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Monday 9.22.08
OBJECTIVES: Students will
-Explain how terrorism examples are instances of political participation.
-Distinguish between conventional and unconventional participation,
indicating the categories of each and citing specific examples.
-Explain examples of direct action, differentiating examples of high and
low initiative behaviors, and identifying who is most likely to participate
in this form of political participation.
-Compare and contrast supportive and influencing behaviors, citing examples
of each.
-Compare American political participation with participation in other
democracies, identifying who is most likely to vote in the U.S. and why.
CLASSWORK:
-Participation and Voting (C7); Lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Friday 9.19.08
OBJECTIVES: Students will
-Create a pinwheel promoting peace and goodwill in honor of International
Peace Day.
CLASSWORK:
-Create and plant a Pinwheel for Peace
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Thursday 9.18.08
-Evaluate the founding fathers opinions of factions.
-Evaluate the concept of divided government.
-Explain the requirements necessary for the democratic system to survive.
-Assess how certain candidates win elections and how others fail.
CLASSWORK:
-Readings & Cases for C5-C6; lecture , discuss and study groups
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Wednesday 9.17.08
OBJECTIVES: Students will
-Summarize the development of each of the following types of mass media and
compare and contrast their purposes: newspapers, magazines, radio,
television and the Internet.
-Explain private ownership of the media.
-Identify methods of government regulation of the mass media, including the
four aspects of the Telecommunications Act of 1996 and its current-day
application.
-Identify and explain the five specific functions the mass media serve for
the political system.
-Indicate the ways in which the mass media influence political behavior,
including influencing public opinion, setting the political agenda and
political socialization.
-Assess the validity of charges of media bias.
-Evaluate the contribution the media make to democratic government.
CLASSWORK:
-The Media (C6); lecture, discuss and study groups
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Tuesday 9.16.08
OBJECTIVES: Students will
-Summarize the development of each of the following types of mass media and
compare and contrast their purposes: newspapers, magazines, radio,
television and the Internet.
-Explain private ownership of the media.
-Identify methods of government regulation of the mass media, including the
four aspects of the Telecommunications Act of 1996 and its current-day
application.
-Identify and explain the five specific functions the mass media serve for
the political system.
Indicate the ways in which the mass media influence political behavior,
including influencing public opinion, setting the political agenda and
political socialization.
-Assess the validity of charges of media bias.
-Evaluate the contribution the media make to democratic government.
CLASSWORK:
-Public Opinion and Political Socialization (C5); Study Groups
-The Media; lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Monday 9.15.08
OBJECTIVES: Students will
-List the three factors affecting sample accuracy.
-Contrast the majoritarian and pluralist models in their assumptions about
public opinion.
-Explain what is meant by the shape and stability of the distribution of
public opinion.
-List the agents of early political socialization and describe their impact.
-Show how social or demographic characteristics (such as education, income,
ethnicity, region, religion, etc.) are linked to political values.
-Outline and explain four important factors that shape issue positions of
nonideologues.
-Analyze how the two-dimensional typology of political ideology presented in
Chapter 1 applies to the actual distribution of political opinions among
Americans.
CLASSWORK:
Public Opinion and Political Socialization (C5); Lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Friday 9.12.08
OBJECTIVES: Students will
-Review and test on all objectives 9.1.08-9.11.08
CLASSWORK:
-Readings & Cases for C3; Final Q&A
-Collect C3 & C4 Work
-Collect Readings and Cases for C3 & C4
-Test on C3 & C4 and Readings and Cases for both
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Thursday 9.11.08
-Outline the advantages and disadvantages of the federal system.
-Explain the relevance of federalism for governments around the world.
-Discuss the impact of emerging New Age Federalism on the balance of power
between state governments and the national government.
-Explain potential problems with regard to federalism and democracy in Iraq.
-Argue pro and con whether the U.S. is a layer or marble cake federalism.
CLASSWORK:
-Readings & Cases for C4; lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Wednesday 9.10.08
OBJECTIVES: Students will
-Identify the factors allowing states to assume a more active federal role.
-Explain the relationship of ideologies to federalism.
-Discuss the difficulties associated with reshaping the federal system.
-List the main types of local government units and argue whether the local
level is the best for involvement of people in the government.
CLASSWORK:
-Readings & Cases for Federalism (C4); Lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Tuesday 9.9.08
OBJECTIVES: Students will
-Distinguish among categorical grants, block grants, formula grants, and
project grants.
-Describe the sanctions and incentives used by the national government to
extend its power over the states.
-Trace the shifting balance of power between the national and state
governments in the 19th and 20th centuries.
CLASSWORK:
-Federalism (C4); Study Groups
-Readings & Cases for Federalism (C4); Lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Monday 9.8.08
OBJECTIVES: Students will
-Explain why the founders adopted a federal system.
