US GOVERNMENT NAME ______________________________
SYLLABUS FOR BEASLEY
MONDAY, MARCH 23 - TUESDAY, MAY 19, 2009
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Students are reminded that they are to come to class prepared each day. This means
always having textbook, notebook, pen, pencil, homework, etc. Students are reminded
that a poptest can be given at any time. Keep up with reading assignments. The teacher
has the right to change or adjust the syllabus at any time.
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MONDAY,
MARCH 23 - Bellringer Activity.
Students should be able to summarize the history of voting rights in
the United States.
Students should be able to identify and explain constitutional
restrictions on the States' power to set voting qualifications.
Discussion/Lecture of Chapter 6, Section 1, pp. 148 - 150.
Complete handouts, worksheets, etc.
HOMEWORK: Read Chapter 6, Section 2, pp. 152 - 157.
TUESDAY,
MARCH 24 - Bellringer Activity.
Students should be able to identify the universal requirements
for voting in the United States.
Students should be able to explain the other requirements that
States have used or still use as voting qualifications.
Discussion/Lecture of Chapter 6, Section 2, pp. 152 - 157.
Complete handouts, worksheets, etc.
Possible poptest.
HOMEWORK: Prepare a fifteen (15) question matching poptest on
the material in Sections 1 & 2 of Chapter 6.
WEDNESDAY,
MARCH 25 - Bellringer Activity.
Students should be able to describe the 15th Amendment and the
tactics used to circumvent it in an effort to deny African-
Americans the vote.
Students should be able to explain the significance of the early
civil rights legislation passed in 1957, 1960, and 1964.
Students should be able to analyze the provisions and effects of
the Voting Rights Act of 1965.
Discussion/Lecture of Chapter 6, Section 3, pp. 159 - 163.
Complete handouts, worksheets, etc.
HOMEWORK: Read Chapter 6, Section 4, pp. 164 - 172.
THURSDAY,
MARCH 26 - Bellringer Activity.
Students should achieve competence on review exercises.
Complete the Chapter 6 Assessment, Questions 1 - 26, p. 174.
HOMEWORK: Prepare political cartoon.
FRIDAY,
MARCH 27 - Bellringer Activity.
Turn in Political Cartoon.
Students should be able to examine the problems of nonvoting in
this country and describe the size of the problem.
Students should be able to examine the behavior of those who
vote and those who do not.
Students should be able to understand the sociological and
psychological factors that affect voting and how they work
together to influence voter behavior.
Discussion/Lecture of Chapter 6, Section 4, pp. 164 - 172.
Complete worksheets, handouts, etc.
Possible poptest.
HOMEWORK: Read Chapter 7, Section 1, pp. 178 - 186.
MONDAY,
MARCH 30 - Bellringer Activity.
Students should be able to explain why the nominating process
is a critical first step in the election process.
Students should be able to describe self-announcement, the
caucus, and the convention as nominating methods.
Students should be able to discuss the direct primary as the
principal nominating method used in the United States.
Students should be able to understand why some candidates use
the petition as a nominating device.
Discussion/Lecture of Chapter 7, Section 1, pp. 178 - 186.
Complete handouts, worksheets, etc.
Possible poptest.
HOMEWORK: Begin studying for Test on Chapter 6 which will be
Wednesday, April 1.
Read Chapter 7, Section 2, pp. 188 - 194.
Go to the Powder Puff Football Game for St. Judes.
TUESDAY,
MARCH 31 - Bellringer Activity.
Students should be able to analyze how the administration of
elections in the United States helps make democracy work.
Students should be able to define the role of precincts and
polling places in the election process.
Students should be able to describe the various ways in which
voters can cast their ballots.
Students should be able to outline the role that voting machines
and other innovations play in the election process.
Discussion/Lecture of Chapter 7, Section 2, pp. 188 - 194.
Complete worksheets, handouts, etc.
HOMEWORK: STUDY FOR TEST ON CHAPTER 6.
WEDNESDAY,
APRIL 1 - Bellringer Activity.
Students should be able to achieve competence on a major test.
