Activity and Homework - Current Event and concept summary, March 31, 2014

Here is the Activity for Monday:

Here is Current Event form if you did not get it in class

The Activity was started in class and is due at the beginning of class on Tuesday - on paper.

When a computer is shared in class...

For your current event assignment:
1. Find an article. Send yourself an email of the link of the article.
2. Read it.
3. Write up your summary by hand using the supplied form.
4. Once you start the write up, let another person who does not have a computer do steps 1 - 3.
5. Students can also use the two computers in the back of the room.
6. Each student must turn in their own self written current event write-up.
7. Students should knowingly find their own articles, and not openly share articles.

Finish the rest of the homework on the topic questions from the in class handout, which is identical to the blog requirements via the blog link.

See you Tuesday,

- Mr. R

HW due Friday, 032814, Amendment 13 and 14 and Separate, but Equal (Plessy v. Ferguson)

While Mr. Rodgers works with Mrs. Ferguson on District Curriculum goals and outcomes for 7th grade Language Arts and Social Studies today:

HW due for Friday, started in class

Overview:
Read Amendment 13 and 14 (links for both), the link below and write three paragraphs on paper.

1. For each amendment, summarize the basic ideas about former slaves and citizenship in a paragraph (#1).
2. Write a paragraph (#2) about the differences of no longer being a slave (Amendment 13) versus getting the full protection of citizenship (Amendment 14) two and half years later.

• What did being free mean?
• What did having the rights of all other citizens mean?

3. Read this link: Plessy v. Ferguson. Write a paragraph (#3) that answers these issues or questions:

• Is separate, but equal the best course of action to take for a society that at the time had very strong racial views? Why or why not?
• What advantages and disadvantages do you think the idea of "separate, but equal" offered African Americans?
• Is separate, equal?

4. When done, continue watching the Constitutional Convention Movie and taking notes (on the form) until the end of the period.

HW due 032514 - The Dream Act

HW due Tuesday -

Find out what the DREAM Act is:

Complete this homework on a piece of paper using a pen. Typed copy will not be accepted.

1. Define it.

1a. What article, section, clause entitles Congress to create a law like the DREAM Act.

2. Why has it not become law in this Congress?

3. Find two different stories about different people that the DREAM Act is designed to help.

a. explain their background and

b. their accomplishments

XC 2 points

What is constitutional requirement for a senate confirmation vote?

Cut and paste the actual text from the constitution that answers the above question. Do not include any other sections or articles of the Constitution to receive XC points.

Also, in order to receive credit, summarize the simple answer to the above question in your own words below the constitutional text. Explain the two instances where the term "confirmation" applies.

Is there a phrase that directly relates to this type of vote (1 additional XC point).

Due Tuesday at the very beginning of class - handwritten required. It will not be accepted in any other form, nor will it be accepted if typed.

- Posted by Mr. Rodgers

XC Option moved to Thursday Night, due Friday - 3 XC points possible.

Homework due for Block Day, March 19 or 20th

Directions for Homework – For the checks and balances for each numbered section below, find the Article, Section, and Clause (if it exists) where that Check can be found in the US Constitution. Find the appropriate section with an actual text of the Constitution or with the aid of the internet and carefully worded searches to find the correct answers.

Example:

B. Checks and Balances of the Executive Branch

1. The Executive Branch is given the power to carry out the laws. It has the following checks over the Legislative Branch:

Veto power –

Answer: Article I, Section 7, Clause 2 -

You may use one of the following handouts to complete this homework:

Text version

Graphic version - write the answers next to one Check and Balance power in each box.

Homework due Friday - 5 point summary of Ben Franklin's Constitution Speech

Read this and summarize this speech into five summary points.

Ben Franklin's Constitution Speech

Chapter 9 sections form per group summary -

this activity is posted by the group leader after the BLOCK activity on Wednesday and Thursday in class.

here

Constitution HW Ch 9 and the One Minute Constitution

HW due Wednesday/Thursday block - period 6/5

Handwritten notes due - Bring to class:
a minimum  of a half page of notes on the section in everyday language that explains the assigned section concepts.

Goal: 
Each student must be able to summarize the key concepts found in the assigned section of the book and the supporting documents from the Constitution or outside readings.

Groups: 
Each student was assigned a section of chapter 9. Groups 2 - 9 correspond to the numbered section of the chapter - group 2 covers section 9.2, group 3 covers section 9.3, etc.

