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small medium large Friday 11.28.08 OBJECTIVES: Students will -Shop til you drop. CLASSWORK: -Shopping Day HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Thursday 11.27.08 OBJECTIVES: Students will -Eat as much as possible as quickly as possible and then exercise. CLASSWORK: -Thanksgiving HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Wednesday 11.26.08 OBJECTIVES: Students will -Explain the relationship between the Executive Branch, the Legislative Branch and lobby groups. CLASSWORK: -The American President HOMEWORK: -SIFE Financial Literacy Challenge: Financial Planning & Insurance -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Tuesday 11.25.08 OBJECTIVES: Students will -Distinguish between equality of opportunity and equality of result. -Explain why the Civil War amendments proved ineffective in ensuring racial equality. -Outline the NAACP’s strategy for ending school segregation. -Distinguish between de jure and de facto segregation. -Describe the tactics of the civil rights movement and the passage of the 1964 Civil Rights Act, including key components of the Act and its effects. -Discuss the civil rights struggles of Native Americans, Hispanic Americans, homosexual Americans, and disabled Americans, and the legal means that have been developed to redress discrimination against these groups. -Show how protectionist legislation discriminated against women. -List the major legislative and judicial milestones in the struggle for equal rights for women. -Explain why women’s tights advocates favored the Equal Rights Amendment rather than the 14th Amendment as a way to extend equal rights to women. -Discuss haw affirmative action programs have led to charges of reverse discrimination. -Assess the importance of understanding financial planning and insurance. CLASSWORK: -Order and Civil Liberties (C15) & Equality and Civil Rights (C16); study groups HOMEWORK: -SIFE Financial Literacy Challenge: Financial Planning & Insurance -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Monday 11.24.08 OBJECTIVES: Students will -Distinguish between civil liberties and civil rights. -Explain how the “established clause” of the 1st Amendment has been interpreted in cases involving aid to church-related schools, prayer in public schools, Nativity displays on public property, and the use of public school facilities by student religious groups. -Show how the “free exercise clause” of the 1st Amendment has been applied to the issues of working on the Sabbath and the use of drugs as a sacrament. -Describe the two approaches developed by the Supreme Court to deal with cases involving the free expression clause of the 1srt Amendment. -Outline the evolution of the clear and present danger test. -List the major exceptions to the 1st Amendment’s protection of freedom of speech. -Discuss prior restraint, libel, and censorship as possible limitations on press freedom in America. -Explain the various challenges that the Internet poses to balancing freedom and order, both in the U.S. and around the world. -Explain how the 14th Amendment has been used to extend the protections of the Bill of Rights to citizens in cases involving the states, citing specific examples. -Explain where the Supreme Court found the right to privacy in the Constitution and show how the right has been applied in cases involving abortion, birth control, and homosexuality. -Assess the importance of understanding financial planning and insurance. CLASSWORK: -Order and Civil Liberties (C15) & Equality and Civil Rights (C16); study groups HOMEWORK: -SIFE Financial Literacy Challenge: Financial Planning & Insurance -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Friday 11.21.08 OBJECTIVES: Students will -Distinguish between equality of opportunity and equality of result. -Explain why the Civil War amendments proved ineffective in ensuring racial equality. -Outline the NAACP’s strategy for ending school segregation. -Distinguish between de jure and de facto segregation. -Describe the tactics of the civil rights movement and the passage of the 1964 Civil Rights Act, including key components of the Act and its effects. -Discuss the civil rights struggles of Native Americans, Hispanic Americans, homosexual Americans, and disabled Americans, and the legal means that have been developed to redress discrimination against these groups. -Show how protectionist legislation discriminated against women. -List the major legislative and judicial milestones in the struggle for equal rights for women. -Explain why women’s tights advocates favored the Equal Rights Amendment rather than the 14th Amendment as a way to extend equal rights to women. -Discuss haw affirmative action programs have led to charges of reverse discrimination. CLASSWORK: -Equality and Civil Rights (C16); lecture and discussion HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Thursday 11.20.08 OBJECTIVES: Students will -Assess the importance of making sound judgments in regard to consumer choices. -Determine credible resources for consumer information and protection. -Explain their rights and responsibilities as a consumer. CLASSWORK: -Guest speaker John Roberts from the Consumer Services Division of the Florida Department of Agriculture and Consumer Services. HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Wednesday 11.19.08 OBJECTIVES: Students will -Distinguish between equality of opportunity and equality of result. -Explain why the Civil War amendments proved ineffective in ensuring racial equality. -Outline the NAACP’s strategy for ending school segregation. -Distinguish between de jure and de facto segregation. -Describe the tactics of the civil rights movement and the passage of the 1964 Civil Rights Act, including key components of the Act and its effects. -Discuss the civil rights struggles of Native Americans, Hispanic Americans, homosexual Americans, and disabled Americans, and the legal means that have been developed to redress discrimination against these groups. Show how protectionist