TEST on CHAPTER 6.
HOMEWORK: Prepare a fifteen (15) question matching poptest on
the material in Chapter 7, Section 2, pp. 188 - 194.
Read Chapter 7, Section 3, pp. 196 - 202.
THURSDAY,
APRIL 2 - Bellringer Activity.
Students should be able to explain the issues raised by campaign
spending.
Students should be able to describe the various sources for
campaign spending.
Students should be able to examine federal laws that regulate
campaign finance.
Students should be able to outline the role of the Federal Election
Commission in enforcing campaign finance laws.
Students should be able to describe loopholes in today's campaign
finance laws.
Discussion/Lecture of Chapter 7, Section 3, pp. 196 - 202.
Complete worksheets, handouts, etc.
HOMEWORK: STUDY FOR TEST ON CHAPTER 7.
Prepare political cartoon.
FRIDAY,
APRIL 3 - Bellringer Activity.
Turn in political cartoon.
Students should be able to achieve competence on a major test.
TEST on CHAPTER 7.
HOMEWORK: Read Chapter 8, Section 1, pp. 208 - 213.
MONDAY,
APRIL 6 - Bellringer Activity.
Students should be able to achieve competence on review exercises
for Chapter 8.
Complete review exercises for Chapter 8.
HOMEWORK: Study for TEST on CHAPTER 8.
TUESDAY,
APRIL 7 - Bellringer Activity.
Students should be able to achieve competence on a major test.
OPEN-BOOK TEST on CHAPTER 8.
HOMEWORK: Read Chapter 10, Section 1, pp. 262 - 265.
WEDNESDAY,
APRIL 8 - Bellringer Activity.
Students should be able to explain why the Constitution provides for
a bicameral Congress.
Students should be able to describe a term of Congress.
Students should be able to identify how sessions of Congress have changed
over time.
Discussion/Lecture of Chapter 10, Section 1, pp. 262 - 265.
Complete worksheets, handouts, etc.
Possible poptest.
HOMEWORK: Read Chapter 10, Section 2, pp. 267 - 273.
THURSDAY,
APRIL 9 - Bellringer Activity.
Students should be able to describe the size and terms of the
House of Representatives.
Students should be able to explain how House seats are
reapportioned among the states after each census.
Students should be able to describe a typical congressional
election and congressional district.
Students should be ablke to analyze the formal and informal
qualifications for serving in the House.
Students should be able ot compare the size of the Senate to
the size of the House of Representatives.
Students should be able to describe how States have elected
Senators in the past and the present.
Students should be able ot explain how and why a senator's term
differs from a representative's term.
Students should be able to identify the qualifications for serving
in the Senate.
Discussion/Lecture of Chapter 10, Section 2, pp. 267 - 273 and
Chapter 10, Section 3, pp. 275 - 278.
Complete worksheets, handouts, etc.
Possible poptest.
HOMEWORK: Read Chapter 10, Section 4, pp. 279 - 284.
Have a safe Easter Holiday.
FRIDAY,
APRIL 10 - Good Friday Holiday.
MONDAY,
APRIL 13 - Bellringer Actvity.
Students should be able to identify the personal and political
backgrounds of the current members of Congress.
Students should be able to describe the duties performed by those
who serve in Congress.
Students should be able to describe the compensation and privileges
of members of Congress.
Discussion/Lecture of Chapter 10, Section 4, pp. 279 - 284.
Complete worksheets, handouts, etc.
Possible poptest.
HOMEWORK: Read Chapter 11, Section 1, pp. 290 - 292 and
Section 2, pp. 294 - 300.
TUESDAY,
APRIL 14 - Bellringer Activity.
Students should be able to identify the three types of
Congressional power.
Students should be able to compare strict construction of the
U.S. Constitution on the subject of Congressional power to
liberal construction.
Students should be able to summarize key points relating to
Congress's power to tax.
Students should be able o describe how Congress uses its
power to borrow money.
Students should be able to analyze the importance of Congress's
commerce power.
Students should be able to identify the reasons that the Framers
gave Congress the power to issue currency.
