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*******************
Hi,
Welcome to class. I haven't yet re-vamped the website for the coming year.
However, you can take a look at the PARENT LETTER (see homepage) and useful
links. DON'T ORDER LONGMANPARTICIPATE ACCESS yet. Let's wait to see if they
update & improve this summer.
I recommend that you go to the links page and click into the College Board
website in order to access the course outline and test info for this and any
other AP courses you're taking.
If you're taking APCG, too, click to that page for info.
As for the class, The material isn't rocket-science, but there is a good bit
of reading. In class, we'll start with political theory, which is pretty
tough going because it was written a really long time ago. But you'll start
this summer with something easy & enjoyable -- Chris Matthew's book,
HARDBALL. (Don't worry....it's practical, not polemical like the TV show.
In his other life,Matthew's was chief-of-staff for the Speaker of the House
of Representatives, so he "knows the drill" and has many useful insights to
share.)
In case you lose your postcard, here's the course reading list with bib data.
*Matthew, Chris. Hardball. New York: Touchstone, 1999. (*reading quiz on 1st
day)
Zakaria, Fareed. The Future of Freedom: Illiberal Democracy at Home and
Abroad.
New York: W.W.Norton and Co., 2007. (1st 9 weeks)
Friedman, Thomas. The Lexus and the Olive Tree: Understanding Globalization.
Anchor Books, May 2000. (2nd 9 Weeks)
BONUS READING:
Fineman, Howard. The Thirteen American Arguments. New York: Random House
Trade Paperbacks, 2009.
Friedman, Thomas. Hot, Flat, and Crowded. New York: Picador, 2009.
Zakaria, Fareed. The Post-American World. New York: W.W.Norton and Co., 2009.
Smith, Hedrick. The Power Game: How Washington Works. New York: Ballentine,
1988.
Thurs., Dec. 4 (A) and Fri., Dec. 5 (B)
##############
ASSIGNMENTS:
1. Study THE PRESIDENCY & THE BUREAUCRACY for JEOPARDY & TEST
2. Read handout on POLICY MAKING
3. Do "Take-home" Test on POLICY MAKING
A. Obj. #1-15
B. Essay (parts a & b)
IN CLASS: Lec & Discussion
FOCUS: PRESIDENCY
OBJ.: Outline & Explain
1. Qualifications
2. Powers and Duties
A. Formal
B. Informal
3. Executive
A. Agreements
B. Orders
C. Privilege
4. Presidential Character
A. ACTIVE/PASSIVE
B. POSITIVE/NEGATIVE
5. Amendments (12th, 22nd, & 25th)
6. Offices
A. White House Office
B. Executive Office of the President
C. CABINET
7. Impeachment
FOCUS: The IMPERIAL PRESIDENCY
OBJ.: Outline & Explain
1. Factors Contributing to Increased Executive Power
2. 5 Areas of Increased Power
3. 8 Conflicts with Congress
FOCUS: THE BUREAUCRACY
OBJ: Outline & Explain
1. Weber's 6 BASIC CHARACTERISTICS
2. Compare & contrast US vs. others
3. Patrnage & Merit System
A. Pendleton Act
B. Hatch Act
4. ORGANIZATION
A. Cabinet
B. Independent Regulatory Agencies
C. Government Corporations
D. Independent Agencies
5. Implementation
6. Regulation of Business
7. Accountability
8. Criticisms & Suggestions for Reform
.
*********************
Wed., Dec. 3 (B) Day
################
IN CLASS: CATCH-up!
***************************
Mon., Dec. 1 (B) and Tues., Dec., 2, 2008 (A)
###############
ASSIGNMENT:
1. Read Ch. 14 (Budgetary Process) and Ch. 15 (The Bureaucracy)
2. Finish Congressional FILL-INS. Be ready to turn in along with
Ch. 6-11 Fill-ins.
3. BONUS: Do LP Ch. 8 REDISTRICTING SIMULATION. Print hard copy of
simulation outcome & "Test Yorself" for BONUS CREDIT.
4. Check email for links which allow you to extend your study of
GLOBALIZATION through streaming video lecture -- THE WORLD IS FLAT 3.0
----------------
WOD
EXCULPATE: to free from guilt or blame
REEPENTANT: penitent, sorry
-----------
FOCUS: REAPPORTIONMENT & REDISTRICTING
OBJ:
1. Define.
2. Differentiate.
3. Explain
A. Process
B. Problems
1. MALAPPORTIONMENT (rural over-rep)
2. Gerrymandering
a. partisan
b. racial
4. VOCABULARY:
packin', crackin', kidnappin'
5. COURT CASES:
A. Baker v. Carr and Reynolds v. Sims
B. Shaw v. Reno & Easley v. Cromartie
6. PRINCIPLES:
A. "one person, one vote"
B. 14th Amendment Equal Protection
1. DISTRICTS: compact, contiguous, and equal in pop.
2. JUSTICE DEPARTMENT: preclearance and monitoring
----------------
IN CLASS:
1. SENIOR MEETING (Mon. only)
2. Lec. & Discussion: Reapportionment & Redstricting
3. Book Test (Friedman)
********************************
Fri., Nov. 21 (A)
################
ASSIGNMENT:
Book test on THE LEXUS & THE OLIVE TREE
IN CLASS:
LONGMAN PARTIPATE: Ch. 12 (Congress) and 13 (The Presidency)
Wed., Nov. 19 (A) and Thurs., Nov 20 (B), 2008
#############
ASSIGNMENTS:
1. In class Friday (for those absentees who will be attending Nobel
Laureate's presentation): ONLINE WORK
LONGMAN PARTICIPATE: Chapters 12 & 13 (omit COMPARATIVE, but do the
rest)
2. Read
A. REDISTRICTING article & answer study questions for turn-in
B. "The Great Election Grab" (if you didn't finish it in class)
*3. HOLIDAY ASSIGNMENT:
A. Finish reading THE LEXUS & THE OLIVE TREE
B. Watch T. Friedman's streaming video on THE WORLD IS FLAT (check email
for link). Expect test on the day we return from the holiday.
-----------------
FOCUS: POLITICAL PARTIES, ELECTIONS & CAMPAIGNS, and INTEREST GROUPS
OBJ.: Assessment
IN CLASS:
1. Play BINGO test review.
2. Take MULTIPLE CHOICE test.
3. Read "The Great Election Grab"
*************************************************
Mon., Nov. 17 and Tues., Nov. 18, 2008
#################
ASSIGNMENTS:
1. Study for Multiple Choice Test Wed.
A. Review Packet on POLITICS
B. Fill-ins
2. Continue with Congress and the Presidency by focusing on the BUDGETARY
PROCESS (Ch. 14, Big Green Book!)
_____________
FOCUS: CAMPAIGN FINANCE & ITS REFORM
OBJ.
1. Outline 1974 post-Watergare reforms:
A. FEDERAL FUNDING (IRS check-off box)
B. LIMITS
1.) donations
2.) expenditures
2. Campaign advertising (SOFT MONEY vs. HARD MONEY)
A. ISSUE ADVOCACY
B. EXPRESS (CANDIDATE) ADVOCACY
3. Examine the conflict between FREE SPEECH & CAMPAIGN FINANCE REFORM.
Outline and explain relevant Supreme Court rulings:
A. BUCKLEY V. VALEO
B. BECK
4. Trace recent hisotry of reform efforts:
A. BCRA - 2002
B. Continuing proposals
5. ID and explain legislative tactics, such as "POISON PILL" AMENDMENT.
IN CLASS:
1. VIDEO & DISCUSSION
2. Review text (Ethel Wood)
------------------
THINK:
1. Does money buy ACCESS or POLICY?
2. What are "DIALING FOR DOLLARS" and direct mail?
FOCUS: POLITICAL OPINIONS, BELIEFS, and BEHAVIORS
OBJ.
1. Review (Ethel Wood Unit II)
2. Assessment (1-30 Multiple Choice)
FOCUS: AG POLICY -- THE FARM BILL (NewsHour Video)
LITTLE PICTURE
OBJ:
1. Explain how milk price supports work.
2. Tell why we have them. Evaluate.
3. Explain how the SUGAR SUBSIDY works.
4. Tell why we have it. Evaluate.
BIG PICTURE:
Find the NEXUS between FARM POLICY and...
A. Party loyalty and constitutent responsibility
B. Campaign finance (contributions) and gov't policy
************************************
Thurs., Nov. 12, 2008 and Fri., Nov. 14, 2008
################
ASSIGNMENTS;
1. Do online quizzes on
A. CONGRESS (Ch. 12 - big green book, Ch. 10 on review packet)
B. THE PRESIDENCY (Ch. 13 - big green book, Ch. 11 review packet)
2. Finish LONGMAN PARTICIPATE FOR CH. 9 & 10
--------------------------
FOCUS: THE PEOPLE AND THE POWER GAME
Video #2: The UNelected -- LOBBIES: MONEY & POLITICS
OBJ.
1. ID, analyze, & evaluate the role MONEY plays in modern campaigns for
A. CONGRESS
B. THE PRESIDENCY
C. STATE OFFIECS (MS - JUDICIARY)
2. ID, analyze, and evaluate the relationship between CAMPAIGN
CONTRIBUTIONS
and PUBLIC POLICY outcomes.
3. Explain how the
A. INSIDE GAME
B. OUTSIDE GAME
of money and influence works. Use the following examples:
1.) UPS & OSHA regulations
2.) HEALTH CARE (insurance lobby & advertising)
3.) the TOBACCO lobby and GRASS ROOTS vs. ASTROTURF!
4.) LABOR UNIONS and "ISSUE ADVOCACY"
5.) The SUGAR SUBSITY and FLO-SUN Corp. (FARM BILL)
*********************************STOP*****************
################
ASSIGNMENTS:
1. LP CH 9:
A. pretest E. Comparative
B. Simulation #1 F. POSTTEST
C. Visual Lit. #1
D. Visual Lit. #2
2. LP CH 10:
A. Pretest E. Participation #2
B. Simulation F. Comparative
C. Visual Lit. G. POSTTEST
D. Timeline
11/5 - 11/7 (Wed. - Fri.)
FOCUS: THE POWER GAME
OBJ.:
1. How have PARTISAN DIVISIONS contributed to POLICY DEADLOCKS? (GRIDLOCK)
2. How has the explosive growth of the "SHADOW GOVERNMENT" -- the media
and organized lobbies -- helped undermine public confidence in
government
and made it harder for the President and Congress to do their jobs?
3. How have changes in the way political campaigns are financed decreased
the power and influence of parties and given individual politicians
greater independence?
4. How has our constitutional system of checks and balances been changed by
the TECHNIQUES and TECHNOLOGY of modern politics?
5. PARTY LOYALTY vs. PERSONAL CONVICTION vs. CONSTITUENT RESPONSIBILITY --
what IS the ROLE of an ELECTED REPRESENTATIVE?
-----------------
IN CLASS: Finish viewing "The Elected"
----------------
WHILE WE ARE GONE TO YOUTH LEGILATURE, STUDENTS WHO REMAIN AT SCHOOL WILL
WATCH "MR. SMITH GOES TO WASHINGTON"
--------------
11/3/08 (Mon.) & 11/4/08 (Tues.)
ASSIGNMENTS:
1. Read
A. League of Women Voter's Q & A
B. Candidate comparisons
C. OP ED - Nash/Taggart
2. Continue reading chapters 12 & 13.
------------
IN CLASS:
1. Discuss voting procedures & laws.
2. Continue THE POWER GAME (VIDEO)
*************************************stop************************
10/29/08 - 10/31/08
####################
ASSIGNMENTS:
1. Finish online work.
2. Read Ch. 12 & 13.
FOCUS: THE PEOPLE AND THE POWER GAME
THE ELECTED: The Presidency & Congress
KEY QUESTION: Can any political leader run the American government from a
single power base?
OBJECTIVE: Find out HOW a government of separated institutions shares power.
by following the stories of BILL CLINTON (EXEC. - Democrat) and NEWT
GINGRICH ( LEG. - Republican).
KEY QUESTIONS:
1. Does being from the same political party guarantee cooperation between
the legislative and executive branches?
2. What's the arrogance-of-power trap, and how do presidents and memebers of
congress fall into it?
3. Are American political parties basically strong or weak in terms of
party loyalty?
4. Who needs whom more -- the pres. or congress?
5. What are the inherent strengths and weaknesses of the executive and the
legislature?
6. Is the spirit of COMPROMISE intrinsic to our decentralized 3-branch
gov't? What forces are causing this spirit to break down in the
legislative process?
7. What's DEMO-SCLEROSIS? What's the CURE/TREATMENT?
8. In congress, what are the divisions which result in conflict OTHER than
the great PARTISAN divide? THINK
A. FRESHMEN v. EXPERIENCED LEGISLATORS
B. INSIDERS v. OUTSIDERS
C. CONSTITUTENCY INTERESTS v. PARTY LINE
D. HOUSE v. SENATE
-----------
IN CLASS; VIEW VIDEO & VIEWING GUIDE.
*********************STOP*******************************
Mon. (10/20) and - Wed. (10/22)
Frontline: THE CHOICE - showing in library at 6:30 p.m. on Thurs., Oct.
23. Sign-up on sheet posted outside Room #186.
1st DEBATE
------------
FOCUS: NEGATIVE ADVERTISING
OBJ.
1. Define and explain purpose.
2. Examine examples from various campaigns.
3. Evaluate.
FOCUS: IMPACT OF CANDIDATE GAFFES
OBJ.
1. View examples.
2. Evaluate relative importance of gaffe & handling.
IN CLASS: Finish left-over video footage & quiz on parties.
ASSIGNMENT:
1. Read LEAGUE OF WOMEN VOTERS sheet on ELECTORAL COLLEGE.
2. Do Fill-ins. (due Wed. & Thurs.
3. Read WebZine & do WebQuiz. (Due Wed. & Thurs.)
4. Ch. 11 due Sun. online
5. Start Ch. 12.
6. Check email for video clips & VISUAL LITERACY ACTIVITY which serves as
ticket to class Thurs. & Fri,
*****************************STOP************************
WEEK OF Monday (10/13) - FRI. (10/17)
FOCUS: DEMOCRATS and REPUBLICANS - 1976-1992
OBJ.
1. Trace party history.
2. Examine changing platforms and agendas.
4. Distinguish maintaining elections, deviating elections, and critical
realignments.
IN CLASS:
1. VIDEO + VIEWING GUIDE
2. People Puzzle.
ASSIGNMENTS:
1. CH. 9 & 10 online by 4:00 p.m. Sunday.
2. take-home test: FED. #10 & E.E. Schattschneider
3. "Family Tree, Party Roots," and online quiz.
****************************READ ON ********************************
NINE WEEKS TESTS & CATCH UP
****************************STOP**************************************
Fri., 10/3/08 and Tues., 10/7/08
ASSIGNMENTS:
################
1. Study for your 9 weeks tests. It will consist of 50 multiple choice
questions taken from the review material and one essay.
2. 9 Weeks Test Schedule
A. Tuesday: 5th
B. Wed.: 1st and 2nd
C. Fri.: 3rd
3. Online quizzes must be complete through Ch. 8 for addition to this nine
weeks' grade.
FOCUS: THE DEMOCRATS & THE REPUBLICANS - 1960-1976
OBJ.
1. Trace party history from 1960-1976.
2. ID and explain key issues which rend or build parties.
3. Describe & evaluate impact of 1968 Democratic National Convention.
4. Define & explain origin, operation, & impact of Nixon's "Southern
Strategy"
5. Outline the evolution of the CONSERVATIVE REPUBLICAN COALITION.
6. Describe & evaulate impact of recession & inflation upon party politics
of the 1970's.
7. Compare and contrast party policies & public perceptions with respect to
A. domestic policy
B. foreign policy
8. Cite examples of party PRAGMATISM vs. PARTY IDEOLOGY.
IN CLASS:
DO NOW: Evaluate impact of late night television humor upon news and
elections.