Activities:
Each group must reread:
1. their assigned textbook section
2. the corresponding reading (one of the following listed below by group):

• section of the Constitution (pages from textbook) OR
• Handout section from the One Minute Constitution - 10 minute Congress or President
• Outside website link covering section concepts
• You MAY use this site as well  - Wikipedia the US Constitution

9.2 - Preamble - p 474 and 1. the Preamble explained
9.3  - Congress - read 10 minute Congress
9.4  - President - read 10 minute President
9.5 -  Judiciary - p 479 - 480 Article 3
9.6 - Checks and Balances - 1. explain this chart  with info from: 2. CandB explained
9.7 - Amendments - Article 5 p. 481
9.8 - Federal System - Article 6 p. 481
9.9 - Popular Participation in Government -  1. Political Parties and 2. Special Interest Groups

3. All students will work on group on the block day to build a presentation for their section in class.

Monday 031014 activities

Ch 9 Notes - some basic concepts of the Constitution here

We worked on the map and Ch 9 notes due Tuesday.

If both assignments are completed at the beginning of class, one assignment will receive 1 XC point.

We will have 15 minutes to complete assignments in class for both assignments, while other students start a study of Article One of the Constitution.

In class activities Friday, 030714

1. Students participated in a current events scavenger hunt
2. Students had some time to work on the Map assignment and the reading assignment both due next Tuesday -

• map directions here
• Ch 9 reading and notes

Some Constitutional questions for debate

Which branch should be stronger if you had to choose, the Executive or the Legistlative?

Should states rights be more important than federal powers, or federal powers before states rights?

Does the Constitutional system need to be radically changed, or not?

Should we get rid of the Electoral College System for electing the President?

How does the President carries out laws passed by Congress? Can the President interpret laws and decide how to implement specific laws?


- Posted by Mr. Rodgers

Current Event in class activity Friday

Bring your completed current event AND the printed article stapled behind the write up summary sheet.

Due Tuesday - Map Activity #2 - Contested land claims

Recreate this map on the map provided at school (p5 on Th; p6 on Fri):
United States - western land disputes, 1783

Ink boundaries and labels
colored pencil entire map

Ink (extra fine sharpie)
boundaries
label rivers (that are drawn), oceans, and great lakes, gulfs
label all states,
label all ceded land labels with dates
Use different dotted line or colored ink lines for NY and Va claims
Complete the key


Use these maps for other details:
US, 1783, alternative map
US, 1783, another alternative map
US, 1783, still another map
The United States before the Treaty of Paris, 1783 - peace negotiations with the British

Due Tuesday - started In class during Block - Notes for Ch 9

Read SS8 textbook Chapter 9

NOTE taking assignment - groups can work together after they read each sub section:

1. each students must write down three summary points per sub header and header for each section

2. each student must write down two big words per section, not including the defined key terms, and define these terms with dictionaries

It is time for - the One Minute Constitution - a summary we will use in class

Passed out in class Thursday and Friday:

here is a document that will help you really understand the Constitution. As a class, we will cover this thoroughly, and everyone must know it well...

The first section - the One Minute Constitution was read in class

The One Minute Constitution - here

The One Minute Constitution - doubled spaced - here

A little history on Presidential impeachments (separate from the double spaced version)

XC due Tuesday and Map activity due Wednesday

XC - 3 point opportunity:
Find how many lines in the Constitution allow the government to regulate business directly. See Article I. Write down the line.

Due Wednesday, p6 and Thursday, p5:
1. Draw outlines of where you think each state boundaries could have been that made more sense.

• Use this outline map - YOU MUST DOWNLOAD THIS TO see it correctly
• use the maps down below for inspiration. 

2. On the map you drew, explain why you chose to draw five different boundaries on the map. Label each boundary with your explanation.

Using these maps:

United States - western land disputes, 1783
US, 1783, alternative map
US, 1783, another alternative map
US, 1783, still another map
The United States before the Treaty of Paris, 1783 - peace negotiations with the British

Optional maps to view:
Settlement of the US over time
Settlement of the original 13 colonies over time
Expansion of the lower 48 states through 1853
Alternative map of the US if popular secessions within states came to pass through the years

Here

Here

HW turn in Tuesday, 3/4/14

1. Bring all notes from Chapter 8 that were assigned last week - link

2. Bring your current event write-up with an attached printout of your article - you must be ready to participate in the current event activity at the beginning of class - link and HANDOUT

3. See XC due Tuesday - link

4. See the HW due W or Th during block - the map will be handed out in class - OR - you can print out the map now - link

Daylight Savings Time is this coming Sunday

This coming Sunday, March 9th, is Daylight Savings Time. We move our clocks ahead one hour, so when you wake up Sunday morning at 9 am, move your manual clocks to the time on your cell phone, to 10 am. In effect, if the sun came up at 7 am and went down at 6 pm, then the sun will rise at 8 am, and go down at 7 pm. This is my favorite time of year - watching the days get longer each day.


- Posted by Mr. Rodgers