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US GOVERNMENT NAME ______________________________
SYLLABUS FOR BEASLEY
MONDAY, NOVEMBER 26 - THURSDAY, DECEMBER 20, 2007
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Students are reminded that they are to come to class prepared each day. This means
always having textbook, notebook, pen, pencil, homework, etc. Students are reminded
that a poptest can be given at any time. Keep up with reading assignments.
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MONDAY,
NOVEMBER 26 - Bellringer Activity.
Students will gain competence on a major test.
Finish Open-Book/Open-Note Test on Chapters 10 - 12.
Explain and assign Presidential Research Project which will be due on
Wednesday, December 5.
HOMEWORK: Read Chapter 13, Sections 1 & 2, pp. 354 - 363.
TUESDAY,
NOVEMBER 27 - Bellringer Activity.
Students should be able to identify the President's many roles.
Students should be able to understand the formal qualifications
necessary to become President.
Students should be able to discuss issues involving the length of
the President's term.
Students should be able to describe the President's pay and benefits.
Students should be able to explain how the Constitution provides for
presidential succession.
Students should be able to understand the Constitutional provisions
relating to presidential disability.
Students should be able to describe the role of the Vice President.
Discussion/Lecture of Chapter 13, Sections 1 & 2, pp. 354 - 363.
Complete worksheets, handouts, etc.
Topics: the President's Job Description (roles, qualifications, term,
pay and benefits)
Presidential Succession and Disability, the role of the
Vice President
HOMEWORK: Read Chapter 13, Sections 3 - 5, pp. 365 - 384.
WEDNESDAY,
NOVEMBER 28 - Bellringer Activity.
Students should be able to explain the Framers' original provisions for
choosing the President.
Students should be able to outline how the rise of political parties
changed the original process set out in the Constitution.
Students should be able to describe the role of conventions in the
presidential nominating process.
Students should be able to evaluate the importance of presidential
primaries.
Students should be able to understand the role of the caucus-convention
process.
Students should be able to outline the events that take place during a
national convention.
Students should be able to examine the characteristics that determine
who is nominated as a presidential candidate.
Students should be able to understand the function of the electoral
college today.
Students should be able to describe the flaws in the electoral college
system.
Students should be able to outline the advantages and disadvantages of
proposed reforms in the electoral college.
Discussion/Lecture of Chapter 13, Sections 3 - 5, pp. 365 - 384.
Complete worksheets, handouts, etc.
Topics: Presidential Selection
Presidential Nominations
The Electoral College System
Possible poptest
HOMEWORK: Prepare a twenty (20) question matching poptest on the
information from Chapter 13.
THURSDAY,
NOVEMBER 29 - Bellringer Activity.
Students should be able to summarize the content of Article II of
the Constitution and explain why it is controversial.
Students should be able to list several reasons for the growth of
presidential power.
Students should be able to explain how Presidents' own views on the
presidency have affected the power of the office.
Students should be able to identify the source of the President's
power to execute federal law.
Students should be able to define ordinance power, and explain where
it comes from.
Students should be able to explain how the appointing power works.
Students should be able to summarize the historical debate over the
removal power.
Discussion/Lecture of Chapter 14, Sections 1 & 2, pp. 390 - 397.
Complete worksheets, handouts, etc.
Topics: the Growth of Presidential Power and
the President's Executive Powers
Possible poptest
HOMEWORK: Read Chapter 14, Sections 3 & 4, pp. 399 - 408.
FRIDAY,
NOVEMBER 30 - Bellringer Activity.
Students should be able to explain how treaties are made and
approved.
Students should be able to explain why and how executive aggrements
are made.
Students should be able to summarize how and for what purposes the
power of recognition is used, and give historic examples.
Students should be able to describe the powers that the President
has in the role of commander in chief.
Students should be able to describe the President's two major
legislative powers, and explain how these powers are an important
part of the system of checks and balances.
Students should be able to describe the President's major judicial
powers.
Discussion/Lecture of Chapter 14, Sections 3 & 4, pp. 399 - 408.
Complete worksheets, handouts, etc.
Topics: Diplomatic and Military Powers of the President
Legislative and Judicial Powers of the President
Possible poptest.
HOMEWORK: Work on Presiential Research Project and
Complete Questions 1 - 12 from the Chapter Assessment on
page 410 then read Chapter 15, pp. 414 - 440.