View SNL's
A. Parody of the CBS Palin interview
B. Parody of the Presidential Debate
---------------
1. View Democracy Project video: "The Democrats & the Republicans - 1960-
1976"
2. Complete Viewing Guide
***************************************************************
Wed. 10/1/08 and Thurs - 10/2/08
ASSIGNMENTS:
###############
1. Continue work on Ch. 6-11 in text and continue taking reading quizzes
posted at Quizlab.com
2. Be sure you go through the review materials for
A. POLITICAL CULTURE
B. PUBLIC OPINION
C. POLITICAL PARTICIPATION & VOTER BEHAVIOR
3. Read "Who Needs Political Parties Anyway?" and take online quiz.
IN CLASS:
1.
**************************************STOP****************************
Wed. (10/1/08) and Thurs. (10/2/08)
###############
1. Continue work on Ch. 6-11 in text and continue taking reading quizzes
posted at Quizlab.com
2. Read "The Full Strom" and take the online quiz (13 true-false questions)
at Quizlab. (A1 block did not get to this Fri.)
IN CLASS: Continue with video, lecture, & discussion
*******************************STOP*****************************
Monday 9/29/08 - Tues. 9/30/08
###############
1. Continue work on Ch. 6-11 in text and continue taking reading quizzes
posted at Quizlab.com
2. Read "The Full Strom" and take the online quiz (13 true-false questions)
at Quizlab. (A1 block did not get to this Fri.)
IN CLASS: Continue
************************************STOP******************************
Thurs. 9/25/08 and Friday 9/26/08
####################
ASSIGNMENTS:
1. Continue work on Ch. 6-11 in text and continue taking reading quizzes
posted at Quizlab.com
2. Read "A Killer Question." A nine weeks test bonus will come from this
article.
3. Check email for links and video
A. to Pew Center for the People and the Press "Beyond Red and Blue"
B. Ole Miss Presidential Debate website
C. Video and links for presidential debates in general
--------------------
FOCUS: Role and Function of Am. Political Parties
OBJECTIVES:
See previous lesson objectives.
Lesson continued from 9/23-24/07
**************************STOP**************************************
Tues. (9/23/08) and Wed. (9/24/08)
#####################
ASSIGNMENTS:
1. READING FROM TEXT:
A. Read Ch. 6-11
B. Take online quizzes at quizlab.
2. ONLINE SURVEYS (assigned via email last Saturday -- See email for cover
sheet and links. Don't forget that you can qualify for bonus on each survey
if you get your parents to take them and discuss them with you. When you've
finished, there's a fun link to a series of silly quizzes. Enjoy!)
3. RED & BLUE AMERICA:
A. Read article: David Brooks - "One Nation, Slightly Divided."
B. Take online reading quiz (quizlab).
C. Read "BEYOND RED & BLUE" study.
Examine typology groups.
Look at analysis.
-------------
IN CLASS:
FOCUS: Role and Function of Am. Political Parties (Competencies 1a, 4d, 5b,
5c)
OBJECTIVES:
1. Define POLITICAL PARTY. Explain functions.
2. Trace origin and development of POLITICAL PARTIES.
3. Analyze and explain role of 3rd parties.
FOCUS: A THIRD CHOICE: The Role of Third Parties
OBJ.
1. Define LOYAL OPPOSITION. Trace development of concept and practice.
2. Describe key structural/systemic feature of America electoral system:
SINGLE-MEMBER DISCTRICT WINNER-TAKE-ALL-BY -PLURALITY. Explain
ramifications.
3. Tell when & why 3rd parties tend to arise. Cite specific examples.
4. Define & explain the PSYCHOLOGY of the WASTED VOTE.
5. Describe & evaluate the impact of
A. the TWO-PARTY SYSTEM on THIRD PARTIES.
B. THIRD PARTIES on the TWO-PARTY SYSTEM.
6. Cite examples to support the contention that AMERICAN POLITICAL PARTIES
are basically PRAGMATIC rather than IDEOLOGICAL.
7. Explain V.O.Key, Jr's theory of CRITICAL REALIGNMENT. Cite examples &
offer alternatives.
1. View THINK TANK video: "A THIRD CHOICE" (PART I)
2. Complete Viewing Guide.
3. Discuss
Fri. (9/19/08) and Mon. (9/22/08)
###############
ASSIGNMENTS:
1. Begin reading Ch. 6-11 and doing the online practice tests at quizlab.
2. Check your email for survey assignments.
------
FOCUS: FEDERALISM
OBJ:
1. Catch-up.
2. Finish-up.
3. REVIEW!
IN CLASS:
1. DO NOW: BABY CARD/MOMMA CARD
Match power to appropriate level of government.
2. LECTURE & DISCUSSION
3. BINGO REVIEW
4. WABBIT SHOOT! (pop quiz)
5. TURN INs!
*********************************STOP*****************************
Wed. (9/17/08) and Thurs. (9/18/08)
###############
ASSIGNMENT:
1. Finish and email LP Ch 3 if you haven't already.
2. Apply COMMERCE CLAUSE to cases.
3. Begin reading Ch. 6-11: POLITICS UNIT and start working on online
reading quizzes. #6 is already posted.
DO NOW: Finish LADDER OF LAWS. Discuss
-----------
FOCUS: Just How Far Will the Commerce Clause Stretch?
OBJ: ID key questions and explain decisions in Supreme Court Cases
1. Lopez
2. Morrison
---------------
FOCUS: OBLIGATIONS
OBJ.:
1. ID & define FED's constitutional obligations to the States.
2. ID, define, and cite ex. of the States' obligations to each other.
FOCUS: GRANTS-IN-AID (FISCAL FEDERALISM)
OBJ.
1. Define and differentiate
A. Catgorical and conditional grants
B. Block grants.
2. Cite examples.
3. Evaluate relative adv./disadv. of each.
4. Differentiate PROJECT and FORMULA grants.
5. Define, explain, and cite examples of
A. CROSS-CUTTING REQUIREMENTS
B. CROSS-OVER SANCTIONS
6. Explain the principle of UNIVERSALISM.
7. Define MANDATE and UNFUNDED MANDATE. Cite examples.
IN CLASS:
1. Lecutre, discussion, and notes.
2. FEDERALISM BINGO!
************************************STOP***************************
Mon. (9/15/08) and Tues. (9/16/08)
#######################
ASSIGNMENTS:
1. Finish Ch. 3 activities at LongmanParticipate.com (Pay special attention
to the SIMULATION and keep your score!)
2. HANDOUT: Research & Think - “What Does That Law Have to do with
Interstate Commerce?” (Back of Venn Diagram)
3. Finish any leftovers! (like the CHART)
4. CARD your SUPREME COURT CASES!!! (Try a ring!)
5. COMING NEXT: Chapters 6-11!
FOCUS: What's THAT got to do with INTERSTATE COMMERCE?
OBJ:
1. KEY CASES:
A. WICKARD V. FILBURN
B. LOPEZ (Gun Free Schools Act)
C. MORRISON (Violence Against Women Act)
2. Interpret and apply the COMMERCE CLAUSE
FOCUS: What's the CONTRACT CLAUSE got to do with it?
OBJ.
1. Key cases:
A. FLETCHER v. PECK.
B. DARTMOUTH COLLEGE v. WOODWARD
2. Comapare - society and economy with and without contracts
A. USA
B. RUSSIA in the 1990s
*****************************STOP****************************
#############
ASSIGNMENTS:
1. Do Ch. 3. Longman Participate. SAVE all results and email completed unit
to Shivers in a SINGLE email.
2. DOWNLOAD and PRINT out UNIT FOCUS and OBJECTIVES BELOW. (We had so many
shortened classes and missed classes that we have not all covered the same
thing at the same time. Therefore, I'm not dating these! Also, there are
some things I just didn't get to. PLEASE take note & ask me questions
because it's not the same omission in every class.
3. Don't forget ILLUSTRATED AMENDMENTS are due MON. & TUES.
____________
DO NOW: Write a journal entry contemplating the impact of 9/11 on American
Politics and Policy. Consider both the positive and negative, and both the
short and long term. (I know....we didn't get to this in first and
second....You just do it at home for next Friday.)
---------------
FOCUS: FEDERAL QUESTIONS
OBJ.: FIGURE IT OUT!
1. When do fairness and justice demand uniform national polities?
2. What issues are best left to state or local control?
3. When should resources be pooled and residtributed across state lines?
--------------
FOCUS: VALUES PROTECTED BY THE SUPREME COURT (MARSHALL COURT)
OBJ: Trace S.C.'s role in developing
1. NATIIONAL SUPREMACY
--federalism (McCulloch)
2. JUDICIAL NATIONALISM - Strength of the federal Judiciary
A. w/in natl'l gov't (Marbury)
B. over the state courts and state legislature
3. ECONOMIC NATIONALISM
A. Role of NAT'L GOV'T as UMPIRE in enforcing "rules of the game" of
free enterprise
B. Role of the NAT'L GOV'T in regulating the ECONOMY
4. Definition of terms
A. COMMERCE
B. CONTRACT
---------------
FOCUS: CLAUSES & CASES - CONSTITUTIONAL NATIONALISM
OBJ.
1. ID, Explain, & trace the impact of these key Constitutional clauses:
A. SUPREMACY CLAUSE
B. ELASTIC CLAUSE ("NECESSARY & PROPER")
C. COMMERCE CLAUSE
D. CONTRACT CLAUSE
E. 10th AMENDMENT
F. 14th AMENDMENT
1) Due Proccess Clause
2) Equal Protection Clause
2. ID, explain, and evaluate the impact of these key Supreme Court cases:
A. McCULLOCH v. MD
B. FLETCHER v. PECK
C. BARRON v. BALTIMORE
D. GIBBONS v. OGDEN
E. CHAS. RIVER BR. v. WARREN
F. DARTMOUTH COL. v. WOODWARD
-------------------------
FOCUS: McCULLOCH v. MD
OBJ. ID and explain import / relevance of
1. 2 KEY DOCTRINES
A. National Supremacy
B. Implied Powers
2. 2 Key Clauses
A. Supremacy Clause
B. Elastic Clause
3. 2 Key Questions
A. Can the federal gov't create a bank?
B. If so, can the state (MD.) tax it?
________________
FOCUS: FEDERALISM
OBJ.:
1. Define FEDERALISM. Differentiate
A. SEPARATION of POWERS
B. DIVISION OF POWERS
2. List & explain the advantages of federalism.
3. Outline the parameters of national power:
A. List and Define DELEGATED (ENUMERATED) Powers
1.) Expressed
2.) Implied
3.) Inherent
B. List and define DENIED POWERS.
1.) EXPRESS denial
2.) Denial by SILENCE
3.) INHERENT denial
4. Outline the parameters of STATE POWER.
A. Define and cite ex. of RESERVED POWERS.
B. Point to constitutional source.
C. Define and list DENIED powers.
5. Define and list
A. EXCLUSIVE POWERS (national)
B. CONCURRENT POWERS (state and national)
6. Outline the NATION'S obligations to the STATES. (Nobody got to this.)
7. Define, explain, & cite examples of COMITY. (Nobody got to this.)
****************************STOP************************
Tues., Sept.9 and Wed., Sept 10
############
ASSIGNMENTS:
1. ILLUSTRATED AMENDMENTS: (DUE 9/15/and 9/16/08) Sign up for and
illustrate an amendment or two (2nd = bonus)
A. on a sheet of 8.5" x 11" white paper
B. backed with construction paper
C. containing
1.) SIMPLE SYNOPSIS of amendment's content, impact, etc.
2.) PICTURES (drawn or printed) showing content, impact, etc.
2. HANDOUT: "The Court and the Development of Commerce Power"
Read and answer last six questions.)
3. HANDOUT: "The Dark Century" FRONT; answer #1-2
"The Other Amendment" BACK; answer #1-10.
--------------
DO NOW: Meet My Cousin Venn-ie! Using page 71 in your text, complete the
Venn Diagram by classifying powers as
1. DELEGATED
2. CONCURRENT
3. RESERVED
Place powers granted on top half and powers denied on bottom half of chart.
NOTE INTERSECTIONS!
IN CLASS: Video with Lecture and Discussion - THIS HONORABLE COURT (Part I)
(3rd in CLASS; Other classes, as time allows) RESEARCH: Work on the
CONSTITUTIONAL SCAVENGER HUNG using the document. (Helpful Hint: Use the
National Constitution Center's INTERACTIVE CONSTITUTION -- last one on your
links page!)
2.
****************************STOP************************
Fri., Sept. 5 and Mon. Sept.8, 2008
##############
WOLL:
1. Background, pp. 67-72
2. Essay #11, "The Federal System," by Morton Grodzins
3. HANDOUTS: Gibbons v. Ogden and Chas. River Bridge v. Warren
---------------
FOCUS: LAYER CAKE & MARBLE CAKE FEDERALISM
OBJ.
1. Explain analogies:
A. LAYER CAKE model (dual federalism)
B. MARBLE CAKE model (cooperative federalism)
2. Detail content of Morton Grodzin's essay on federalism.
IN CLASS: Eat cake and discuss models.
3rd BLOCK: CONSTITUTIONAL SCAVENGER HUNT.
------------
*********************STOP***********************************
Wed., Sept. 3, and Thurs., Sept 4, 2008
##########
ASSIGNMENTS:
1. WOLL: (Background) Read pp. 60-61 (Explains Fed. papers.)
2. HANDOUTS: READ
A. excerpt from "Democracy in America" by Alexis de Tocqueville
B. "The Return to a Tocquevillian America" by Barone
IN CLASS:
FOCUS: JUDICIAL NATIONALISM - Strength of the Federal Judiciary Within the
National Government (historical review)
OBJ.
1. Detail historical background (Elections of 1796 and 1800)
2. Define LOYAL OPPOSITION and explain the difficulty in defining its role.
3. Define JUDICIAL REVIEW and trace its origin:
A. MARBURY v. MADISON -- ID key issues
B. MARBURY v. MADISON -- Explain decision and impact
Fri., Aug. 29, and Tues., Sept 2, 2008
######################
ASSIGNMENTS:
1. HANDOUTS:
A. McCulloch v. Md. - SQ due for next time
B. FEDERALISM CHART - start filling it out as you go
2. Woll (Essay book or handout): pp. 50-60
A. Intro.
B. Essay #6 - Federalist #16 & 17 (Hamilton)
C. Essay #7 - Federalist #39 (Madison) Please note that Madison uses
the word "national" to refer to things we think of as "federal" and
"federal" to refer to things we think of as "confederal" or "state."
3. MARBLE CAKE & LAYER CAKE FEDERALISM COMING NEXT WEEK!
4. Decide if you want to try for a seat on the bus to go to the Teen Forum
on the Presidential Debate at Ole Miss. Bus leaves at noon, Tues., Sept.
9.
Space is limited!
----------------
WODS:
PEJORATIVE: derogatory, uncomplimentary
SWARTHY: of dark color or complexion
IN CLASS:
DO NOW: PARTY CHART (Divide paper into two columns and place ideas/issues
associated with DEMOCRATS on LEFT and REPUBLICANS on RIGHT.
FOCUS: U. S. CONSTITUTION
Obj.: Get to know what's in it and where!
----
1. Catch-up! (Finish video, etc.)
2. Wabbit Shoot #2 (Completed ONLY in 2nd....coming next week for 1st & 3rd)
3. Begin CONSTITUTIONAL SCAVENGER HUNT
Wed., Aug. 27 and Thurs. Aug. 28, 2008
######################
ASSIGNMENTS:
1. Read and answer questions: HANDOUT – “The Origin of Political Parties”
2. Woll (Essay book or handout)
A. “Interpreting the Constitution,” pp. 45-6
B. ESSAY #5: “How NOT to Read the Constitution”
3. Check email for NEWS IQ links and BONUS OPPORTUNITIES!
______________
FOCUS: American Political Parties
Do now: Let’s PARTY!
1. Work with the person seated next to you.
2. Shuffle the colored deck. Sort the cards based on your analysis of which
best describes each POLITICAL PARTY.
IN CLASS: Lecture and discussion
1. FOCUS: AMERICA’S MAJOR PARTIES
OBJ.:
A. ID principles currently associated with each party.
B. Define PARTY PLATFORM & PLANK.
C. Prove that American parties are basically PRAGMATIC rather than
IDEOLOGICAL.
2. Check and discuss ARISTOTLE. (homework) STABILITY & STAKEHOLDING
3. Review points from AN EMPIRE OF REASON (not finished in 3rd)
4. FOCUS: AP MC TEST SKILLS (didn't get to in 3rd)
OBJ.