Students should be able to explain how the bankruptcy power
works.
Discussion/Lecture of Chapter 11, Sections 1 & 2, pp. 290 - 300.
Complete worksheets, handouts, etc.
Possible poptest.
HOMEWORK: Read Chapter 11, Section 3, pp. 301 - 304 and
prepare a twenty (20) question matching poptest
on the information from Sections 1 - 3 of Chapter 11.
WEDNESDAY,
APRIL 15 - Bellringer Activity.
Students should be able to identify the key sources of Congress's
foreign relations powers.
Students should be able to describe the power-sharing arrangement
between Congress and the President on the issues of war and
national defense.
Students should be able to list other key powers exercised by
Congress.
Discussion/Lecture of Chapter 11, Section 3, pp. 301 - 304.
Complete worksheets, handous, etc.
HOMEWORK: Read Chapter 11, Section 4, pp. 305 - 308.
THURSDAY,
APRIL 16 - Bellringer Activity.
Students shoudl be able to explain how the Necessary and Proper
Clause gives Congress flexibility in lawmaking.
Students should be able to summarize the key developments in the
battle over the implied powers of Congress.
Discussion/Lecture of Chapter 11, Section 4, pp. 305 - 308.
Complete handouts, worksheets, etc.
Possible poptest.
HOMEWORK: Read Chapter 11, Section 5, pp. 310 - 314.
Prepare political cartoon.
FRIDAY,
APRIL 17 - Bellringer Activity.
Students should be able to describe Congress's role in amending
the Constitution and in deciding elections.
Students should be able to describe Congress's power to impeach
and summarize cases in which it has used that power.
Students should be able to identify Congress's executive powers.
Students should be able to explain how Congress uses its
investigatory power.
Discussion/Lecture of Chapter 11, Section 5, pp. 310 - 314.
Complete worksheets, handouts, etc.
Possible poptest.
HOMEWORK: Read Chapter 12, Section 1, pp. 320 - 327.
Also, complete the Chapter 11 Assessment, Questions 1 -15,
on page 316.
MONDAY,
APRIL 20 - Bellringer Activity.
Students should be able to describe how and when Congress convenes.
Students should be able to compare the roles of the prresiding
officers in the Senate and the House.
Students should be able to identify the duties of the party officers
in Congress.
Students should be able to describe how committee chairmen are
chosen and their role in the legislative process.
Discussion/Lecture of Chapter 12, Section 1, pp. 320 - 327.
Complete handouts, worksheets, etc.
Homework: Prepare a fifteen (15) question matching poptest from
the information in Section 1. Also, read Chapter 12,
Section 2, pp. 329 - 333.
TUESDAY,
APRIL 21 - Bellringer Activity.
Students should be able to explain how the standing committees
function.
Students should be able to describe the duties and responsibilities
of the House Rules Committee.
Students should be able to compare the functions of joint and
conference committees.
Discussion/Lecture of Chapter 12, Section 2, pp. 329 - 333.
Complete worksheets, handouts, etc.
HOMEWORK: Read Chapter 12, Section 3, pp. 334 - 340.
Also, complete chart on presiding officers in Congress.
WEDNESDAY,
APRIL 22 - Bellringer Activity.
Students should be able to list the first steps in introducing
a new bill to the House.
Students should be able to describe what happens to a bill once
it enters a committee.
Students should be able to explain how the House leaders schedule
debate on a bill.
Students should be able to explain what happens to a bill on the
House Floor, and identify the final step in passing a bill in the
House.
Discussion/Lecture of Chapter 12, Section 3, pp. 334 - 340.
Complete worksheets, handouts, etc.
HOMEWORK: Read Chapter 12, Section 4, pp. 342 - 346.
Complete the Chapter 12 Assessment, Questions 1 -23,
on page 348.
THURSDAY,
APRIL 23 - Bellringer Activity.
Students should be able to explain how a bill is introduced in
the Senate.
Students should be able to compare the Senate's rules for debate
to the House rules.
Students should be able to describe the role of conference committees
in the legislative process.
Students should be able to evaluate the actions the President can
take after both houses have passed a bill.