-Contrast the two competing views of federalism, identifying their essential
parts and the metaphors used to explain them.
-Identify the forces prompting the relationship changes between the federal
and state governments.
CLASSWORK:
-Federalism (C4); Lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Friday 9.5.08
OBJECTIVES: Students will
-Argue whether or not the new U.S. constitution was intended to establish a
majoritarian or pluralist democracy.
-Explain why and how the promise of a bill of rights was used to ensure
ratification of the Constitution.
-Describe the formal and informal processes of constitutional change
CLASSWORK:
-Readings & Cases for C3; lecture, discuss and study groups
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Thursday 9.4.08
-Summarize the provisions of each of the seven articles of the Constitution.
-Argue pro and con whither the Constitution is a “conservative document
written by wealthy men to advance their own interests.”
-Summarize British differences from the U.S. in the absence of a written
constitution.
-Summarize the key components of the Federalist papers.
CLASSWORK:
-Readings & Cases for C3; lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Wednesday 9.3.08
OBJECTIVES: Students will
-Account for the failure of the Articles of Confederation.
-Outline the main features of the Virginia and New Jersey plans and describe
the major compromises made by the delegates to the Constitutional Convention.
-Explain the four basic principles underlying the Constitution and show how
they reflected Americans’ revolutionary values.
CLASSWORK:
-The Constitution (C3); Lecture, discuss and study groups
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Tuesday 9.2.08
OBJECTIVES: Students will
-Explain aspects of the constitutional crises posed by Watergate.
-Analyze the conflict between Britain and the colonies.
-Explain how the colonial and revolutionary experiences shaped America’s
first try at self-government under the Articles of Confederation, including
the importance of Shay’s Rebellion.
CLASSWORK:
-The Constitution (C3); Lecture and discuss
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Monday 9.1.08
OBJECTIVES: Students will
NONE
CLASSWORK:
NO SCHOOL; LABOR DAY
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Friday 8.22.08
OBJECTIVES: Students will
-Review and test all objectives 8.25-8.28.
CLASSWORK:
-Collect all work for C1 & C2.
-Test on Freedom, Order, or Equality (C1) & Majoritarian or Pluralist
Democracy? (C2)
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
=============================================================================
Thursday 8.28.08
-Explain the typology of government based on rule by one, few, or many.
-Indicate how the symbolic value of “democracy” has changed over the years.
-List the four principles of the substantive view of democracy.
-Point out the differences between the procedural and the substantive views
of democracy and indicate the key problems with each.
-Explain why indirect democracy has replaced direct democracy in the modern
world.
-Compare and contrast the majoritarian, pluralist, and elite models in terms
of their assumptions and mechanisms.
Provide a set of criteria for deciding whether nations are democratic or not.
-Describe the issues facing nations undergoing democratization.
-Make a preliminary attempt to identify strengths and weaknesses of the
majoritarian, pluralist, and elite models as they apply to the American
system.
CLASSWORK:
-Majoritarian or Pluralist Democracy? (C2)
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Wednesday 8.27.08
OBJECTIVES: Students will
-Compare and contrast the terms “freedom of” and “freedom from,” providing
an example of each.
-Define “social order,” provide a couple of examples of its application and
indicate why people are hesitant to accept this definition of order.
-Distinguish the difference between political equality and social equality
explaining the two routes to achieve social equality.
-Explain and contrast the two dilemmas of government.
-Construct a two-dimensional fourfold classification of American political
ideologies, using the values of freedom, order, and equality.
-Distinguish between liberal and conservative attitudes about the scope and
purpose of government.
-Explain a communitarian’s attitudes abot the scope and purpose of
government.
CLASSWORK:
-Freedom, Order, or Equality (C1) cont.
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Test on Chapters 1-2 on Friday 8/29.
-Pay attention to what is going on in the world!!!
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Tuesday 8.19.08
OBJECTIVES: Students will
NONE
CLASSWORK:
-Planning Day
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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Monday 8.25.08
OBJECTIVES: Students will
-Summarize the differences in U.S. involvement in Afghanistan and Iraq.
-Understand the traditional, standard definition of government and contrast
that definition with the concept of national sovereignty.
-Identify reasons why the U.S. opposes an international court.
-Discuss the divergent views of Thomas Hobbes, John Locke, and Karl Marx
towards the purposes of government.
-Compare and contrast the terms “freedom of” and “freedom from,” providing
an example of each.
-Define “social order,” provide a couple of examples of its application and
indicate why people are hesitant to accept this definition of order.
-Distinguish the difference between political equality and social equality
explaining the two routes to achieve social equality.
CLASSWORK:
-Freedom, Order, or Equality (C1)
HOMEWORK:
-See your syllabus; you have work to do EVERY DAY!
-Pay attention to what is going on in the world!!!
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