A. ID question types. (See handout)
B. Cite examples.
C. ID, discuss, and practice STRATEGY & TACTICS.
D. PRACTICE! (Wabbit Shoots)
5. Finish notes on AUTHORITARIAN & DEMOCRATIC GOVERNMENTS
*************************STOP****************************
Mon., Aug. 25 and Tues., Aug. 26, 2008
##################:
ASSIGNMENTS:
1. MUST READS:
A. Ch. 3 - "FEDERALISM," (big green book) + online quiz
* B. MARBURY v. MADISON + questions on handout (see below for the
portions cut off the bottom of the page)
2. JUST READS
A. "T.J.: Ultra All-American," Adjami
B. "Jefferson's Party"
C. "Founding Rivals"
--------------
IN CLASS:
FOCUS: AN EMPIRE OF REASON (video)
OBJECTIVE: the RATIFICATION DEBATE – the fight between FEDERALIST and ANTI-
FEDERALISTS -- Experience it Vicariously!! Let’s make it “REAL” by
1. dressing up the FOUNDING FATHERS in modern garb
2. tuning in to CTN (the Continental Television Network)
and following the PUBLIC DISCOURSE and EVENTS as
A. reported by Walter Cronkite and Andrea Mitchell on CTN news
B. discussed by famers and bankers on the PHIL DONAHUE SHOW (think
talk show like OPRAH here)
C. debated by Alexander Hamilton and Robert Livingston on
Wm. F. Buckley, Jr.'s FIRING LINE program
**Material which was cut-off the handout:
COLUMN A: "The appointment of Marchall was only the first step in
preserving
some Federalist power. Throughout February the Federalists, who controlled
Congress, created offices for Adams to fill with loyal supporters. During
his last month in office Adams nominated over two hundred men...
COLUMN B:
....Public opinion supported the extremely popular, democratically elected
Jefferson administration, not the Chief Justice a lame-duck President had
appointed less than two months before leaving office...
**************************STOP****************************
**********************************************************
Thurs., Aug. 21, and Fri., Aug. 22, 2008
WODS:
FABRICATE: to make up, invent
TANTAMOUNT: equivalent in value or significance.
DO NOW: EQUALITY OF CONDITION OR OPPORTUNITY -- WHICH DO YOU VALUE MORE?
"THE CHOICE IS YOURS.....THAT IS, IT'S YOUR GROUP'S!"
Find the blue bonus sheet (“A Tale of Two Revolutions” in your folder.
Note that the group work has been graded. As a group, decide how to
apportion points. THEN fill-in any HIGHLIGHTED omissions that you can. See
what happens!
#################
ASSIGNMENTS:
1. Read Ch. 3 in big green book and take online practice quiz.
2. Finish Beard, Roche, and Fed. Papers if you haven't already.
3. 1st block: Longman Participate Simulation & Visual Literacy (already
assigned in other classes.)
4. Check email for Ole Miss/Justine Magazine Teen Forum information &
application.
----------------
IN CLASS:
TEST SKILLS OBJ: ID and demonstrate MC strategy & tactics.
1st block (Don't worry. We'll catch up eventually.)
1. Introduce and explore www.longmanparticipate.com
2. Visit text website and explore resources
3 Go over Wabbit Shoot #1 and discuss MC test strategy.
-------------------
2nd, 3rd, and 5th blocks: Lecture and discussion w/ flip charts & ppt.
(See ppt page to download.)
STUDY SKILLS OBJ: Practice using visual & mnemonic devices to enhance
memory
for test performance.
FOCUS: CLASSIFYING GOVERNMENTS
OBJ.
1. Define and differentiate
A. state
B. nation
C. country
2. List 4 key characteristics of a state.
3. Three WAYS TO CLASSIFY STATES:
A. ID and explain 3 ways.
B. Pt. to locus of power in each.
C. Cite ex
4. ID and explain the five basic principles of democracy.
---------------------
FOCUS: COMPARING & CONTRASTING THE AMERICAN & BRITISH VIEWS
OBJ. Contrast views on:
1. Sovereignty
2. Representations
3. Constitutions
---------------
FOCUS: NATURAL LAW vs. POSTIVE/CONVENTIONAL LAW (loose ends!)
OBJ.
1. ID and define key terms:
A. STATE OF NATURE
B. NATURAL RIGHTS
C. Differentiate NATURAL LAW and POSITIVE or CONVENTIONAL LAW
-----------------
FOCUS: WHAT CAN WE KNOW AND HOW CAN WE KNOW IT? (Critical Thinking)
OBJ.:
1. ID 3 ways of knowing.
2. Evaluate each.
3. Examine either / or fallacy.
4. Explain difficulty in application.
5. Demonstrate how WHAT WE KNOW defines WHO WE ARE
6. Note paradox.
*****************************STOP***************************
***********************************************************
Tues., Aug. 19 and Wed. Aug., 20, 2008
WODS:
DUPLICITY: crafty dishonesty
TORRID: giving off intense heat, passionate
-------------------------
#################
ASSIGNMENTS:
READ IN WOLL:
1. Intro. + Essay #2: John P. Roche: “The Founding Fathers: A Reform
Caucus in Action,” pp. 10-31
2. Intro. + Essay #3: Chas. A. Beard: “Framing the Constitution,” pp. 31-
40
3. Intro + Essay #4: THE FEDERALIST PAPERS - # 47, 48, & 51, pp. 41-46
(Do NOT answer questions. Use them to guide reading. Highlight the ones
you
need to ask me!)
4. DOWNLOAD SOCIAL CONTRACT Powerpoint from PPT page.
ASSIGNMENT FOCUS: Order vs. LIBERTY –THE GREAT DIFFICULTY!
“But what is government itself but the greatest of all reflections on human
nature? If men were angels, no government would be necessary. If angels
were to govern men, neither external nor internal controls on government
would be necessary. In framing a government, which is to be administered by
men over men, the great difficulty lies in this:
1. You must first enable the government to control the governed;
2. And in the next place, oblige it to control itself.
A dependence on the people is, no doubt, the primary control on the
government; but experience has taught making the necessity of auxiliary
precautions.
THE FOUNDING FATHERS
OBJ: Find out whether they were
1. DEMIGODS who, as the apotheosis of the spirit of RES PUBLICA, never gave
a thought to private interest and focused all their attention on the COMMON
WEAL
2. A clique of MONEYED INTERESTS out to protect their property and secure
some more!
3. A group of practical politicians united by continental vision of a single
common market and nation, but constrained by acute awareness of constituency
interests
___________________________
IN CLASS:
I. DO NOW: Get "In the Pink" With Aristotle (Read pink sheet and answer
questions on back:
FOCUS: Aristotle on Political Man & the Conditions of the Democratic Order
(CHAOS or COSMOS)
OBJECTIVES (see questions on back)
1. Define “political animal.”
2. Tell when man is best & worst
3. Explain why A. thinks DEMOCRACY is cool!
4. Evaluate importance of MIDDLE CLASS to STABILITY
and EXTRAPOLATE examples
5. Contrast RULE OF LAW w/ RULE OF MAN
6. Define CONSTITUTION
7. ID “universal & chief cause of revolutionary feelings”
------------
II. Discuss online quiz results and do a WABBIT SHOOT - Ch. 1 (practice
test - MC)
III. Check & discuss homework, finish lecture on SOCIAL CONTRACT, and
set-up for weeks. reading. (See downloadable powerpoint on PPT page -
3rd from top.)
*******************************STOP**************************
*************************************************************
Fri., Aug.15 and Mon., Aug. 18, 2008
WODS:
privation: lacking basic necessities
inextricable: hopelessly tangled or entangled
##################
ASSIGNMENTS:
1. See 8/14/08 and prior.
2. Quizlab due.....Class quizzes start on Ch. 1 & 2 Tues. & Wed.
3. Journal your experience with THE BIG APPLE.
4. Coming next week, (Woll.) Fed. 48, 49, and 51 + Beard & Roche.
************************
IN CLASS:
1. Take up "tickets" (homework.)
2. Play the BIG APPLE GAME
FOCUS: THE BIG APPLE GAME
OBJ.
1. Create a market in which BUYERS and SELLERS motivated by SELF-INTEREST
engage in VOLUNTARY EXCHANGE.
2. Experience how SUPPLY and DEMAND interact to set PRICE in that
MARKETPLACE. (Ooooooo-ooooooo-ooo... Feel Adam's Smith's Invisible hand!)
3. ID & respond to the signals which price sends.
4. Experience the AGGREGATION of INTERESTS as a result of INDIVIDUAL CHOICE
in a FREE SOCIETY.
5. Begin considering
A. What can and should the market be allowed to do?
B. What is the approriate role of government?
***********************************************************
*****************************STOP**************************
Wed., Aug. 13 and Thurs., Aug. 14, 2008
WOD: potable: suitable for drinking
WOD: efficacious: effective
########################
ASSIGNMENTS:
1. Finish reading econ. articles & prepare your "ticket" for the BIG APPLE
GAME!
2. Work on previously assigned readings & quizzes.
3. BONUS: crosswords for Ch. 1 & 2
....BIG APPLE GAME COMING NEXT TIME.
---------------------
DO NOW: GROUP BONUS ACTIVITY
FOCUS - "A Tale of Two Revolutions"
OBJ: Assess Reading
IN CLASS: LECUTRE & DISCUSSION
------------------
FOCUS: No Man Is an .....ISLAND! POLITICS & SOCIETY (Life in the Polis)
OBJ.:
Define & Explain Key Ideas:
1.) the CONTEXT of life
2.) INSTITUTION
3.) the 5 Basic Institutions of Society
4.) the Relationship of RIGHTS & RESPONSIBILITIES
5.) Ethics, Mores, & Laws
6.) Government
------------------------------
FOCUS: THEORIES OF THE ORIGIN OF GOVERNMENT
OBJ.
1. List and explain 4 theories of the origin of government.
2. ID the theory which had the greatest influence on the development of
the American system of government.
-------------------------------
FOCUS: SOCIAL CONTRACT THEORY
OBJ.
1. ID and define key terms:
A. STATE OF NATURE
B. NATURAL RIGHTS
C. Differentiate NATURAL LAW and POSITIVE or CONVENTIONAL LAW
2. ID major works and explain theories and contributions of these political
thinkers:
A. THOMAS HOBBES
B. JOHN LOCKE
C. JEAN JACQUES ROUSSEAU
D. BARON de MONTESQUIEU
3. List and explain additions / modifications made by our Founding Fathers.
**********************************STOP****************************
******************************************************************
Mon., Aug. 11 and Tues., Aug. 12, 2008
#################
1. Continue with previous reading & online quizzes (see below - Zakaria,
"A Tale of 2 Revs," Ch. 1 & 2 in text, "WDI/IN" handout)
2. NEW READING
A. MUST READ for next time: Woll, pp. 3-10 (Intro. + Locke's "Second
Treatise of Civil Government"
B. JUST READ by Fri. - Mon. for BIG APPLE GAME: (handouts)
1. "Econ. Explained"
2. "3 Great Economists"
I'll post a review of what we did in class later. You guys were great
today! Sorry 1st block was so short.
***********************************STOP**********************************
*************************************************************************
Thurs., Aug. 7, 2008 and Friday, Aug. 8, 2008
Welcome to Mrs. Shivers's Advanced Placement United States Government and
Politics website. It's great to have you in my class!
To access flashcards, see the links page.
When you see a series of ###'s, an assignment follows.
---------------------------------------------------
WORD OF THE DAY: NASCENT - in the process of being born or coming into
existence SYNONYMS - INCIPIENT, EMBRYONIC
(Sorry about COAGULATE. When I opened the excel file and copied to print,
it
wasn't on the first page........DUH!)
Mrs. Shiv's Word of the day: IMPERATIVE
It is imperative that you make the most of the educational opportunities
afforded you in this class, or Mrs. Shiv will
stroke out!
DO NOW: LET'S PLAY POLITICARDS! (Grouping and bonus.)
1. Find the seat that "suits" you.
2. Work w/ tablemates to name as many pols on cards as possible.
(Yes...Bonus points are at stake!)
3. Form a country. Name it. Assign roles.
FOCUS: WELCOME and ORIENTATION
OBJ.:
1. Distribute textbooks. (100% for covering book by next class period.)
2. Complete info sheets.
3. Deliver Parent Letter (blue - stays at home)and Photo Permission Slip
(purple - comes back to me circled, signed, & dated).
4. Dicuss class and school rules, expectations, and grading.
5. Access class websites and distribute Quizlab codes.
6. 100% for emailing Ms. Shiv; 100% for getting your parents to email Ms.
Shiv.
7. Go over supply list and "how to's" for subscribing to Longman
Participate
2.0
#######################
ASSIGNMENTS: REVIEW THE HISTORY OF DEMOCRACY AND CONSTITUTIONAL LIBERALISM
Cover books, get purple sheet signed & bring back, purchase supplies, and
subscribe to LONGMAN PARTICIPATE 2.0
FOCUS: HISTORICAL REVIEW
OBJ.
1. Find out the difference in DEMOCRACY and CONSTITUTIONAL LIBERALISM.
2. Contrast LIBERAL and ILLIBERAL DEMOCRACY.
3. Review the historical development of
A. DEMOCRACY
B. CONSITITUTIONAL LIBERALISM
C. CAPITALISM
4. Note the importance of PROPERTY RIGHTS in the development of
PERSONAL LIBERTY!
For next time:
1. *Intro. & Ch. 1 ("The Democratic Age")in Fareed Zakaria's book, THE
FUTURE OF FREEDOM. If you haven't got it, get it immediately!
2. "A Tale of Two Revolutions" (Peterson's essay is linked on LINKS page)
----Work on
4. "What Democracy Is and Is Not" and take online READING QUIZ at
www.quizlab.com
5. Lineberry (big green book) Ch. 1 and 2
A. Next week we'll look at the www.longmanparticipate.com set-up.
B. Test yourself w/ practice quizzes posted at www. quizlab.com
.....COMING NEXT THURSDAY AND FRIDAY......THE BIG APPLE GAME!
---------------------
SUMMER LETTER:
Dear Student:
Welcome to the world of Advanced Placement United States Government and
Politics. You have three items which are required reading. *Two are easy-
to-read summer books, so you might as well get the party started!
REQUIRED READING:
Friedman, Tom. The Lexus and the Olive Tree: Understanding
Globalization (paperback) Anchor Books, May 2000. (TEST - 1st WEEK OF
SECOND NINE WEEKS) This is Friedman's first book on globalization. We'll
be looking at his second in video summary. Too bad he's not coming back to
Ole Miss. Last year's students got to see him in person. If you want to
see what Friedman and his ideas are like, you can access a 5 min. video by
clicking the only link posted on my LinksPlus page. Just go back to the
homepage and choose the green folder icon. (Sorry. I haven't edited the AP
US GOV links yet.)
*Matthews, Chris. Hardball. New York: Touchstone, 1999. (orig,
copyright, 1988. (SUMMER READING TEST during FIRST NINE WEEKS) Yes, yes.
It's the screaming talk-show host from MSNBC. But the book is NOT a
polemic. In his OTHER life, Matthews was chief-of-staff for House Speaker
Tip O'Neill during the Reagan presidency. This is a chatty "insider's" view
of how power and politics work. It will tell you things your textbook
won't. But watch out! There's some mildly offensive language. After all,
he does quote LBJ and RMN!
*Zakaria, Fareed. The Future of Freedom: Illiberal Democracy at Home
and Abroad. (paperback) New York: W.W. Norton and Co., Inc., 2004. (SUMMER
READING test during FIRST NINE WEEKS) We'll begin by discussing what
democracy is and is not. It's vital that you come to some conclusions about
democracy. You may currently believe that free and fair elections constitute
the least common denominator for democracies and that "authoritarian
democracy" is an oxymoron (or a term coined by a just plain moron!). We'll
see what you think after you read Zakaria's book. He's the editor of
NEWSWEEK MAGAZINE. He grew up in India and the United States, so he's got
an intersting
perspective.