Discussion/Lecture of Chapter 12, Section 4, pp. 342 - 346.
Complete worksheets, handouts, etc.
Possible review exercise.
HOMEWORK: STUDY for TEST ON CHAPTERS 10 - 12.
FRIDAY,
APRIL 24 - Bellringer Activity.
Students should achieve competence on a major test.
TEST on CHAPTERS 10 - 12.
HOMEWORK: Read Chapter 13, Sections 1 & 2, pp. 354 - 363.
MONDAY,
APRIL 27 - Bellringer Activity.
Students will gain competence on a major test.
Finish Open-Book/Open-Note Test on Chapters 10 - 12.
Explain and assign Presidential Research Project which will be due
on Monday, May 4.
HOMEWORK: Read Chapter 13, Sections 1 & 2, pp. 354 - 363.
TUESDAY,
APRIL 28 - Bellringer Activity.
Students should be able to identify the President's many roles.
Students should be able to understand the formal qualifications
necessary to become President.
Students should be able to discuss issues involving the length of
the President's term.
Students should be able to describe the President's pay and benefits.
Students should be able to explain how the Constitution provides for
presidential succession.
Students should be able to explain how the Constitution provisions
relating to presidential disability.
Students should be able to describe the role of the Vice-President.
Discussion/Lecture of Chapter 13, Sections 1 & 2, pp. 354 - 363.
Complete worksheets, handouts, etc.
Topics: the President's Job Description (roles, qualifications, term,
pay and benefits)
Presidential Succession and Disability, the role of the
Vice President
HOMEWORK: Read Chapter 13, Sections 3 - 5, pp. 365 - 384.
WEDNESDAY,
APRIL 29 - Bellringer Activity.
Students should be able to explain the Framers' original provisions
for choosing the President.
Students should be able to outline how the rise of political parties
changed the original process set out in the Constitution.
Students should be able to describe the role of conventions in the
presidential nominating process.
Students should be able to evaluate the importance of presidential
primaries.
Students should be able to understand the role of the caucus-convention
process.
Students should be able to outline the events that take place during a
national convention.
Students should be able to examine the characteristics that determine
who is nominated as a presidential candidate.
Students should be able to understand the function of the electoral
college today.
Students should be able to describe the flaws in the electoral college
system.
Students should be able to outline the advantages and disadvantages of
proposed reforms in the electoral college.
Discussion/Lecture of Chapter 13, Sections 3 - 5, pp. 365 - 384.
Complete worksheets, handouts, etc.
Topics: Presidential Selection
Presidential Nominations
The Electoral College System
Possible poptest
HOMEWORK: Prepare a twenty (20) question matching poptest on the
information from Chapter 13.
THURSDAY,
APRIL 30 - Bellringer Activity.
Students should be able to summarize the content of Article II of
the Constitution and explain why it is controversial.
Students should be able to list several reasons for the growth of
presidential power.
Students should be able to explain how President's own views on the
presidency have affected the power of the office.
Students should be able to identify the source of the President's
power to execute federal law.
Students should be able to define ordinance power and explain where
it comes from.
Students should be able to explain how the appointing power works.
Students should be able to summarize the historical debate over the
removal power.
Discussion/Lecture of Chapter 14, Sections 1 & 2, pp. 390 - 397.
Complete worksheets, handouts, etc.
Topics: the Growth of Presidential Power and
the Presidential Executive Powers
Possible poptest
HOMEWORK: Read Chapter 14, Sections 3 & 4, pp. 399 - 408.
Complete Political Cartoon.
FRIDAY,
MAY 1 - Bellringer Activity.
Students should be able to explain how treaties are made and
approved.
Students should be able to explain why and how executive agreements
are made.
Students should be able to summarize how and for what purposes the
power of recognition is used, and give historical examples.
Students should be able to describe the powers that the President
has in the role of commander in chief.
Students should be able to describe the President's two major
legislative powers, and explain how these powers are an important
part of the system of checks and balances.
Students should be able to describe the President's major judicial
powers.
Discussion/Lecture of Chapter 14, Sections 3 & 4, pp. 399 - 408.
