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