BONUS READING: For those gluttons-for-punishment who just can't get
enought
Broder, David. Democracy Derailed: Initiative Campaigns and the Power
of Money. New York: Harcourt, 2000.
Fineman, Howard. The Thirteen American Arguments: Enduring Debates
that Define and Inspire Our Country. New York: Random House, 2008.
Friedman, Tom the World Is Flat: A Brief History of the Twenty-first
Century (paperback)New York: Farrar, Strauss, and Giroux, 2007.
Smith, Hedrick. The Power Game: How Washington Works New York:
Ballentine, 1988.
FOCUS: Congress, the Presidency, the Budget, and the Bureaucracy
Ch. 12-15
OBJ:
1. Assess knowledge.
2. Fill gaps.
IN CLASS: Play Ch 12-15 JEOPARDY
###########
Assignment:
1. Continue online work.
2. Download or access JEOPARDY #1,2, and 5 for Ch. 12-15 by clicking on
the POWERPOINTS link at the top of this page or the PPT icon at the
bottom of our homepage..
3. Check email for links.
4. COMING SOON: Ch. 14 = the BUDGET PROCESS -- JEOPARDY COMING!
The Courts (Ch. 16) CIVIL RIGHTS & CIVIL LIBERTIES (Ch. 4 & 5)
************************************STOP*******************************
***********************************************************************
Fri., Nov. 30, 2007
FOCUS: Online "Catch-up" Day
OBJ:
1. Work on getting up-to date on Ch. 12-15 at Quizlab and Longman
Participate.
2. Focus on online work for Ch. 16 + Ch. 4-5.
################
ASSIGNMENTS:
1. Continue online work at home.
2. Finish reading handouts.
*********************************STOP**********************************
***********************************************************************
Wed., Nov. 28, 2007
FOCUS: "The Court, the Constitution, and the Culture of Freedom"
OBJ:
1. ID and explain key clauses of 14th Amendment
A. due process
B. equal protection
2. Define and differentiate
A. substantive rights
B. procedural rights
3. Evaluate classifications
A. age
B. gender
C. race (always suspect!)
4. Explain levels of scrutiny
A. low
B. medium
C. strict
5. Differentiate and explain signficance of
A. rational basis test
B. compelling governmental interest
6. Locate the burden of proof.
7. Explore the expanding constitutional meaning of freedom by examining
a. abortion
b. affirmative action
c. gay marriage
IN CLASS:
1. Introduce & read 1st portion of Berkowitz piece from POLICY REVIEW.
together. Discuss.
2. Brief lec. & discussion: Ch. 15 - The FEDERAL BUREAUCRACY
###################
ASSIGNMENTS:
1. Finish reading.
2. Do NATIONAL BUDGET SIMULATION (See emailed links) for turn-in Friday.
Bonus credit +25 if you get a parent to do it to, compare results, and
verify.
3. Online work.
*************************************STOP******************************
***********************************************************************
Monday, Nov. 26, 2007
FOCUS: BOOK TEST - THE LEXUS AND THE OLIVE TREE
OBJ.: Assessment of reading.
#######################
ASSIGNMENTS:
ONLINE WORK!!!!!!!!!!
*****************************STOP*******************************
****************************************************************
*************************************STOP*********************************
*************************************************************************
Tues., Oct. 30, 2007
#################
ASSIGNMENTS:
1. Read 2 articles on Electoral College and do fill-ins for next time.
2. Finish Ch. 6-11. ASSESSMENT of knowledge on POLITICAL PARTIES,
ELECTIONS
& CAMPAIGNS, INTEREST GROUPS, and MASS MEDIA next time!
3. Check email for ELECTORAL COLLEGE LINKS and activities.
FOCUS: POLITICAL OPINIONS, BELIEFS, and BEHAVIORS
OBJ.
1. Review (Ethel Wood Unit II)
2. Assessment (1-30 Multiple Choice)
FOCUS: AG POLICY -- THE FARM BILL (NewsHour Video)
LITTLE PICTURE
OBJ:
1. Explain how milk price supports work.
2. Tell why we have them. Evaluate.
3. Explain how the SUGAR SUBSIDY works.
4. Tell why we have it. Evaluate.
BIG PICTURE:
Find the NEXUS between FARM POLICY and...
A. Party loyalty and constitutent responsibility
B. Campaign finance (contributions) and gov't policy
***************************************STOP************************
*******************************************************************
Fri., Oct. 26, 2007
####################
ASSIGNMENTS:
1. Finish online work for Ch. 6-11.
2. TESTING STARTS ON CH. 6-11 next week!
3. Optional Assignment: BALLOTWATCH (email)
OBJ: Catch-up
IN CLASS: Computers available for work on Ch. 6-11 at Longman Participate
and Quizlab.
*********************************STOP*****************************
******************************************************************
Wed., Oct. 24, 2007
FOCUS: CAMPAIGN FINANCE & ITS REFORM
OBJ.
1. Outline 1974 post-Watergare reforms:
A. FEDERAL FUNDING (IRS check-off box)
B. LIMITS
1.) donations
2.) expenditures
2. Campaign advertising
A. ISSUE ADVOCACY
B. EXPRESS (CANDIDATE) ADVOCACY
3. Examine the conflict between FREE SPEECH & CAMPAIGN FINANCE REFORM.
Outline and explain relevant Supreme Court rulings:
A. BUCKLEY V. VALEO
B. BECK
4. Trace recent hisotry of reform efforts:
A. BCRA - 2002
B. Continuing proposals
5. ID and explain legislative tactics, such as "POISON PILL" AMENDMENT.
IN CLASS:
1. VIDEO & DISCUSSION
2. Review text (Ethel Wood)
************************************STOP****************************
********************************************************************
Mon., Oct. 22, 2007
############
ASSIGNMENTS:
1. Read "The Southern Coup" to find an alternative to the CRITICAL
REALIGNMENT interpretation of the 1994 midterm congressional elections --
Republican take-over of the House.
2. Answer questions (on the back of V.O.Key, Jr.'s "Theory of Critical
Elections."
FOCUS & OBJ.: (See Thurs., Oct. 18)
Continue video & discussion.
***************************************************************************
***************************************STOP********************************
Thurs., Oct. 18, 2007
##################
ASSIGNMENTS:
1. Get off your duff and finish your chapters 6-11! It's been three
weeks!
Two chapters a week was easily doable! When I loaded grades this week,
however, I found that many of you haven't even started. IF YOU MIND
THE "F," GET BUSY!!!!!!!!!!
2. BONUS MOVIE OPPORTUNITY: Learn the story of the tobacco industry
whistle-
blower by watching Russell Crowe in THE INSIDER. For credit, turn in a
paragraph explaining why the content of this movie is relevant. For MORE
credit, come in and watch the FRONTLINE video which is a documentary account
of the real-deal!
3. CANNED FOOD BONUS or alternative -- Come in and view CONGRESS by Ken
Burns.
-------------------------
FOCUS: THE PEOPLE AND THE POWER GAME
Video #2: The UNelected -- LOBBIES: MONEY & POLITICS
OBJ.
1. ID, analyze, & evaluate the role MONEY plays in modern campaigns for
A. CONGRESS
B. THE PRESIDENCY
C. STATE OFFIECS (MS - JUDICIARY)
2. ID, analyze, and evaluate the relationship between CAMPAIGN
CONTRIBUTIONS
and PUBLIC POLICY outcomes.
3. Explain how the
A. INSIDE GAME
B. OUTSIDE GAME
of money and influence works. Use the following examples:
1.) UPS & OSHA regulations
2.) HEALTH CARE (insurance lobby & advertising)
3.) the TOBACCO lobby and GRASS ROOTS vs. ASTROTURF!
4.) LABOR UNIONS and "ISSUE ADVOCACY"
5.) The SUGAR SUBSITY and FLO-SUN Corp. (FARM BILL)
THINK:
1. Does money buy ACCESS or POLICY?
2. What are "DIALING FOR DOLLARS" and direct mail?
********************************************************************
********************************STOP********************************
Tues., Oct. 16, 2007
ASSIGNMENT:
1. Check email for CAPITOL STEPS spoof.
2. Finish Ch. 6-11 Lineberry & Longman.
3. Finish articles & online quizzes.
---------------
1. 1st Block: THE PEOPLE SPEAK DEBATE
2. ALL BLOCKS: Finish video.
3. Discuss Viewing Guide.
***********************************STOP**********************************
*************************************************************************
Fri., Oct. 12, 2007
###############
ASSIGNMENT:'
Finish Ch. 6-11 on Lineberry & Longman.
---------------
FOCUS: THE POWER GAME
Video #1 - THE ELECTED: The Presidency and Congress
(Viewing Guide - handout)
KEY QUESTION: Can any political leader run the American government from a
single power base?
OBJECTIVE: Find out HOW a government of "SEPARATED INSTITUTIONS"
SHARES POWER
KEY QUESTIONS:
1. Does being from the same politcal party guarantee cooperation between
the LEG. & EXEC. BRANCHES?
2. What's the "ARROGANCE-OF-POWER" Trap and how do presidents and members
of Congress fall into it?
3. Are American POLITCAL PARTIES basically strong or weak in terms of party
loyalty?
4. Who needs whom more -- the PRESIDENT or CONGRESS? What are the
inherent WEAKNESSES/STRENGTHS of the EXEC./LEG.?
5. Is the spirit of COMPROMISE intrinsic to our decentralized 3-branch
gov't?
What forces are causing this spirit to break down in the legislative
process?
6. What's DEMO-SCLEROSIS? What's the CURE/TREATMENT?
7. In congress, what are the divisions which result in conflict OTHER than
the great PARTISAN divide? THINK
A. FRESHMEN v. EXPERIENCED LEGISLATORS
B. INSIDERS v. OUTSIDERS
C. CONSTITUTENCY INTERESTS v. PARTY LINE
D. HOUSE v. SENATE
********************************stop**************************
*************************************************************
Wed., Oct. 13, 2007
##################
ASSIGNMENTS:
1. Read "Who Needs Political Parties?"
2. Take reading quiz at QUIZLAB.COM
-----------------------
CLASSES that did not finish Political Party Video or quiz, must take quiz.
FOCUS: MEDIA BIAS
OBJ.: Evaluate:
A. liberal bias?
B. sensationalism bias?
C. simplicity bias?
IN CLASS:
1. DO NOW: Analyze TIME MAGAZINE COVER featuring Sup. Ct. nominee Robert Bork
2. Lec. & Discussion: Media Bias
3. View video clips from UNITED STREAMING
FOCUS: THE POWER GAME - HOW WASHINGTON WORKS (book & videos by Hedrick Smith)
Introduction to the Series --
OBJ.: Find out
1. What's GOVERNMENT GRIDLOCK and how have partisan divisions contributed
to it?
2. How the explosive growth of the "SHADOW GOV'T" -- the MEDIA and organized
LOBBIES -- have undermined public confidence in government and made it
harder for the president and congress to do their jobs.
3. How changes in the way political campaigns are financed have decreased
the
power and influence of parties and given individual politicians greater
independence.
4. How our constitutional system of checks and balances has been changed by
the
A. TECHNIQUES
B. TECHNOLOGY
of modern politics
5. What you think of the BURKEAN CONTROVERSY -- What's the role of a
representative of the people? (PARTY LOYALTY vs. PERSONAL CONVICTION vs.
CONSTITUENT RESPONSIBILITY) Should a rep. be a DELEGATE, TRUSTEE,
POLITICO, or ALL THREE!
******************************************STOP***************************
*************************************************************************
Fri., Oct. 5, 2007
####################
ASSIGNMENTS:
1. FINISH Lineberry & Longman (Ch. 6-11)
----------------
FOCUS: DEMOCRATS and REPUBLICANS - 1976-1992
OBJ.
1. Trace party history.
2. Examine changing platforms and agendas.
4. Distinguish maintaining elections, deviating elections, and critical
realignments.
IN CLASS:
1. VIDEO + VIEWING GUIDE
2. Video Quiz
*****************************************************************
***********************************STOP**************************
Wed., Oct. 3, 2007
#################
ASSIGNMENTS:
1. Take-home test on Fed. #10/Schatt. = due Fri.
2. Read:
A. "Nixon's America" (handout)
B. "Family Tree, Party History" and do reading quiz at QUIZLAB.COM
FOCUS: THE DEMOCRATS & THE REPUBLICANS - 1960-1976
OBJ.
1. Trace party history from 1960-1976.
2. ID and explain key issues which rend or build parties.
3. Describe & evaluate impact of 1968 Democratic National Convention.
4. Define & explain origin, operation, & impact of Nixon's "Southern
Strategy"
5. Outline the evolution of the CONSERVATIVE REPUBLICAN COALITION.
6. Describe & evaulate impact of recession & inflation upon party politics
of
the 1970's.
7. Compare and contrast party policies & public perceptions with respect to
A. domestic policy
B. foreign policy
8. Cite examples of party PRAGMATISM vs. PARTY IDEOLOGY.
IN CLASS:
DO NOW: POLITICAL CARTOONS - What's the point about
A. POLITICAL PARTIES
B. NOMINATING CONVENTIONS
1. View Democracy Project video: "The Democrats & the Republicans - 1960-
1976"
2. Complete Viewing Guide
*******************************STOP*****************************
****************************************************************
Mon., Oct. 1, 2007
FYI: 1st Mon. in Oct. = opening date of new Supreme Court Term
####################
ASSIGNMENTS:
1. Read handout articles on Supreme Court's upcoming term & on swing vote.
2. Take online quiz on "The Full Strom."
3. All work for the 1st 9 weeks must be completed by FRIDAY! Friday is the
last day of the nine weeks. YOU GET NO MORE WEEKEND TIME! Anything left
undone from Unit I will convert to a zero!
4. Continue work on Ch. 6-11 in Lineberry (Quizlab & Longman Participate).
5. TAKE-HOME TEST on FED. #10 and E.E. Schattschneider is due FRIDAY, OCT.
5, 2007.
6. Check email for
A. data analysis exercise.
B. permission slip if you are going to Ole Miss Wed. night. (Cost is $5
for bus + money to eat. Dress is business attire. We meet at 2:45 in the
Commons, bus leaves at 3:00, we should be in our seats by 7:00, speech
starts at 7:30, we'll grab a bite, and we should be home by midnight.)
FOCUS: Role and Function of Am. Political Parties
OBJECTIVES:
1. Define POLITICAL PARTY. Explain functions.
2. Trace origin and development of POLITICAL
PARTIES.
3. Analyze and explain role of 3rd parties.
(See 9/27/07))
Lesson continued from 9/27/07
1. Finish video: The Third Choice
2. Take Quiz
***************************************STOP*****************************
************************************************************************
Thurs., Sept. 27, 2007
#######################
ASSIGNMENTS:
1. Continue work on Ch. 6-11 (Lineberry, Quizlab, & Longman)
2. Take home test (Fed. #10 & E.E. Schatt = due Fri., Oct. 5)
3. READ:
A. Notes on V.O. KEY, JR's "Theory of Critical Elections."
B. "The Full Strom"
C. Article on back of video viewing guide.
4. Check email for
A. Video link.
B. Data analysis quiz. (Bring next time.)
IN CLASS:
FOCUS: Role and Function of Am. Political Parties (Competencies 1a, 4d, 5b,
5c)
OBJECTIVES:
1. Define POLITICAL PARTY. Explain functions.
2. Trace origin and development of POLITICAL PARTIES.
3. Analyze and explain role of 3rd parties.
FOCUS: A THIRD CHOICE: The Role of Third Parties
OBJ.
1. Define LOYAL OPPOSITION. Trace development of concept and practice.
2. Describe key structural/systemic feature of America electoral system:
SINGLE-MEMBER DISCTRICT WINNER-TAKE-ALL-BY -PLURALITY. Explain
ramifications.
3. Tell when & why 3rd parties tend to arise. Cite specific examples.
4. Define & explain the PSYCHOLOGY of the WASTED VOTE.
5. Describe & evaluate the impact of
A. the TWO-PARTY SYSTEM on THIRD PARTIES.
B. THIRD PARTIES on the TWO-PARTY SYSTEM.
6. Cite examples to support the contention that AMERICAN POLITICAL PARTIES
are basically PRAGMATIC rather than IDEOLOGICAL.