Complete worksheets, handouts, etc.
Topics: Diplomatic and Military Powers of the President
Legislative and Judicial Powers of the President
Possible poptest.
HOMEWORK: Work on Presidential Research Project and
Complete Questions 1 - 12 from the Chapter Assessment on
page 410, then read Chapter 15, pp. 414 - 440.
MONDAY,
MAY 4 - Bellringer Activity.
Turn in Presidential Research Project.
Students should be able to define a bureaucracy.
Students should be able to identify the major elements of the federal
bureaucracy.
Students should be able to describe the Executive Office of the
President.
Students should be able to explain the duties of the White House Office
and the National Security Council.
Students should be able to describe the origin and development of the
executive departments.
Students should be able to explain how Cabinet members are chosen.
Students should be able to identify the role of the Cabinet in the
President's decisions.
Students should be able to explain why the government creates
independent agencies.
Students should be able to identfy the characteristics of independent
executive agencies and independent regulatory commissions.
Students should be able to describe the structure of government
corporations.
Students should be able to describe the development of the civil service.
Students should be able to identify characteristics of the civil service
as it exists today.
Discussion/Lecture of Chapter 15, pp. 414 - 440.
Complete chapter summary worksheet.
Topics: the Federal Bureaucracy, the Executive Office of the President,
the Executive Departments, Independent Agencies, the Civil
Service
HOMEWORK: Complete Questions 1 - 10 of the Chapter 15 Assessment on
page 442.
TUESDAY,
MAY 5 - Bellringer Activity.
Explain Judicial Branch/Supreme Court Case Poster Project which will be
due on Thursday, May 14.
Students should be able to explain how and why the Constitution gives
Congress the power to tax.
Students should be able to describe the most significant taxes
collected by the government today.
Students should be able to summarize why the Federal Government imposes
taxes for nonrevenue purposes.
Students should be able to describe how the Federal Government borrows
money.
Students should be able to analyze the causes and effects of the public
debt.
Students should be able to identify the key elements of federal spending.
Students should be able to explain how the President and Congress work
together to create the federal budget.
Discussion/Lecture of Chapter 16, pp. 446 - 462.
Complete Chapter 16 summary worksheet.
Topics: Taxes, Nontax Revenues and Borrowing, Spending and the Budget
HOMEWORK: Study for TEST on CHAPTERS 13 & 14.
WEDNESDAY,
MAY 6 - Bellringer Activity.
Students will achieve competence on a major test.
TEST on CHAPTERS 13 & 14.
HOMEWORK: Complete Chapter Assessment, Questions 1 - 10, page 464.
THURSDAY,
MAY 7 - Bellringer Activity.
Students should be able to define foreign policy, and understand the
difference between isolationism and internationalism.
Students should be able to explain the functions, components, and
organization of the Department of State.
Students should be able to summarize the functions, components, and
organization of the Department of Defense and the military departments.
Students should be able to describe a number of government agencies,
besides the Departments of State and Defense, that are involved in
foreign policy and defense policy.
Students should be able to summarize American foreign policy from
independence through World War I.
Students should be able to show how the two World Wars affected
America's traditional policy of isolationism.
Students should be able to explain the principles of collective
security and deterrence and their use during the Cold War period.
Students should be able to identify the two types of foreign aid and
describe United States foreign aid policy.
Students should be able to describe the major security alliances to
which the United States belongs, and summarize United States policy in
the Middle East.
Students should be able to examine the role, structure, and problems
that face the United Nations.
Discussion/Lecture of Chapter 17, pp. 468 - 498.
Complete Chapter 17 summary worksheet.
Topics: Foreign Affairs and National Security, Other Foreign and
Defense Agencies, American Foreign Policy Overview,
Foreign Aid and Defense Alliances.
HOMEWORK: Complete Chapter 17 Open-Book Test.
FRIDAY,
MAY 8 - Bellringer Activity.
Students should be able to explain why the Constitution created a
national judiciary, and describe its structure.
Students should be able to outline the selection process for
federal judges.