legislation discriminated against women. -List the major legislative and judicial milestones in the struggle for equal rights for women. -Explain why women’s tights advocates favored the Equal Rights Amendment rather than the 14th Amendment as a way to extend equal rights to women. -Discuss haw affirmative action programs have led to charges of reverse discrimination. CLASSWORK: -Equality and Civil Rights (C16); lecture and discussion HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Tuesday 11.18.08 OBJECTIVES: Students will -Distinguish between civil liberties and civil rights. -Explain how the “established clause” of the 1st Amendment has been interpreted in cases involving aid to church-related schools, prayer in public schools, Nativity displays on public property, and the use of public school facilities by student religious groups. -Show how the “free exercise clause” of the 1st Amendment has been applied to the issues of working on the Sabbath and the use of drugs as a sacrament. -Describe the two approaches developed by the Supreme Court to deal with cases involving the free expression clause of the 1srt Amendment. -Outline the evolution of the clear and present danger test. -List the major exceptions to the 1st Amendment’s protection of freedom of speech. -Discuss prior restraint, libel, and censorship as possible limitations on press freedom in America. -Explain the various challenges that the Internet poses to balancing freedom and order, both in the U.S. and around the world. -Explain how the 14th Amendment has been used to extend the protections of the Bill of Rights to citizens in cases involving the states, citing specific examples. -Explain where the Supreme Court found the right to privacy in the Constitution and show how the right has been applied in cases involving abortion, birth control, and homosexuality. -Assess the importance of understanding investing and the economic details involved in buying a car. CLASSWORK: -Order and Civil Liberties (C15) continued; lecture and discuss HOMEWORK: -SIFE Financial Literacy Challenge: Investing, Buying a Car -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Monday 11.17.08 OBJECTIVES: Students will -Distinguish between civil liberties and civil rights. -Explain how the “established clause” of the 1st Amendment has been interpreted in cases involving aid to church-related schools, prayer in public schools, Nativity displays on public property, and the use of public school facilities by student religious groups. -Show how the “free exercise clause” of the 1st Amendment has been applied to the issues of working on the Sabbath and the use of drugs as a sacrament. -Describe the two approaches developed by the Supreme Court to deal with cases involving the free expression clause of the 1srt Amendment. -Outline the evolution of the clear and present danger test. -List the major exceptions to the 1st Amendment’s protection of freedom of speech. -Discuss prior restraint, libel, and censorship as possible limitations on press freedom in America. -Explain the various challenges that the Internet poses to balancing freedom and order, both in the U.S. and around the world. -Explain how the 14th Amendment has been used to extend the protections of the Bill of Rights to citizens in cases involving the states, citing specific examples. -Explain where the Supreme Court found the right to privacy in the Constitution and show how the right has been applied in cases involving abortion, birth control, and homosexuality. -Assess the importance of understanding investing and the economic details involved in buying a car. CLASSWORK: -Order and Civil Liberties (C15); lecture and discuss HOMEWORK: -SIFE Financial Literacy Challenge: Investing, Buying a Car -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Friday 11.14.08 OBJECTIVES: Students will -Explain how a case gets docketed with the Supreme Court. -Judge whether Justice O’Connor’s argument about stare decisis is convincing in upholding Roe v. Wade. -Decide if public opinion or the agreement of state and local law is a necessary element in a fundamental right. CLASSWORK: -Readings & Cases for The Courts(C14); lecture, discussion, & study groups HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Thursday 11.13.08 OBJECTIVES: Students will -Explain why Hamilton considers the independence of the judiciary to be a vital component of constitutional government. -Evaluate the assertion that it is the responsibility of the courts to determine whether or not a law in unconstitutional when it is challenged in a case and controversy. -Rate to what extent the judiciary has been limited as the result of political demands to curb judicial discretion. CLASSWORK: -The Courts (C14); study groups -Readings & Cases for The Courts(C14); lecture & discussion HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Wednesday 11.12.08 OBJECTIVES: Students will -Describe the role of the courts in the 2000 U.S. presidential election. -Explain the concept of judicial review and how it was established in the case of Marbury v. Madison and other various cases, including applications to state governments. -Sketch the basic organization of the federal court system and identify the type of jurisdiction of each level of the courts. -Explain the role of the federal district courts and federal appeals courts. -Define and explain the differences between criminal and civil law cases, statutory interpretation and common law. -Describe two ways in which judges exercise a policymaking role. Outline the routes by which cases come to the Supreme Court or the federal courts. -Describe the formal procedures at the Supreme Court’s biweekly conferences. Explain ways in which justices, particularly the chief justice, influence court decisions. -Describe the process of appointment to the federal judiciary, including the role of the American Bar Association. -Evaluate the Supreme Court as an instrument of pluralist or majoritarian democracy, identifying specific examples of each. CLASSWORK: -The Courts (C14); lecture and discussion HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Tuesday 11.11.08 NO SCHOOL; VETERANS DAY ============================================================================= Monday 11.10.08 OBJECTIVES: Students will -Test on all objectives 10.13.08-11.7.08. CLASSWORK: -Test on Congress, The Presidency, and The Bureaucracy (C11-C13) HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Friday 11.7.08 OBJECTIVES: Students will -Explain the “bureaucracy problem.” CLASSWORK: -Readings & Cases for The Bureaucracy (C13); lecture, discussion & study groups HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Thursday 11.6.08 OBJECTIVES: Students will -Define the original conception of “administration” at the time of the framing of the Constitution. -Determine the basis for the claim that the president is “Chief Administrator.” CLASSWORK: -Readings & Cases for The Bureaucracy (C13); lecture & discussion HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Wednesday 11.5.08 OBJECTIVES: Students will -List the factors that have contributed to the growth of the bureaucracy. -Explain the difficulties that surround efforts to reform the bureaucracy. -Outline the basic types of organizations that make up the American bureaucracy, -Explain the creation of the civil service, and list some pros and cons of this act. -Explain why presidents often think they have inadequate control of the bureaucracy, providing a specific example. -Describe the formal and informal processes of bureaucratic policymaking. -Explain the “rational-comprehensive” model of decision making and compare it with “the science of muddling through.” -Give the main reasons that policies fail at the level of implementation. -Explain the advantages and disadvantages of various reform efforts. CLASSWORK: -The Bureaucracy (C13); lecture and discussion HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Tuesday 11.4.08 CLASSWORK: -NO SCHOOL; ELECTION DAY HOMEWORK: -Watch election returns -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Monday 11.3.08 OBJECTIVES: Students will -List the factors that have contributed to the growth of the bureaucracy. -Explain the difficulties that surround efforts to reform the bureaucracy. -Outline the basic types of organizations that make up the American bureaucracy, -Explain the creation of the civil service, and list some pros and cons of this act. -Explain why presidents often think they have inadequate control of the bureaucracy, providing a specific example. -Describe the formal and informal processes of bureaucratic policymaking. -Explain the “rational-comprehensive” model of decision making and compare it with “the science of muddling through.” -Give the main reasons that policies fail at the level of implementation. -Explain the advantages and disadvantages of various reform efforts. CLASSWORK: -The Bureaucracy (C13); lecture and discussion HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Friday 10.31.08 OBJECTIVES: Students will -Appraise the value of Ex Parte Milligan and it’s implication in the “War on Terror.” -Determine the possibility of a constitutional dictatorship I the U.S. CLASSWORK: -Readings & Cases for The Presidency (C12); lecture, discussion, study groups HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Thursday 10.30.08 OBJECTIVES: Students will -Define “Presidential Leadership.” -Explain how the Nixon presidency was an important landmark in the development of the modern presidency. CLASSWORK: -Readings & Cases for The Presidency (C12); lecture, discussion, study groups HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Wednesday 10.29.08 OBJECTIVES: Students will -Expand upon Neustadt’s five categories of presidential constituents: executive officialdom, Congress, his political partisan’s, citizens at large, and foreign nations. -Define the “world view” of the president? CLASSWORK: -Readings & Cases for The Presidency (C12); lecture, discussion, study groups HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Tuesday 10.28.08 OBJECTIVES: Students will -Explain how Alexander Hamilton’s views in The Federalist 70 provides a sharp contrast to the Madisonian model of government. -Determine how the authority of the president as Commander-in-Chief of the armed forces has been expanded since the framing of the Constitution. CLASSWORK: Readings & Cases for The Presidency (C12); lecture, discussion, study groups HOMEWORK: -See your syllabus; you have work to do EVERY DAY! -Pay attention to what is going on in the world!!! ============================================================================= Monday 10.27.08 OBJECTIVES: Students will -List the powers and duties of the president as set forth in the Constitution. -Describe the sources of power outside the Constitution that presidents have used to expand the authority of the office, including congressional delegation of powers. -Outline the components and duties of the offices that make up the Executive Office of the President (EOP). -Identify the three advisory roles supporting the President and give an example of each. -Explain why modern presidents are more likely to rely on the White house staff than on the cabinet for advice on policymaking. -Define and discuss the pros and cons of a President’s ability to persuade. -Explain why presidential popularity usually declines while a president is in office. -Explain why there is often divided government, and tell how it affects the president’s ability to carry out his perceived mandate. -Explain what is meant by describing the president as “chief lobbyist.” -Compare and contrast the specific features of the U.S. President against those of the Prime Minister of Great Britain. -Discuss the changes that are now occurring in the president’s role as a world leader. -Identify four objectives of the President in international relations and foreign policy. -Describe the special skills presidents need for crises management. CLASSWORK: -The Presidency (C12); lecture, discussion, 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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