7. Explain V.O.Key, Jr's theory of CRITICAL REALIGNMENT. Cite examples &
offer alternatives.
1. View THINK TANK video: "A THIRD CHOICE"
2. Complete Viewing Guide.
3. Discuss
*********************************STOP*****************************
******************************************************************
Tues., Sept. 25, 2007
#####################
ASSIGNMENTS:
1.
A. Read Ch. 6-11 (Lineberry)
B. Take online quizzes.
C. Do Longman Participate for each chapter.
2. (Woll) Read Essays #28 & 29
A. Federalist #10, p. 171 (Madison's argument on factions)
B. E.E. Schattschneider, "Party Government" (his "comeback" to Madison)
TAKE-HOME QUIZ. (HARD COPY. Friday, Oct. 5)
3. RED & BLUE AMERICA:
A. Read article: David Brooks - "One Nation, Slightly Divided."
B. Take online reading quiz (quizlab).
C. Do online surveys. Get parents to do them. Compare notes. Verify
for credit. (See links page)
1.) World's Smallest Political Quiz
2.) TYPOLOGY: "Where Do You Fit?"
D. Read "BEYOND RED & BLUE" study.
Examine typology groups.
Look at analysis.
****************************STOP******************************
**************************************************************
FRI., SEPT. 21, 2007
##################
ASSIGNMENT:
1. Part III (Unit Test - Take Home) Grade student essays.
HOMECOMING!
3-PART UNIT TEST
1. 20 question Muliple choice test on Ch. 1-3 (Unit 1)
2. BACKWARDS ESSAY TEST:
A. generate rubric for questions
B. generate possible answer choices
C. grade three sample student essays per question
****************************STOP*********************
******************************************************
WED., SEPT. 19, 2007
##############
ASSIGNMENT:
Study for Unit Test.
FEDERALISM BINGO TEST REVIEW
*************************************
Mon., Sept. 17, 2007
################
ASSIGNMENTS:
1. Chart - essay preparation. (Federalism Essay Test handout)
2. Commerce connection worksheet - ID & rate each bill's
commerce connection (on back of Venn Diagram)
3. Card cases!
4. If you haven't turned in your Amendments Project, plan to do so by
week's end. If you turned it in w/o your name, PUT YOUR NAME ON IT!
4. Zeroes kick in for Ch. 3. If you have not done your Ch. 1-3 at Quizlab
and LongmanParticipate, either do it or prepare to fail the test and to get
an F on your report card! Generally speaking, people who are keeping up are
doing quite well on WABBIT SHOOTS. People who aren't, are scoring very
low. THINK THERE'S A CONNECTION??????????
------------
HOMECOMING WEEK
Mon. - 70's Day
Tues. - 50's - 60's GREASE / HAIRSPRAY
Wed. - Celebrity Day
Thurs. - 50 Yr. Senior Reunion
Fri. - Spirit Day
--------------
In class:
DO NOW: Federalism WABBIT SHOOT
1. Complete lec. & disc. from Thurs.
2. Lec. & disc. - GRANTS-In-AID
FOCUS: OBLIGATIONS
OBJ.:
1. ID & define FED's constitutional obligations to the States.
2. ID, define, and cite ex. of the States' obligations to each other.
FOCUS: GRANTS-IN-AID (FISCAL FEDERALISM)
OBJ.
1. Define and differentiate
A. Catgorical and conditional grants
B. Block grants.
2. Cite examples.
3. Evaluate relative adv./disadv. of each.
4. Differentiate PROJECT and FORMULA grants.
5. Define, explain, and cite examples of
A. CROSS-CUTTING REQUIREMENTS
B. CROSS-OVER SANCTIONS
6. Explain the principle of UNIVERSALISM.
*******************************STOP**************************
*************************************************************
Thurs., Sept. 14, 2007
###################
ASSIGNMENTS:
1. Unit Test coming next week.
2. Students who volunteered to argue
A. Lopez
B. Morrison
need to be ready to present on Mon.
3. Read and review
A. The Court and the Development of Commerce Power
B. Carded cases
C. John Marshall and Judicial Nationalism (only the portion discussed
in class.)
4. REALITY CHECK: If you haven't finished these items, do so:
A. Quizlab & Longman Participate for Ch. 1-3
B. Amendment Project (Illustrate & give verbal gist of # you signed up
for on an 8 1/2" x 11" white sheet backed with construction paper.)
C. Online activities: (Email -- see links page)
1.) Candidates' Use of Humor
2.) Romney's "Ocean Ad"
3.) Iraq Policy (Interest Group Ads)
D. Jot ideas about Justice Projects
-----------------------
DO NOW: THE ENVELOPE PLEASE...
FOCUS: Federalism and the Supremacy Clause
OBJ: Apply the Supremacy Clause.
GROUP ACTIVITY: Build a ladder of laws using the materials and directions
in the envelope.
--------------------
FOCUS: VALUES PROTECTED BY THE SUPREME COURT (MARSHALL COURT)
OBJ: Trace S.C.'s role in developing
1. NATIIONAL SUPREMACY
--federalism (McCulloch)
2. JUDICIAL NATIONALISM - Strength of the federal Judiciary
A. w/in natl'l gov't (Marbury)
B. over the state courts and state legislature
3. ECONOMIC NATIONALISM
A. Role of NAT'L GOV'T as UMPIRE in enforcing "rules of the game" of
free enterprise
B. Role of the NAT'L GOV'T in regulating the ECONOMY
4. Definition of terms
A. COMMERCE
B. CONTRACT
------------
IN CLASS: Video & Lec. + Discussion:
1. THIS HONORABLE COURT (Part I)
2. A CONVERSATION ON THE CONSTITUTION (O'Connor & Breyer)
**********************************************************************
************************************STOP*******************************
Tues., Sept. 12, 2007
DO NOW: Meet My Cousin Venn-ie! Complete the Venn Diagram by classifying
powers as
1. DELEGATED
2. CONCURRENT
3. RESERVED
IN CLASS: Video with Lecture and Discussion - THIS HONORABLE COURT (Part I)
################
ASSIGNMENTS:
1. Get caught up on Ch. 1-3! (Quizlab & Longman Participate)
2. Jot ideas about the Justice Projects.
---------------
FOCUS: CLAUSES & CASES - CONSTITUTIONAL NATIONALISM
OBJ.
1. ID, Explain, & trace the impact of these key Constitutional clauses:
A. SUPREMACY CLAUSE
B. ELASTIC CLAUSE ("NECESSARY & PROPER")
C. COMMERCE CLAUSE
D. CONTRACT CLAUSE
E. 10th AMENDMENT
F. 14th AMENDMENT
1) Due Proccess Clause
2) Equal Protection Clause
2. ID, explain, and evaluate the impact of these key Supreme Court cases:
A. McCULLOCH v. MD
B. FLETCHER v. PECK
C. BARRON v. BALTIMORE
D. GIBBONS v. OGDEN
E. CHAS. RIVER BR. v. WARREN
F. DARTMOUTH COL. v. WOODWARD
-------------------------
FOCUS: McCULLOCH v. MD
OBJ. ID and explain import / relevance of
1. 2 KEY DOCTRINES
A. National Supremacy
B. Implied Powers
2. 2 Key Clauses
A. Supremacy Clause
B. lastic Clause
3. 2 Key Questions
A. Can the federal gov't create a bank?
B. If so, can the state (MD.) tax it?
***************************************STOP*****************************
************************************************************************
Fri., Sept. 7, 2007
##############
1. Play catch-up on Ch. 1-3 online work for Prog. Reps.
2. Do Amendments "gimmie grade."
------------------
FOCUS: WHAT DOES THE CONSTITUTION SAY ABOUT....
OBJ.: Explore the contents of each article and amendment.
IN CLASS: Constitutional Scavenger Hunt
***********************************************************************
*************************************STOP******************************
Wed. Sept. 5, 2007
#####################
ASSIGNMENTS:
1. Work on Federalism chart.
2. "Just Read" - Barone's "The Return to a Tocquevillian America"
3. Review NOTES on FEDERALISM
4.
FOCUS: LAYER CAKE & MARBLE CAKE FEDERALISM
OBJ.
1. Explain analogies:
A. LAYER CAKE model (dual federalism)
B. MARBLE CAKE model (cooperative federalism)
2. Detail content of Morton Grodzin's essay on federalism.
IN CLASS: Eat cake and discuss models.
------------
FOCUS: FEDERALISM
OBJ.:
1. Define FEDERALISM. Differentiate
A. SEPARATION of POWERS
B. DIVISION OF POWERS
2. List & explain the advantages of federalism.
3. Outline the parameters of national power:
A. List and Define DELEGATED (ENUMERATED) Powers
1.) Expressed0
2.) Implied
3.) Inherent
B. List and define DENIED POWERS.
1.) EXPRESS denial
2.) Denial by SILENCE
3.) INHERENT denial
4. Outline the parameters of STATE POWER.
A. Define and cite ex. of RESERVED POWERS.
B. Point to constitutional source.
C. Define and list DENIED powers.
5. Define and list
A. EXCLUSIVE POWERS (national)
B. CONCURRENT POWERS (state and national)
6. Outline the NATION'S obligations to the STATES.
7. Define, explain, & cite examples of COMITY.
IN CLASS: LECUTRE with TRANSPARENCIES
----------------
FOCUS: JUDICIAL NATIONALISM - Strength of the Federal Judiciary Within the
National Government (historical review)
OBJ.
1. Detail historical background (Elections of 1796 and 1800)
2. Define LOYAL OPPOSITION and explain the difficulty in defining its role.
3. Define JUDICIAL REVIEW and trace its origin:
A. MARBURY v. MADISON -- ID key issues
B. MARBURY v. MADISON -- Explain decision and impact
********************************************STOP***************************
***************************************************************************
Fri., Aug. 31, 2007
###############
ASSIGNMENTS:
PROJECTS:
1. Justice Project: What is justice? No words! SYMBOLS!
2. Amendments Project: Make an 8 1/2" x 11" poster illustrating and
conveying the gist of the amendment you signed up for (3rd didn't get to
this.)
READING:
1. Finish Ch. 3 in Lineberry for Monday.
2. Woll Essay Text: "MUST Reads"
A. Finish Ch. 1 Woll - Essay # 5, "How Not to Read the Constitution"
B. Start Ch. 2 Woll - FEDERALISM
1. Essay #6 - Hamilton, Fed. #16-17
2. Essay #7 - Madison, Fed. # 39 (Watch out for his terminology.
He uses "federal" to refer to the States instead of "confederal"
and "national" to refer to what WE call "federal.")
3. Essay #8 - Bryce
4. Essay #9 - McCulloch v. Maryland
3. "JUST Reads":
A. "Democracy w/o America" (Mandelbaum in FOREIGN AFFAIRS)
B. excerpt from Alexis de Tocqueville's DEMOCRACY IN AMERICA
---------------------
DO NOW: WABBIT SHOOT - Ch. 1 (finish)
IN CLASS:
1. Complete lecture and discussion (see focus and obj. Monday)
2. Begin Constitutional Scavenger Hunt
*********************************************************************
************************************STOP*****************************
Wed., Aug. 29, 2007
#####################
ASSIGNMENTS:
1. Ch. 3-FEDERALISM for next Monday
A. Read in Lineberry and take reading quiz at Quizlab.
B. Do Longman Participate activities and email results.
2. Email assignment: Streaming video and analysis of THE IRAQ POLICY
DEBATE (See email or links page)
-------------------------
DO NOW: WABBIT SHOOT (Ch.1)
IN CLASS:
FOCUS: AP TEST STRATEGY
OBJ.
1. Outline content, timing, & question types on AP Multiple Choice test.
2. ID and apply tips and tactics.
3. Practice!
LEC. & DISCUSSION: Reading assignments - Roche, Beard, & Fed. 47, 48, and 51
OBJ. (See Monday)
Monday, Aug. 27, 2007
#####################
ASSIGNMENTS:
1. OPEN HOUSE: Class Meeting 5:30, OH 6:30
2. Be ready to discuss Beard, Roche, & Fed. 47, 48, & 51 (quiz is possible)
3. Do Marbury v. Madison (handout)
4. Work on JUSTICE PROJECT
5. “Just Reads” – BONE-UP ON YOUR HISTORY!
--“Weighing Order & Liberty”/”Keeping the Flame Alive”
--“Founding Rivals”
--“Jefferson’s Party”
----------------------------------------
FOCUS: ORDER v. LIBERTY
OBJ. CONSIDER WHAT MADISON MEANT WHEN HE SAID... “But what is government
itself but the greatest of all reflections on human nature? If men were
angels, no government would be necessary. If angels were to govern men,
neither external nor internal controls on government would be necessary. In
framing a government, which is to be administered by men over men, the great
difficulty lies in this:
1. You must first enable the government to control the governed;
2. And in the next place, oblige it to control itself.
A dependence on the people is, no doubt, the primary control on the
government; but experience has taught making the necessity of auxiliary
precautions.
"FOCUS: THE FOUNDING FATHERS
OBJ: Find out whether they were...
1. DEMIGODS who, as the apotheosis of the spirit of RES PUBLICA, never gave
a thought to private interest and focused all their attention on the COMMON
WEAL
2. A clique of MONEYED INTERESTS out to protect their property and secure
some more!
3. A group of practical politicians united by continental vision of a
single
common market and nation, but constrained by acute awareness of constituency
interests
IN CLASS; VIDEO - AN EMPIRE OF REASON
********************************STOP******************************
******************************************************************
Thurs., Aug. 23, 2007
####################
ASSIGNMENTS:
1. Finish Longman & Quizlab for Ch. 1 & 2 if you haven't already!
2. WOLL – Essay Text
A. Intro. + Essay #2: John P. Roche: “The Founding Fathers: A Reform
Caucus in Action” (See glossary and SQ. Do NOT answer SQ. Use
them to mark up your text. Highlight any ? which you can't "see"
in
the text so that you can ask me next week!
B. Intro. + Essay #3: Chas. A. Beard: “Framing the Constitution”
(Use SQ same way)
C. Intro + Essay #4: THE FEDERALIST PAPERS - # 47, 48, & 51 (Use SQ
same way)
------------------------
DO NOW
FOCUS: Edmund Burke,“Speech on Conciliation with America”
1. READ to find out the Six Sources of the FIERCE SPIRIT OF LIBERTY in
AMERICANS - WHY WE’RE SUCH A BUNCH OF BUTT-HEADS!!!
2. LIST them on your group’s DRY ERASE BOARD.
-------------------------
READING ALOUD:
FOCUS: Aristotle on Politican Man
OBJECTIVES
1. Define “political animal.”
2. Tell when man is best & worst
3. Explain why Aristotle finds democracy the best form of government
4. Note Aristotle's evaluation of the importance of the MIDDLE CLASS to
STABILITY. Extrapolate historical examples.
5. Contrast RULE OF LAW w/ RULE OF MAN
6. Define CONSTITUTION
7. ID “universal & chief cause of revolutionary feelings”
PROJECT: What is JUSTICE? (no words! Due the Friday after Labor Day)
_____________________
FOCUS: CONSTITUTION - Convention & Ratification
OBJ.
1. Why not "band-aids" on the A of C?
2. Were the Founding Fathers DEMIGODS or PRACTICAL POLS?
3. Is the Fed. Papers a blow-by-blow acct. or campaign literature?
VIDEO: AN EMPIRE OF REASON
**********************************STOP*********************************
***********************************************************************
Tues., Aug. 21, 2007
#####################
ASSIGNMENTS:
1. LINEBERRY, Ch. 2
A. Read.
B. Take RQ at Quizlab.
C. Do Longman Participate, Ch. 2
2. BONUS OP: Ch. 2 Cwd.
3. "Just Reads"
A. "export This"
B. "T.J., Ultra All-American"
4. History Cheats: Notes contrastingthe British v. American
visions/versions of CONSTITUTIONALISM,
--------------------------------
FOCUS: CLASSIFYING GOVERNMENTS
OBJ.