MONDAY,
DECEMBER 3 - Bellringer Activity.
Students should be able to define a bureaucracy.
Students should be able to identify the major elements of the federal
bureaucracy.
Students should be able to describe the Executive Office of the
President.
Students should be able to explain the duties of the White House Office
and the National Security Council.
Students should be able to describe the origin and development of the
executive departments.
Students should be able to explain how Cabinet members are chosen.
Students should be able to identify the role of the Cabinet in the
President's decisions.
Students should be able to explain why the government creates
independent agencies.
Students should be able to identify the characteristics of independent
executive agencies and independent regulatory commissions.
Students should be able to describe the structure of government
corporations.
Students should be able to describe the development of the civil service.
Students should be able to identify characteristics of the civil service
as it exists today.
Discussion/Lecture of Chapter 15, pp. 414 - 440.
Complete chapter summary worksheet.
Topics: the Federal Bureaucracy, the Executive Office of the President,
the Executive Departments, Independent Agencies, the Civil
Service
HOMEWORK: Study for TEST on CHAPTERS 13 & 14.
TUESDAY,
DECEMBER 4 - Bellringer Activity.
Students will achieve competence on a major test.
TEST on CHAPTERS 13 & 14.
HOMEWORK: Complete Questions 1 - 10 of the Chapter 15 Assessment on
page 442 and also finish work on the Presidential Research
Project.
WEDNESDAY,
DECEMBER 5 - Bellringer Activity.
Turn in Presidential Research Projects.
Explain Judicial Branch/Supreme Court Case Poster Project which will
be due on Thursday, December 13.
Students should be able to explain how and why the Constitution gives
Congress the power to tax.
Students should be able to describe the most significant taxes
collected by the government today.
Students should be able to summarize why the Federal Government imposes
taxes for nonrevenue purposes.
Students should be able to list the nontax sources of government revenues.
Students should be able to describe how the Federal Government borrows
money.
Students should be able the analyze the causes and effects of the public
debt.
Students should be able to identify the key elements of federal spending.
Students should be able to explain how the President and Congress work
together to create the federal budget.
Discussion/Lecture of Chapter 16, pp. 446 - 462.
Complete Chapter 16 summary worksheet.
Topics: Taxes, Nontax Revenues and Borrowing, Spending and the Budget.
HOMEWORK: Complete Chapter Assessment, Questions 1 - 10, page 464.
Read Chapter 17, pp. 468 - 498.
THURSDAY,
DECEMBER 6 - Bellringer Activity.
Students should be able to define foreign policy, and understand the
difference between isolationism and internationalism.
Students should be able to explain the functions, components, and
organization of the Department of State.
Students should be able to summarize the functions, components, and
organization of the Department of Defense and the military departments.
Students should be able to describe a number of government agencies,
besides the Departments of State and Defense, that are involved in
foreign and defense policy.
Students should be able to summarize American foreign policy from
independence through World War I.
Students should be able to show how the two World Wars affected
America's traditional policy of isolationism.
Students should be able to explain the principles of collective security
and deterrence and their use during the cold war period.
Students should be able to describe American foreign policy since the
end of the cold war.
Students should be able to identify the two types of foreign aid and
describe United States foreign aid policy.
Students should be able to describe the major security alliances to
which the United States belongs, and summarize United States policy in
the Middle East.
Students should be able to examine the role, structure, and problems
that face the United Nations.
Discussion/Lecture of Chapter 17, pp. 468 - 498.
Complete Chapter 17 summary worksheet.
Topics: Foreign Affairs and National Security, Other Foreign and
Defense Agencies, American Foreign Policy Overview,
Foreign Aid and Defense Alliances.
HOMEWORK: Complete Chapter 17 Open-Book Test.
Prepare your last Political Cartoon.
FRIDAY,
DECEMBER 7 - Bellringer Activity.
Turn in last Political Cartoon.
Students should be able to explain why the Constitution created a
national judiciary, and describe its structure.
Students should be able to outline the selection process for
federal judges.
Students should be able to outline the structure and jurisdiction
of the federal district courts.
Students should be able to describe the structure and jurisdiction
of the federal courts of appeals.
Students should be able to define the concept of judicial review.