Students should be able to outline the structure and jurisdiction
of the federal district courts.
Students should be able to describe the structure and jurisdiction
of the federal courts of appeals.
Students should be able to define the concept of judicial review.
Students should be able to outline the scope of the Supreme Court's
jurisdiction.
Students should be able to examine how cases reach the Supreme Court.
Students should be able to list and explain the Special Courts in the
U.S. judicial system.
Discussion/Lecture of Chapter 18, pp. 506 - 526.
Complete Chapter 18 summary worksheet.
Topics: the National Judiciary, the Inferior Courts,
the Supreme Court, and the Special Courts.
Possible poptest.
HOMEWORK: Prepare a twenty (20) question matching poptest on Chapter 18
and read Chapter 19, pp. 532 - 558.
MONDAY,
MAY 11 - Bellringer Activity.
Students should be able to explain how Americans' commitment to
freedom led to the creation of the Bill of Rights.
Students should be able to describe how the 9th Amendment helps
guarantee individual rights.
Students should be able to summarize the Supreme Court rulings on
religion and education as well as other Establishment Clause cases.
Discussion/Lecture of Chapter 19, Sections 1 & 2, pp. 532 - 544.
Complete worksheets, handouts, etc.
Topics: the Unalienable Rights, the Bill of Rights,
the Establishment Clause of the First Amendment,
Religious and Education cases, the Free Exercise Clause.
HOMEWORK: Complete Chapter 19 Assessment, Questions 1 - 14, p. 560.
TUESDAY,
MAY 12 - Bellringer Activity.
Students should be able to explain the importance of the two basic
purposes of the guarantees of free expression.
Students should be able to explain the Constitution's guarantees of
assembly and petition.
Discussion/Lecture of Chapter 19, Sections 3 & 4, pp. 546 - 558.
Complete worksheets, handouts, etc.
Topics: Freedom of Speech and Press,
Freedom of Assembly and Petition
Possible poptest.
HOMEWORK: Read Chapter 20, pp. 564 - 588.
WEDNESDAY,
MAY 13 - Bellringer Activity.
Students should be able to explain the meaning of due process of law
as set out in the 5th and 14th Amendments.
Students should be able to summarize the constitutional provisions
designed to guarantee security of home and person.
Students should be able to explain the rights of the Accused.
Students should be able to describe the Court's interpretation of
cruel and unusual punishment.
Discussion/Lecture of Chapter 20, pp. 564 - 588.
Complete worksheets, handouts, etc.
Topics: Due Process of the Law, Freedom and Security of the Person,
Rights of the Accused, Punishment.
Possible poptest.
HOMEWORK: Complete Supreme Court Case Poster Project.
THURSDAY,
MAY 14 - Bellringer Activity.
Turn in Supreme Court Case Poster Project.
Students should be able to summarize the history of race-based
discrimination in the United States.
Students should be able to examine discrimination against women
in the past and the present.
Students should be able to explain the importance of the Equal
Protection Clause.
Students should be able to describe the history of segregation
in America.
Students should be able to examine how classification by sex
relates to discrimination.
Students should be able to outline the history of civil rights
legislation from Reconstruction to today.
Students should be ableto explore the issues surrounding
affirmative action.
Students should be able to describe how people become American
citizens by birth and by naturalization.
Students should be able to explain how an American can lose
his or her citizenship.
Students should be able to compare and contrast the status of
undocumented aliens and legal immigrants.
Discussion/Lecture of Chapter 21, pp. 594 - 618.
Complete worksheets, handouts, etc.
Topics: Diversity and Discrimination in American Society,
Equality Before the Law, Federal Civil Rights Laws,
American Citizenship.
Possible poptest.
HOMEWORK: Study for TEST on CHAPTERS 18 - 21.
FRIDAY,
MAY 15 - Bellringer Activity.
Students should be able to achieve competence on a major test.
TEST on CHAPTERS 18 - 21.
HOMEWORK: Begin studying for Semester Exam.
MONDAY,
MAY 18 - SENIOR EXAMS
TUESDAY,
MAY 19 - SENIOR EXAMS