1. Define and differentiate
A. state
B. nation
C. country
2. List 4 key characteristics of a state.
3. Three WAYS TO CLASSIFY STATES:
A. ID and explain 3 ways.
B. Pt. to locus of power in each.
C. Cite ex.
4. ID and explain the five basic principles of democracy.
IN CLASS: FLIP CHARD (Lec. & discussion)
*******************************stop***********************************
***********************************************************************
Fri., Aug. 17, 2007
##################
ASSIGNMENTS:
1. See 8/15/07 and prior.
2. Quizlab: Ch. 1 Lineberry & "What Democracy Is and Is Not" will be
counted in Monday's average. I'll download at 4:00 p.m. Sunday
3. Journal your experience with THE BIG APPLE.
************************
FOCUS: THE BIG APPLE GAME
OBJ.
1. Experience how SUPPLY and DEMAND interact to set PRICE in the
MARKETPLACE.
(Ooooooo-ooooooo-ooo... Feel Adam's Smith's Invisible hand!)
2. Experience the AGGREGATION of INTERESTS as a result of INDIVIDUAL CHOICE
in a FREE SOCIETY.
3. Contrast they way TOP-DOWN economic systems (TRADITIONAL / COMMAND) work
with the BOTTOM-UP workings of the MARKET SYSTEM.
4. Begin considering
A. What can and should the market be allowed to do?
B. What is the approriate role of government?
***************************************************************
Wed., Aug. 15, 2007
NOTE: You guys were great today! I had a wonderful time in class. Thank
you for your terrific attitudes and avid participation.
--------------------------
DO NOW: Make a list of all the rules you'd reeeeeeeeeeaaaaaaaaly like to
get rid of!
ACTIVITY: What if there were NO rules?
------------------
FOCUS: No Man Is an .....ISLAND! POLITICS & SOCIETY (Life in the Polis)
OBJ.:
Define & Explain Key Ideas:
1.) the CONTEXT of life
2.) INSTITUTION
3.) the 5 Basic Institutions of Society
4.) the Relationship of RIGHTS & RESPONSIBILITIES
5.) Ethics, Mores, & Laws
6.) Government
------------------------------
FOCUS: THEORIES OF THE ORIGIN OF GOVERNMENT
OBJ.
1. List and explain 4 theories of the origin of government.
2. ID the theory which had the greatest influence on the development of
the American system of government.
-------------------------------
FOCUS: SOCIAL CONTRACT THEORY
OBJ.
1. ID and define key terms:
A. STATE OF NATURE
B. NATURAL RIGHTS
C. Differentiate NATURAL LAW and POSITIVE or CONVENTIONAL LAW
2. ID major works and explain theories and contributions of these political
thinkers:
A. THOMAS HOBBES
B. JOHN LOCKE
C. JEAN JACQUES ROUSSEAU
D. BARON de MONTESQUIEU
3. List and explain additions / modifications made by our Founding Fathers.
_______________________________
FOCUS: WHAT CAN WE KNOW AND HOW CAN WE KNOW IT?
OBJ.:
1. ID 3 ways of knowing.
2. Evaluate each.
3. Examine either / or fallacy.
4. Explain difficulty in application.
5. Demonstrate how WHAT WE KNOW defines WHO WE ARE
6. Note paradox.
---------------------------
BIG APPLE GAME COMING NEXT TIME. NO BOOKS NEEDED FOR FRIDAY!
########################
ASSIGNMENTS:
FOR FRI.
1. Read "Three Great Economists"
2. Prepare your "ticket" for the BIG APPLE GAME! (Sheet w/ name, date,
period, title + 3 greats, books, & big ideas!)
A.S.A.P.
3. Finish any background historical reading.
4. Lineberry Ch. 1:
A. Finish reading.
B. Take RQ at Quizlab.
C. Do ALL of the Ch. 1 activities at Longman Participate.com (2.0).
Email me results and keep a record for yourself.
D. Work on current events assignments via email. (And, of course, check
you email for more!)
********************************STOP***************************************
***************************************************************************
Mon., Aug. 13, 2007
For TODAY'S ASSIGNMENTS, scroll down to ##############.....
DO NOW:
FOCUS: The Future of Freedom by Fareed Zakaria
OBJ.: Reading assessment
GROUP ACTIVITY: RQ for Bonus Points!
-------------------------------
FOCUS: HUMOR, SYMBOLISM, IDEOLOGY, PRAGMATISM, AMERICANS & AMERICAN POLITICS
OBJ:
1. ID, illustrate, & explain effective and ineffective uses of
A. humor
B. symbolism
by candidates & office holders and the media and critics.
2. Build case for two contentions:
A. Americans are basically pragmatic rather than ideological.
B. American political parties are pragmatic rather than ideological.
IN CLASS: BRIEF LECTURE & DISCUSSION
1. "Ideology and Cows"
2. Video Clip - "The Ice Bucket"
-----------------------
LEC. & DISCUSSION (with Powerpoint)
FOCUS: POLITICAL THEORY - ANCIENT and MODERN VIEWS
OBJ.
1. Contrast
A. the positive and the normative.
B. fact and value.
C ancient and modern approaches to politics and ethics.
2. Define key terms.
COMING SOON: What can we know and how can we know it?
################
ASSIGNMENTS:
1. Work on readings already assigned.
2. Add:
A. (for next class meeting) Read WOLL ( paperback essay text)
1.) Intro. to Ch. 1: "Constitutional Government -
Constitutional
Democracy: the Rule of Law," pp. 3-4, and
2.) Essay #1 - John Locke’s “Second Treatise, Of Civil Government,"
and concluding commentary, pp. 4-10
B. Do assignemnt on POLITICAL HUMOR at your leisure and email
your answers. (Check email or links page for link & questions.)
***********************************STOP**********************************
*************************************************************************
Thurs., Aug. 9, 2007
Welcome to Mrs. Shivers's Advanced Placement United States Government and
Politics website. It's great to have you in my class!
To access flashcards, see the links page.
When you see a series of ###'s, an assignment follows.
---------------------------------------------------
WORD OF THE DAY: COAGULATE -- to thicken, clot
MRS. SHIV's WORD OF THE DAY: IMPERATIVE
It is IMPERATIVE that you make the most of the educational opportunities
afforded you in this class or Mrs. Shivers's blood will coagulate, and
she'll
stroke out!
DO NOW: LET'S PLAY POLITICARDS! (Grouping and bonus.)
1. Find the seat that "suits" you.
2. Work w/ tablemates to name as many pols on cards as possible.
(Yes...Bonus points are at stake!)
3. Form a country. Name it. Assign roles.
FOCUS: WELCOME and ORIENTATION
OBJ.:
1. Distribute textbooks. (100% for covering book by next class period.)
2. Complete info sheets.
3. Deliver Parent Letter (blue - stays at home)and Photo Permission Slip
(purple - comes back to me circled, signed, & dated).
4. Dicuss class and school rules, expectations, and grading.
5. Access class websites and distribute Quizlab codes.
6. 100% for emailing Ms. Shiv; 100% for getting your parents to email Ms.
Shiv.
7. Go over supply list and "how to's" for subscribing to Longman
Participate
2.0
#######################
ASSIGNMENTS: REVIEW THE HISTORY OF DEMOCRACY AND CONSTITUTIONAL LIBERALISM
Cover books, get purple sheet signed & bring back, purchase supplies, and
subscribe to LONGMAN PARTICIPATE 2.0
FOCUS: HISTORICAL REVIEW
OBJ.
1. Find out the difference in DEMOCRACY and CONSTITUTIONAL LIBERALISM.
2. Contrast LIBERAL and ILLIBERAL DEMOCRACY.
3. Review the historical development of
A. DEMOCRACY
B. CONSITITUTIONAL LIBERALISM
C. CAPITALISM
4. Note the importance of PROPERTY RIGHTS in the development of
PERSONAL LIBERTY!
For next time:
1. *Intro. & Ch. 1 ("The Democratic Age")in Fareed Zakaria's book, THE
FUTURE OF FREEDOM. If you haven't got it, get it immediately!
2. "A Tale of Two Revolutions" (Peterson's essay is linked on LINKS page)
3. Economics Explained (Read by Wed. to be ready for the BIG APPLE GAME)
By the end of the week:
4. "What Democracy Is and Is Not" and take online READING QUIZ at
www.quizlab.com
5. Lineberry (big green book) Ch. 1:
A. Take pretest online at LongmanParticipate 2.0
B. Read chapter and do online READING QUIZ at Quizlab.
C. LongmanParticipate 2.0 - SIMULATION: "How to Satisfy Aunt
Martha" (You're the MAYOR!)
Change of plans.......MONDAY = Senior Class Meeting. We'll have to switch
the game to FRIDAY.....(We need Mrs. Walker's class to help us out 1st block
because we're so small. They can't come until Friday.)
Soooooooooo.....COMING FRIDAY......THE BIG APPLE GAME!
*BONUS available to those who get an adult to read, discuss, & verify!
FOCUS: Congress, the Presidency, the Budget, and the Bureaucracy
Ch. 12-15
OBJ:
1. Assess knowledge.
2. Fill gaps.
IN CLASS: Play Ch 12-15 JEOPARDY
###########
Assignment:
1. Continue online work.
2. Download or access JEOPARDY #1,2, and 5 for Ch. 12-15 by clicking on
the POWERPOINTS link at the top of this page or the PPT icon at the
bottom of our homepage..
3. Check email for links.
4. COMING SOON: Ch. 14 = the BUDGET PROCESS -- JEOPARDY COMING!
The Courts (Ch. 16) CIVIL RIGHTS & CIVIL LIBERTIES (Ch. 4 & 5)
************************************STOP*******************************
***********************************************************************
Fri., Nov. 30, 2007
FOCUS: Online "Catch-up" Day
OBJ:
1. Work on getting up-to date on Ch. 12-15 at Quizlab and Longman
Participate.
2. Focus on online work for Ch. 16 + Ch. 4-5.
################
ASSIGNMENTS:
1. Continue online work at home.
2. Finish reading handouts.
*********************************STOP**********************************
***********************************************************************
Wed., Nov. 28, 2007
FOCUS: "The Court, the Constitution, and the Culture of Freedom"
OBJ:
1. ID and explain key clauses of 14th Amendment
A. due process
B. equal protection
2. Define and differentiate
A. substantive rights
B. procedural rights
3. Evaluate classifications
A. age
B. gender
C. race (always suspect!)
4. Explain levels of scrutiny
A. low
B. medium
C. strict
5. Differentiate and explain signficance of
A. rational basis test
B. compelling governmental interest
6. Locate the burden of proof.
7. Explore the expanding constitutional meaning of freedom by examining
a. abortion
b. affirmative action
c. gay marriage
IN CLASS:
1. Introduce & read 1st portion of Berkowitz piece from POLICY REVIEW.
together. Discuss.
2. Brief lec. & discussion: Ch. 15 - The FEDERAL BUREAUCRACY
###################
ASSIGNMENTS:
1. Finish reading.
2. Do NATIONAL BUDGET SIMULATION (See emailed links) for turn-in Friday.
Bonus credit +25 if you get a parent to do it to, compare results, and
verify.
3. Online work.
*************************************STOP******************************
***********************************************************************
Monday, Nov. 26, 2007
FOCUS: BOOK TEST - THE LEXUS AND THE OLIVE TREE
OBJ.: Assessment of reading.
#######################
ASSIGNMENTS:
ONLINE WORK!!!!!!!!!!
*****************************STOP*******************************
****************************************************************
*************************************STOP*********************************
*************************************************************************
Tues., Oct. 30, 2007
#################
ASSIGNMENTS:
1. Read 2 articles on Electoral College and do fill-ins for next time.
2. Finish Ch. 6-11. ASSESSMENT of knowledge on POLITICAL PARTIES,
ELECTIONS
& CAMPAIGNS, INTEREST GROUPS, and MASS MEDIA next time!
3. Check email for ELECTORAL COLLEGE LINKS and activities.
FOCUS: POLITICAL OPINIONS, BELIEFS, and BEHAVIORS
OBJ.
1. Review (Ethel Wood Unit II)
2. Assessment (1-30 Multiple Choice)
FOCUS: AG POLICY -- THE FARM BILL (NewsHour Video)
LITTLE PICTURE
OBJ:
1. Explain how milk price supports work.
2. Tell why we have them. Evaluate.
3. Explain how the SUGAR SUBSIDY works.
4. Tell why we have it. Evaluate.
BIG PICTURE:
Find the NEXUS between FARM POLICY and...
A. Party loyalty and constitutent responsibility
B. Campaign finance (contributions) and gov't policy
***************************************STOP************************
*******************************************************************
Fri., Oct. 26, 2007
####################
ASSIGNMENTS:
1. Finish online work for Ch. 6-11.
2. TESTING STARTS ON CH. 6-11 next week!
3. Optional Assignment: BALLOTWATCH (email)
OBJ: Catch-up
IN CLASS: Computers available for work on Ch. 6-11 at Longman Participate
and Quizlab.
*********************************STOP*****************************
******************************************************************
Wed., Oct. 24, 2007
FOCUS: CAMPAIGN FINANCE & ITS REFORM
OBJ.
1. Outline 1974 post-Watergare reforms:
A. FEDERAL FUNDING (IRS check-off box)
B. LIMITS
1.) donations
2.) expenditures
2. Campaign advertising
A. ISSUE ADVOCACY
B. EXPRESS (CANDIDATE) ADVOCACY
3. Examine the conflict between FREE SPEECH & CAMPAIGN FINANCE REFORM.
Outline and explain relevant Supreme Court rulings:
A. BUCKLEY V. VALEO
B. BECK
4. Trace recent hisotry of reform efforts:
A. BCRA - 2002
B. Continuing proposals
5. ID and explain legislative tactics, such as "POISON PILL" AMENDMENT.
IN CLASS:
1. VIDEO & DISCUSSION
2. Review text (Ethel Wood)
************************************STOP****************************
********************************************************************
Mon., Oct. 22, 2007
############
ASSIGNMENTS:
1. Read "The Southern Coup" to find an alternative to the CRITICAL
REALIGNMENT interpretation of the 1994 midterm congressional elections --
Republican take-over of the House.
2. Answer questions (on the back of V.O.Key, Jr.'s "Theory of Critical
Elections."
FOCUS & OBJ.: (See Thurs., Oct. 18)
Continue video & discussion.
***************************************************************************
***************************************STOP********************************
Thurs., Oct. 18, 2007
##################
ASSIGNMENTS:
1. Get off your duff and finish your chapters 6-11! It's been three
weeks!
Two chapters a week was easily doable! When I loaded grades this week,
however, I found that many of you haven't even started. IF YOU MIND
THE "F," GET BUSY!!!!!!!!!!
2. BONUS MOVIE OPPORTUNITY: Learn the story of the tobacco industry
whistle-
blower by watching Russell Crowe in THE INSIDER. For credit, turn in a
paragraph explaining why the content of this movie is relevant. For MORE
credit, come in and watch the FRONTLINE video which is a documentary account
of the real-deal!
3. CANNED FOOD BONUS or alternative -- Come in and view CONGRESS by Ken
Burns.
-------------------------
FOCUS: THE PEOPLE AND THE POWER GAME
Video #2: The UNelected -- LOBBIES: MONEY & POLITICS
OBJ.
1. ID, analyze, & evaluate the role MONEY plays in modern campaigns for
A. CONGRESS
B. THE PRESIDENCY
C. STATE OFFIECS (MS - JUDICIARY)
2. ID, analyze, and evaluate the relationship between CAMPAIGN
CONTRIBUTIONS
and PUBLIC POLICY outcomes.
3. Explain how the
A. INSIDE GAME
B. OUTSIDE GAME
of money and influence works. Use the following examples:
1.) UPS & OSHA regulations
2.) HEALTH CARE (insurance lobby & advertising)
3.) the TOBACCO lobby and GRASS ROOTS vs. ASTROTURF!
4.) LABOR UNIONS and "ISSUE ADVOCACY"
5.) The SUGAR SUBSITY and FLO-SUN Corp. (FARM BILL)
THINK:
1. Does money buy ACCESS or POLICY?
2. What are "DIALING FOR DOLLARS" and direct mail?
********************************************************************
********************************STOP********************************
Tues., Oct. 16, 2007
ASSIGNMENT:
1. Check email for CAPITOL STEPS spoof.
2. Finish Ch. 6-11 Lineberry & Longman.
3. Finish articles & online quizzes.
---------------
1. 1st Block: THE PEOPLE SPEAK DEBATE
2. ALL BLOCKS: Finish video.
3. Discuss Viewing Guide.
***********************************STOP**********************************
*************************************************************************
Fri., Oct. 12, 2007
###############
ASSIGNMENT:'
Finish Ch. 6-11 on Lineberry & Longman.