Students should be able to outline the scope of the Supreme Court's
jurisdiction.
Students should be able to examine how cases reach the Supreme Court.
Students should be able to list and explain the Special Courts in the
U.S. judicial system.
Discussion/Lecture of Chapter 18, pp. 506 - 526.
Complete Chapter 18 summary worksheet.
Topics: the National Judiciary, the Inferior Courts,
the Supreme Court, and the Special Courts.
Possible poptest.
HOMEWORK: Prepare a twenty (20) question matching poptest on Chapter 18
and Read Chapter 19, pp. 532 - 558.
MONDAY,
DECEMBER 10 - Bellringer Activity.
Students should be able to explain how Americans' commitment to
freedom led to the creation of the Bill of Rights.
Students should be able to describe how the 9th Amendment helps
guarantee individual rights.
Students should be able to summarize the Supreme Court rulings on
religion and education as well as other Establishment Clause cases.
Discussion/Lecture of Chapter 19, Sections 1 & 2, pp. 532 - 544.
Complete worksheets, handouts, etc.
Topics: the Unalienable Rights, the Bill of Rights,
the Establishment Clause of the First Amendment,
Religious and Education cases, the Free Exercise Clause.
HOMEWORK: Complete Chapter 19 Assessment, Questions 1 - 14, p. 560.
TUESDAY,
DECEMBER 11 - Bellringer Activity.
Students should be able to explain the importance of the two basic
purposes of the guarantees of free expression.
Students should be able to explain the Constitution's guarantees of
assembly and petition.
Discussion/Lecture of Chapter 19, Sections 3 & 4, pp. 546 - 558.
Complete worksheets, handouts, etc.
Topics: Freedom of Speech and Press,
Freedom of Assembly and Petition
Possible poptest.
HOMEWORK: Read Chapter 20, pp. 564 - 588.
WEDNESDAY,
DECEMBER 12 - Bellringer Activity.
Students should be able to explain the meaning of due process of law
as set out in the 5th and 14th Amendments.
Students should be able to summarize the constitutional provisions
designed to guarantee security of home and person.
Students should be able to explain the rights of the Accused.
Students should be able to describe the Court's interpretation of
cruel and unusual punishment.
Discussion/Lecture of Chapter 20, pp. 564 - 588.
Complete worksheet, handouts, etc.
Topics: Due Process of the Law, Freedom and Security of the Person,
Rights of the Accused, Punishment.
Possible poptest.
HOMEWORK: Complete Supreme Court Case Poster Project.
THURSDAY,
DECEMBER 13 - Bellringer Activity.
Turn in Supreme Court Case Poster Project.
Students should be able to summarize the history of race-based
discrimination in the United States.
Students should be able to examine discrimination against women
in the past and the present.
Students should be able to explain the importance of the Equal
Protection Clause.
Students should be able to describe the history of segregation
in America.
Students should be able to examine how classification by sex
relates to discrimination.
Students should be able to outline the history of civil rights
legislation from Reconstruction to today.
Students should be able to explore the issues surrounding
affirmative action.
Students should be able to describe how people become American
citizens by birth and by naturalization.
Students should be able to explain how an American can lose
his or her citizenship.
Students should be able to compare and contrast the status of
undocumented aliens and legal immigrants.
Discussion/Lecture of Chapter 21, pp. 594 - 618.
Complete worksheets, handouts, etc.
Topics: Diversity and Discrimination in American Society,
Equality Before the Law, Federal Civil Rights Laws,
American Citizenship.
Possible poptest.
HOMEWORK: Study for TEST on CHAPTERS 18 - 21.
FRIDAY,
DECEMBER 14 - Bellringer Activity.
Students should be able to achieve competence on a major test.
TEST on CHAPTERS 18 - 21.
HOMEWORK: Begin studying for Semester Exam.
MONDAY,
DECEMBER 17 - 1ST AND 2ND PERIODS EXAM
Review for exams.
TUESDAY,
DECEMBER 18 - 3RD AND 4TH PERIODS EXAM
Review for exams
WEDNESDAY,
DECEMBER 19 - 7TH - 8TH AND 9TH PERIODS EXAM
THURSDAY,
DECEMBER 20 - 10TH PERIOD EXAM, AND MAKE-UP EXAM
HOMEWORK: Enjoy the Christmas Holidays
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