---------------
FOCUS: THE POWER GAME
Video #1 - THE ELECTED: The Presidency and Congress
(Viewing Guide - handout)
KEY QUESTION: Can any political leader run the American government from a
single power base?
OBJECTIVE: Find out HOW a government of "SEPARATED INSTITUTIONS"
SHARES POWER
KEY QUESTIONS:
1. Does being from the same politcal party guarantee cooperation between
the LEG. & EXEC. BRANCHES?
2. What's the "ARROGANCE-OF-POWER" Trap and how do presidents and members
of Congress fall into it?
3. Are American POLITCAL PARTIES basically strong or weak in terms of party
loyalty?
4. Who needs whom more -- the PRESIDENT or CONGRESS? What are the
inherent WEAKNESSES/STRENGTHS of the EXEC./LEG.?
5. Is the spirit of COMPROMISE intrinsic to our decentralized 3-branch
gov't?
What forces are causing this spirit to break down in the legislative
process?
6. What's DEMO-SCLEROSIS? What's the CURE/TREATMENT?
7. In congress, what are the divisions which result in conflict OTHER than
the great PARTISAN divide? THINK
A. FRESHMEN v. EXPERIENCED LEGISLATORS
B. INSIDERS v. OUTSIDERS
C. CONSTITUTENCY INTERESTS v. PARTY LINE
D. HOUSE v. SENATE
********************************stop**************************
*************************************************************
Wed., Oct. 13, 2007
##################
ASSIGNMENTS:
1. Read "Who Needs Political Parties?"
2. Take reading quiz at QUIZLAB.COM
-----------------------
CLASSES that did not finish Political Party Video or quiz, must take quiz.
FOCUS: MEDIA BIAS
OBJ.: Evaluate:
A. liberal bias?
B. sensationalism bias?
C. simplicity bias?
IN CLASS:
1. DO NOW: Analyze TIME MAGAZINE COVER featuring Sup. Ct. nominee Robert Bork
2. Lec. & Discussion: Media Bias
3. View video clips from UNITED STREAMING
FOCUS: THE POWER GAME - HOW WASHINGTON WORKS (book & videos by Hedrick Smith)
Introduction to the Series --
OBJ.: Find out
1. What's GOVERNMENT GRIDLOCK and how have partisan divisions contributed
to it?
2. How the explosive growth of the "SHADOW GOV'T" -- the MEDIA and organized
LOBBIES -- have undermined public confidence in government and made it
harder for the president and congress to do their jobs.
3. How changes in the way political campaigns are financed have decreased
the
power and influence of parties and given individual politicians greater
independence.
4. How our constitutional system of checks and balances has been changed by
the
A. TECHNIQUES
B. TECHNOLOGY
of modern politics
5. What you think of the BURKEAN CONTROVERSY -- What's the role of a
representative of the people? (PARTY LOYALTY vs. PERSONAL CONVICTION vs.
CONSTITUENT RESPONSIBILITY) Should a rep. be a DELEGATE, TRUSTEE,
POLITICO, or ALL THREE!
******************************************STOP***************************
*************************************************************************
Fri., Oct. 5, 2007
####################
ASSIGNMENTS:
1. FINISH Lineberry & Longman (Ch. 6-11)
----------------
FOCUS: DEMOCRATS and REPUBLICANS - 1976-1992
OBJ.
1. Trace party history.
2. Examine changing platforms and agendas.
4. Distinguish maintaining elections, deviating elections, and critical
realignments.
IN CLASS:
1. VIDEO + VIEWING GUIDE
2. Video Quiz
*****************************************************************
***********************************STOP**************************
Wed., Oct. 3, 2007
#################
ASSIGNMENTS:
1. Take-home test on Fed. #10/Schatt. = due Fri.
2. Read:
A. "Nixon's America" (handout)
B. "Family Tree, Party History" and do reading quiz at QUIZLAB.COM
FOCUS: THE DEMOCRATS & THE REPUBLICANS - 1960-1976
OBJ.
1. Trace party history from 1960-1976.
2. ID and explain key issues which rend or build parties.
3. Describe & evaluate impact of 1968 Democratic National Convention.
4. Define & explain origin, operation, & impact of Nixon's "Southern
Strategy"
5. Outline the evolution of the CONSERVATIVE REPUBLICAN COALITION.
6. Describe & evaulate impact of recession & inflation upon party politics
of
the 1970's.
7. Compare and contrast party policies & public perceptions with respect to
A. domestic policy
B. foreign policy
8. Cite examples of party PRAGMATISM vs. PARTY IDEOLOGY.
IN CLASS:
DO NOW: POLITICAL CARTOONS - What's the point about
A. POLITICAL PARTIES
B. NOMINATING CONVENTIONS
1. View Democracy Project video: "The Democrats & the Republicans - 1960-
1976"
2. Complete Viewing Guide
*******************************STOP*****************************
****************************************************************
Mon., Oct. 1, 2007
FYI: 1st Mon. in Oct. = opening date of new Supreme Court Term
####################
ASSIGNMENTS:
1. Read handout articles on Supreme Court's upcoming term & on swing vote.
2. Take online quiz on "The Full Strom."
3. All work for the 1st 9 weeks must be completed by FRIDAY! Friday is the
last day of the nine weeks. YOU GET NO MORE WEEKEND TIME! Anything left
undone from Unit I will convert to a zero!
4. Continue work on Ch. 6-11 in Lineberry (Quizlab & Longman Participate).
5. TAKE-HOME TEST on FED. #10 and E.E. Schattschneider is due FRIDAY, OCT.
5, 2007.
6. Check email for
A. data analysis exercise.
B. permission slip if you are going to Ole Miss Wed. night. (Cost is $5
for bus + money to eat. Dress is business attire. We meet at 2:45 in the
Commons, bus leaves at 3:00, we should be in our seats by 7:00, speech
starts at 7:30, we'll grab a bite, and we should be home by midnight.)
FOCUS: Role and Function of Am. Political Parties
OBJECTIVES:
1. Define POLITICAL PARTY. Explain functions.
2. Trace origin and development of POLITICAL
PARTIES.
3. Analyze and explain role of 3rd parties.
(See 9/27/07))
Lesson continued from 9/27/07
1. Finish video: The Third Choice
2. Take Quiz
***************************************STOP*****************************
************************************************************************
Thurs., Sept. 27, 2007
#######################
ASSIGNMENTS:
1. Continue work on Ch. 6-11 (Lineberry, Quizlab, & Longman)
2. Take home test (Fed. #10 & E.E. Schatt = due Fri., Oct. 5)
3. READ:
A. Notes on V.O. KEY, JR's "Theory of Critical Elections."
B. "The Full Strom"
C. Article on back of video viewing guide.
4. Check email for
A. Video link.
B. Data analysis quiz. (Bring next time.)
IN CLASS:
FOCUS: Role and Function of Am. Political Parties (Competencies 1a, 4d, 5b,
5c)
OBJECTIVES:
1. Define POLITICAL PARTY. Explain functions.
2. Trace origin and development of POLITICAL PARTIES.
3. Analyze and explain role of 3rd parties.
FOCUS: A THIRD CHOICE: The Role of Third Parties
OBJ.
1. Define LOYAL OPPOSITION. Trace development of concept and practice.
2. Describe key structural/systemic feature of America electoral system:
SINGLE-MEMBER DISCTRICT WINNER-TAKE-ALL-BY -PLURALITY. Explain
ramifications.
3. Tell when & why 3rd parties tend to arise. Cite specific examples.
4. Define & explain the PSYCHOLOGY of the WASTED VOTE.
5. Describe & evaluate the impact of
A. the TWO-PARTY SYSTEM on THIRD PARTIES.
B. THIRD PARTIES on the TWO-PARTY SYSTEM.
6. Cite examples to support the contention that AMERICAN POLITICAL PARTIES
are basically PRAGMATIC rather than IDEOLOGICAL.
7. Explain V.O.Key, Jr's theory of CRITICAL REALIGNMENT. Cite examples &
offer alternatives.
1. View THINK TANK video: "A THIRD CHOICE"
2. Complete Viewing Guide.
3. Discuss
*********************************STOP*****************************
******************************************************************
Tues., Sept. 25, 2007
#####################
ASSIGNMENTS:
1.
A. Read Ch. 6-11 (Lineberry)
B. Take online quizzes.
C. Do Longman Participate for each chapter.
2. (Woll) Read Essays #28 & 29
A. Federalist #10, p. 171 (Madison's argument on factions)
B. E.E. Schattschneider, "Party Government" (his "comeback" to Madison)
TAKE-HOME QUIZ. (HARD COPY. Friday, Oct. 5)
3. RED & BLUE AMERICA:
A. Read article: David Brooks - "One Nation, Slightly Divided."
B. Take online reading quiz (quizlab).
C. Do online surveys. Get parents to do them. Compare notes. Verify
for credit. (See links page)
1.) World's Smallest Political Quiz
2.) TYPOLOGY: "Where Do You Fit?"
D. Read "BEYOND RED & BLUE" study.
Examine typology groups.
Look at analysis.
****************************STOP******************************
**************************************************************
FRI., SEPT. 21, 2007
##################
ASSIGNMENT:
1. Part III (Unit Test - Take Home) Grade student essays.
HOMECOMING!
3-PART UNIT TEST
1. 20 question Muliple choice test on Ch. 1-3 (Unit 1)
2. BACKWARDS ESSAY TEST:
A. generate rubric for questions
B. generate possible answer choices
C. grade three sample student essays per question
****************************STOP*********************
******************************************************
WED., SEPT. 19, 2007
##############
ASSIGNMENT:
Study for Unit Test.
FEDERALISM BINGO TEST REVIEW
*************************************
Mon., Sept. 17, 2007
################
ASSIGNMENTS:
1. Chart - essay preparation. (Federalism Essay Test handout)
2. Commerce connection worksheet - ID & rate each bill's
commerce connection (on back of Venn Diagram)
3. Card cases!
4. If you haven't turned in your Amendments Project, plan to do so by
week's end. If you turned it in w/o your name, PUT YOUR NAME ON IT!
4. Zeroes kick in for Ch. 3. If you have not done your Ch. 1-3 at Quizlab
and LongmanParticipate, either do it or prepare to fail the test and to get
an F on your report card! Generally speaking, people who are keeping up are
doing quite well on WABBIT SHOOTS. People who aren't, are scoring very
low. THINK THERE'S A CONNECTION??????????
------------
HOMECOMING WEEK
Mon. - 70's Day
Tues. - 50's - 60's GREASE / HAIRSPRAY
Wed. - Celebrity Day
Thurs. - 50 Yr. Senior Reunion
Fri. - Spirit Day
--------------
In class:
DO NOW: Federalism WABBIT SHOOT
1. Complete lec. & disc. from Thurs.
2. Lec. & disc. - GRANTS-In-AID
FOCUS: OBLIGATIONS
OBJ.:
1. ID & define FED's constitutional obligations to the States.
2. ID, define, and cite ex. of the States' obligations to each other.
FOCUS: GRANTS-IN-AID (FISCAL FEDERALISM)
OBJ.
1. Define and differentiate
A. Catgorical and conditional grants
B. Block grants.
2. Cite examples.
3. Evaluate relative adv./disadv. of each.
4. Differentiate PROJECT and FORMULA grants.
5. Define, explain, and cite examples of
A. CROSS-CUTTING REQUIREMENTS
B. CROSS-OVER SANCTIONS
6. Explain the principle of UNIVERSALISM.
*******************************STOP**************************
*************************************************************
Thurs., Sept. 14, 2007
###################
ASSIGNMENTS:
1. Unit Test coming next week.
2. Students who volunteered to argue
A. Lopez
B. Morrison
need to be ready to present on Mon.
3. Read and review
A. The Court and the Development of Commerce Power
B. Carded cases
C. John Marshall and Judicial Nationalism (only the portion discussed
in class.)
4. REALITY CHECK: If you haven't finished these items, do so:
A. Quizlab & Longman Participate for Ch. 1-3
B. Amendment Project (Illustrate & give verbal gist of # you signed up
for on an 8 1/2" x 11" white sheet backed with construction paper.)
C. Online activities: (Email -- see links page)
1.) Candidates' Use of Humor
2.) Romney's "Ocean Ad"
3.) Iraq Policy (Interest Group Ads)
D. Jot ideas about Justice Projects
-----------------------
DO NOW: THE ENVELOPE PLEASE...
FOCUS: Federalism and the Supremacy Clause
OBJ: Apply the Supremacy Clause.
GROUP ACTIVITY: Build a ladder of laws using the materials and directions
in the envelope.
--------------------
FOCUS: VALUES PROTECTED BY THE SUPREME COURT (MARSHALL COURT)
OBJ: Trace S.C.'s role in developing
1. NATIIONAL SUPREMACY
--federalism (McCulloch)
2. JUDICIAL NATIONALISM - Strength of the federal Judiciary
A. w/in natl'l gov't (Marbury)
B. over the state courts and state legislature
3. ECONOMIC NATIONALISM
A. Role of NAT'L GOV'T as UMPIRE in enforcing "rules of the game" of
free enterprise
B. Role of the NAT'L GOV'T in regulating the ECONOMY
4. Definition of terms
A. COMMERCE
B. CONTRACT
------------
IN CLASS: Video & Lec. + Discussion:
1. THIS HONORABLE COURT (Part I)
2. A CONVERSATION ON THE CONSTITUTION (O'Connor & Breyer)
**********************************************************************
************************************STOP*******************************
Tues., Sept. 12, 2007
DO NOW: Meet My Cousin Venn-ie! Complete the Venn Diagram by classifying
powers as
1. DELEGATED
2. CONCURRENT
3. RESERVED
IN CLASS: Video with Lecture and Discussion - THIS HONORABLE COURT (Part I)
################
ASSIGNMENTS:
1. Get caught up on Ch. 1-3! (Quizlab & Longman Participate)
2. Jot ideas about the Justice Projects.
---------------
FOCUS: CLAUSES & CASES - CONSTITUTIONAL NATIONALISM
OBJ.
1. ID, Explain, & trace the impact of these key Constitutional clauses:
A. SUPREMACY CLAUSE
B. ELASTIC CLAUSE ("NECESSARY & PROPER")
C. COMMERCE CLAUSE
D. CONTRACT CLAUSE
E. 10th AMENDMENT
F. 14th AMENDMENT
1) Due Proccess Clause
2) Equal Protection Clause
2. ID, explain, and evaluate the impact of these key Supreme Court cases:
A. McCULLOCH v. MD
B. FLETCHER v. PECK
C. BARRON v. BALTIMORE
D. GIBBONS v. OGDEN
E. CHAS. RIVER BR. v. WARREN
F. DARTMOUTH COL. v. WOODWARD
-------------------------
FOCUS: McCULLOCH v. MD
OBJ. ID and explain import / relevance of
1. 2 KEY DOCTRINES
A. National Supremacy
B. Implied Powers
2. 2 Key Clauses
A. Supremacy Clause
B. lastic Clause
3. 2 Key Questions
A. Can the federal gov't create a bank?
B. If so, can the state (MD.) tax it?
***************************************STOP*****************************
************************************************************************
Fri., Sept. 7, 2007
##############
1. Play catch-up on Ch. 1-3 online work for Prog. Reps.
2. Do Amendments "gimmie grade."
------------------
FOCUS: WHAT DOES THE CONSTITUTION SAY ABOUT....
OBJ.: Explore the contents of each article and amendment.
IN CLASS: Constitutional Scavenger Hunt
***********************************************************************
*************************************STOP******************************
Wed. Sept. 5, 2007
#####################
ASSIGNMENTS:
1. Work on Federalism chart.
2. "Just Read" - Barone's "The Return to a Tocquevillian America"
3. Review NOTES on FEDERALISM
4.
FOCUS: LAYER CAKE & MARBLE CAKE FEDERALISM
OBJ.
1. Explain analogies:
A. LAYER CAKE model (dual federalism)
B. MARBLE CAKE model (cooperative federalism)
2. Detail content of Morton Grodzin's essay on federalism.
IN CLASS: Eat cake and discuss models.
------------
FOCUS: FEDERALISM
OBJ.:
1. Define FEDERALISM. Differentiate
A. SEPARATION of POWERS
B. DIVISION OF POWERS
2. List & explain the advantages of federalism.
3. Outline the parameters of national power:
A. List and Define DELEGATED (ENUMERATED) Powers
1.) Expressed0
2.) Implied
3.) Inherent
B. List and define DENIED POWERS.
1.) EXPRESS denial
2.) Denial by SILENCE
3.) INHERENT denial
4. Outline the parameters of STATE POWER.
A. Define and cite ex. of RESERVED POWERS.
B. Point to constitutional source.
C. Define and list DENIED powers.
5. Define and list
A. EXCLUSIVE POWERS (national)
B. CONCURRENT POWERS (state and national)
6. Outline the NATION'S obligations to the STATES.
7. Define, explain, & cite examples of COMITY.
IN CLASS: LECUTRE with TRANSPARENCIES
----------------
FOCUS: JUDICIAL NATIONALISM - Strength of the Federal Judiciary Within the
National Government (historical review)
OBJ.
1. Detail historical background (Elections of 1796 and 1800)
2. Define LOYAL OPPOSITION and explain the difficulty in defining its role.
3. Define JUDICIAL REVIEW and trace its origin:
A. MARBURY v. MADISON -- ID key issues
B. MARBURY v. MADISON -- Explain decision and impact
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Fri., Aug. 31, 2007
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ASSIGNMENTS:
PROJECTS:
1. Justice Project: What is justice? No words! SYMBOLS!
2. Amendments Project: Make an 8 1/2" x 11" poster illustrating and
conveying the gist of the amendment you signed up for (3rd didn't get to
this.)
READING:
1. Finish Ch. 3 in Lineberry for Monday.
2. Woll Essay Text: "MUST Reads"
A. Finish Ch. 1 Woll - Essay # 5, "How Not to Read the Constitution"
B. Start Ch. 2 Woll - FEDERALISM
1. Essay #6 - Hamilton, Fed. #16-17
2. Essay #7 - Madison, Fed. # 39 (Watch out for his terminology.
He uses "federal" to refer to the States instead of "confederal"
and "national" to refer to what WE call "federal.")
3. Essay #8 - Bryce
4. Essay #9 - McCulloch v. Maryland
3. "JUST Reads":
A. "Democracy w/o America" (Mandelbaum in FOREIGN AFFAIRS)
B. excerpt from Alexis de Tocqueville's DEMOCRACY IN AMERICA
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DO NOW: WABBIT SHOOT - Ch. 1 (finish)
IN CLASS:
1. Complete lecture and discussion (see focus and obj. Monday)
2. Begin Constitutional Scavenger Hunt
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Wed., Aug. 29, 2007
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ASSIGNMENTS:
1. Ch. 3-FEDERALISM for next Monday
A. Read in Lineberry and take reading quiz at Quizlab.
B. Do Longman Participate activities and email results.
2. Email assignment: Streaming video and analysis of THE IRAQ POLICY
DEBATE (See email or links page)
-------------------------
DO NOW: WABBIT SHOOT (Ch.1)
IN CLASS:
FOCUS: AP TEST STRATEGY
OBJ.
1. Outline content, timing, & question types on AP Multiple Choice test.
2. ID and apply tips and tactics.
3. Practice!
LEC. & DISCUSSION: Reading assignments - Roche, Beard, & Fed. 47, 48, and 51
OBJ. (See Monday)
Monday, Aug. 27, 2007
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ASSIGNMENTS:
1. OPEN HOUSE: Class Meeting 5:30, OH 6:30
2. Be ready to discuss Beard, Roche, & Fed. 47, 48, & 51 (quiz is possible)
3. Do Marbury v. Madison (handout)
4. Work on JUSTICE PROJECT
5. “Just Reads” – BONE-UP ON YOUR HISTORY!
--“Weighing Order & Liberty”/”Keeping the Flame Alive”
--“Founding Rivals”
--“Jefferson’s Party”
----------------------------------------
FOCUS: ORDER v. LIBERTY
OBJ. CONSIDER WHAT MADISON MEANT WHEN HE SAID... “But what is government
itself but the greatest of all reflections on human nature? If men were
angels, no government would be necessary. If angels were to govern men,
neither external nor internal controls on government would be necessary. In
framing a government, which is to be administered by men over men, the great
difficulty lies in this:
1. You must first enable the government to control the governed;
2. And in the next place, oblige it to control itself.
A dependence on the people is, no doubt, the primary control on the
government; but experience has taught making the necessity of auxiliary
precautions.
"FOCUS: THE FOUNDING FATHERS
OBJ: Find out whether they were...
1. DEMIGODS who, as the apotheosis of the spirit of RES PUBLICA, never gave
a thought to private interest and focused all their attention on the COMMON
WEAL
2. A clique of MONEYED INTERESTS out to protect their property and secure
some more!
3. A group of practical politicians united by continental vision of a
single
common market and nation, but constrained by acute awareness of constituency
interests
IN CLASS; VIDEO - AN EMPIRE OF REASON
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Thurs., Aug. 23, 2007
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ASSIGNMENTS:
1. Finish Longman & Quizlab for Ch. 1 & 2 if you haven't already!
2. WOLL – Essay Text
A. Intro. + Essay #2: John P. Roche: “The Founding Fathers: A Reform
Caucus in Action” (See glossary and SQ. Do NOT answer SQ. Use
them to mark up your text. Highlight any ? which you can't "see"
in
the text so that you can ask me next week!
B. Intro. + Essay #3: Chas. A. Beard: “Framing the Constitution”
(Use SQ same way)
C. Intro + Essay #4: THE FEDERALIST PAPERS - # 47, 48, & 51 (Use SQ
same way)
------------------------
DO NOW
FOCUS: Edmund Burke,“Speech on Conciliation with America”
1. READ to find out the Six Sources of the FIERCE SPIRIT OF LIBERTY in
AMERICANS - WHY WE’RE SUCH A BUNCH OF BUTT-HEADS!!!
2. LIST them on your group’s DRY ERASE BOARD.
-------------------------
READING ALOUD:
FOCUS: Aristotle on Politican Man
OBJECTIVES
1. Define “political animal.”
2. Tell when man is best & worst
3. Explain why Aristotle finds democracy the best form of government
4. Note Aristotle's evaluation of the importance of the MIDDLE CLASS to
STABILITY. Extrapolate historical examples.
5. Contrast RULE OF LAW w/ RULE OF MAN
6. Define CONSTITUTION
7. ID “universal & chief cause of revolutionary feelings”
PROJECT: What is JUSTICE? (no words! Due the Friday after Labor Day)
_____________________
FOCUS: CONSTITUTION - Convention & Ratification
OBJ.
1. Why not "band-aids" on the A of C?
2. Were the Founding Fathers DEMIGODS or PRACTICAL POLS?
3. Is the Fed. Papers a blow-by-blow acct. or campaign literature?
VIDEO: AN EMPIRE OF REASON
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Tues., Aug. 21, 2007
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ASSIGNMENTS:
1. LINEBERRY, Ch. 2
A. Read.
B. Take RQ at Quizlab.
C. Do Longman Participate, Ch. 2
2. BONUS OP: Ch. 2 Cwd.
3. "Just Reads"
A. "export This"
B. "T.J., Ultra All-American"
4. History Cheats: Notes contrastingthe British v. American
visions/versions of CONSTITUTIONALISM,
--------------------------------
FOCUS: CLASSIFYING GOVERNMENTS
OBJ.
1. Define and differentiate
A. state
B. nation
C. country
2. List 4 key characteristics of a state.
3. Three WAYS TO CLASSIFY STATES:
A. ID and explain 3 ways.
B. Pt. to locus of power in each.
C. Cite ex.
4. ID and explain the five basic principles of democracy.
IN CLASS: FLIP CHARD (Lec. & discussion)
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Fri., Aug. 17, 2007
##################
ASSIGNMENTS:
1. See 8/15/07 and prior.
2. Quizlab: Ch. 1 Lineberry & "What Democracy Is and Is Not" will be
counted in Monday's average. I'll download at 4:00 p.m. Sunday
3. Journal your experience with THE BIG APPLE.
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FOCUS: THE BIG APPLE GAME
OBJ.
1. Experience how SUPPLY and DEMAND interact to set PRICE in the
MARKETPLACE.
(Ooooooo-ooooooo-ooo... Feel Adam's Smith's Invisible hand!)
2. Experience the AGGREGATION of INTERESTS as a result of INDIVIDUAL CHOICE
in a FREE SOCIETY.
3. Contrast they way TOP-DOWN economic systems (TRADITIONAL / COMMAND) work
with the BOTTOM-UP workings of the MARKET SYSTEM.
4. Begin considering
A. What can and should the market be allowed to do?
B. What is the approriate role of government?
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Wed., Aug. 15, 2007
NOTE: You guys were great today! I had a wonderful time in class. Thank
you for your terrific attitudes and avid participation.
--------------------------
DO NOW: Make a list of all the rules you'd reeeeeeeeeeaaaaaaaaly like to
get rid of!
ACTIVITY: What if there were NO rules?
------------------
FOCUS: No Man Is an .....ISLAND! POLITICS & SOCIETY (Life in the Polis)
OBJ.:
Define & Explain Key Ideas:
1.) the CONTEXT of life
2.) INSTITUTION
3.) the 5 Basic Institutions of Society
4.) the Relationship of RIGHTS & RESPONSIBILITIES
5.) Ethics, Mores, & Laws
6.) Government
------------------------------
FOCUS: THEORIES OF THE ORIGIN OF GOVERNMENT
OBJ.
1. List and explain 4 theories of the origin of government.
2. ID the theory which had the greatest influence on the development of
the American system of government.
-------------------------------
FOCUS: SOCIAL CONTRACT THEORY
OBJ.
1. ID and define key terms:
A. STATE OF NATURE
B. NATURAL RIGHTS
C. Differentiate NATURAL LAW and POSITIVE or CONVENTIONAL LAW
2. ID major works and explain theories and contributions of these political
thinkers:
A. THOMAS HOBBES
B. JOHN LOCKE
C. JEAN JACQUES ROUSSEAU
D. BARON de MONTESQUIEU
3. List and explain additions / modifications made by our Founding Fathers.
_______________________________
FOCUS: WHAT CAN WE KNOW AND HOW CAN WE KNOW IT?
OBJ.:
1. ID 3 ways of knowing.
2. Evaluate each.
3. Examine either / or fallacy.
4. Explain difficulty in application.
5. Demonstrate how WHAT WE KNOW defines WHO WE ARE
6. Note paradox.
---------------------------
BIG APPLE GAME COMING NEXT TIME. NO BOOKS NEEDED FOR FRIDAY!
########################
ASSIGNMENTS:
FOR FRI.
1. Read "Three Great Economists"
2. Prepare your "ticket" for the BIG APPLE GAME! (Sheet w/ name, date,
period, title + 3 greats, books, & big ideas!)
A.S.A.P.
3. Finish any background historical reading.
4. Lineberry Ch. 1:
A. Finish reading.
B. Take RQ at Quizlab.
C. Do ALL of the Ch. 1 activities at Longman Participate.com (2.0).
Email me results and keep a record for yourself.
D. Work on current events assignments via email. (And, of course, check
you email for more!)
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Mon., Aug. 13, 2007
For TODAY'S ASSIGNMENTS, scroll down to ##############.....
DO NOW:
FOCUS: The Future of Freedom by Fareed Zakaria
OBJ.: Reading assessment
GROUP ACTIVITY: RQ for Bonus Points!
-------------------------------
FOCUS: HUMOR, SYMBOLISM, IDEOLOGY, PRAGMATISM, AMERICANS & AMERICAN POLITICS
OBJ:
1. ID, illustrate, & explain effective and ineffective uses of
A. humor
B. symbolism
by candidates & office holders and the media and critics.
2. Build case for two contentions:
A. Americans are basically pragmatic rather than ideological.
B. American political parties are pragmatic rather than ideological.
IN CLASS: BRIEF LECTURE & DISCUSSION
1. "Ideology and Cows"
2. Video Clip - "The Ice Bucket"
-----------------------
LEC. & DISCUSSION (with Powerpoint)
FOCUS: POLITICAL THEORY - ANCIENT and MODERN VIEWS
OBJ.
1. Contrast
A. the positive and the normative.
B. fact and value.
C ancient and modern approaches to politics and ethics.
2. Define key terms.
COMING SOON: What can we know and how can we know it?
################
ASSIGNMENTS:
1. Work on readings already assigned.
2. Add:
A. (for next class meeting) Read WOLL ( paperback essay text)
1.) Intro. to Ch. 1: "Constitutional Government -
Constitutional
Democracy: the Rule of Law," pp. 3-4, and
2.) Essay #1 - John Locke’s “Second Treatise, Of Civil Government,"
and concluding commentary, pp. 4-10
B. Do assignemnt on POLITICAL HUMOR at your leisure and email
your answers. (Check email or links page for link & questions.)
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Thurs., Aug. 9, 2007
Welcome to Mrs. Shivers's Advanced Placement United States Government and
Politics website. It's great to have you in my class!
To access flashcards, see the links page.
When you see a series of ###'s, an assignment follows.
---------------------------------------------------
WORD OF THE DAY: IMPERATIVE
It is imperative that you make the most of the educational opportunities
afforded you!
DO NOW: LET'S PLAY POLITICARDS! (Grouping and bonus.)
1. Find the seat that "suits" you.
2. Work w/ tablemates to name as many pols on cards as possible.
(Yes...Bonus points are at stake!)
3. Form a country. Name it. Assign roles.
FOCUS: WELCOME and ORIENTATION
OBJ.:
1. Distribute textbooks. (100% for covering book by next class period.)
2. Complete info sheets.
3. Deliver Parent Letter (blue - stays at home)and Photo Permission Slip
(purple - comes back to me circled, signed, & dated).
4. Dicuss class and school rules, expectations, and grading.
5. Access class websites and distribute Quizlab codes.
6. 100% for emailing Ms. Shiv; 100% for getting your parents to email Ms.
Shiv.
7. Go over supply list and "how to's" for subscribing to Longman
Participate
2.0
#######################
ASSIGNMENTS: REVIEW THE HISTORY OF DEMOCRACY AND CONSTITUTIONAL LIBERALISM
Cover books, get purple sheet signed & bring back, purchase supplies, and
subscribe to LONGMAN PARTICIPATE 2.0
FOCUS: HISTORICAL REVIEW
OBJ.
1. Find out the difference in DEMOCRACY and CONSTITUTIONAL LIBERALISM.
2. Contrast LIBERAL and ILLIBERAL DEMOCRACY.
3. Review the historical development of
A. DEMOCRACY
B. CONSITITUTIONAL LIBERALISM
C. CAPITALISM
4. Note the importance of PROPERTY RIGHTS in the development of
PERSONAL LIBERTY!
For next time:
1. *Intro. & Ch. 1 ("The Democratic Age")in Fareed Zakaria's book, THE
FUTURE OF FREEDOM. If you haven't got it, get it immediately!
2. "A Tale of Two Revolutions" (Peterson's essay is linked on LINKS page)
3. Economics Explained (Read by Wed. to be ready for the BIG APPLE GAME)
By the end of the week:
4. "What Democracy Is and Is Not" and take online READING QUIZ at
www.quizlab.com
5. Lineberry (big green book) Ch. 1:
A. Take pretest online at LongmanParticipate 2.0
B. Read chapter and do online READING QUIZ at Quizlab.
C. LongmanParticipate 2.0 - SIMULATION: "How to Satisfy Aunt
Martha" (You're the MAYOR!)
Change of plans.......MONDAY = Senior Class Meeting. We'll have to switch
the game to FRIDAY.....(We need Mrs. Walker's class to help us out 1st block
because we're so small. They can't come until Friday.)
Soooooooooo.....COMING FRIDAY......THE BIG APPLE GAME!
*BONUS available to those who get an adult to read, discuss, & verify!
