Government Unit 1: Foundations of Government
Standard 4.2a- Describe the origins, purposes and limitations of government and include the contribution of key philosophers and documents.
Standard 4.2d- Analyze the role of the founding documents and the evolution of their interpretation through governmental action and court cases. Documents to include but not limited to United States Constitution and Bill of Rights.
Week 1
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Tuesday 8/13
Objective: Understand the challenges of forming a government. Warm-up: Why do we have a gov't? Would life be better without gov't? Activities: 1. Go over expectation sheet. Get this signed and return it by Thursday. 2. Pre-assessment 3. Class discussion on government Wednesday 8/14 Objective: Understand the separation of powers in US government Warm-up: What is the goal of government? Activities: 1. Complete handout on creating a government. 2. Voices of Freedom handout 3. Checks and balances organizer Thursday 8/15 Objective: Understand the separation of powers in US government Warm-up: Explain what you know (in your own words) about how the US government is organized. Activities: 1. Finish checks and balances organizer. 2. Three branches of gov't powers grid 3. Branches of gov't organizer |
Week 2
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Monday 8/19
Objective: Understand the separation of powers in US government Warm-up: What are the basic powers of each branch of government? Activities: 1. Review separation of powers/checks and balances 2. Complete Constitution Scavenger Hunt Tuesday 8/20 Objective: Understand the separation of powers in US government Warm-up: None, organize teams for game Activities: 1. Review separation of powers/checks and balances 3. Constitution Powers Grab Game Wednesday 8/21 Objective: Dissect the goals of America's founders through the Preamble. Warm-up: What does the government do for you? Activities: 1. Government Roots presentation Thursday 8/22 Objective: Describe the contributions of key philosophers to government. Warm-up: Who contributed to writing key documents like the Declaration of Independence and Constitution? Activities: 1. Finish Government Roots presentation 2. Choose topics and begin Key Philosophers assessment (4.2a) 4.2a Assessment due Tues, 8/27 |
Week 3
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Monday 8/26
Objective: Describe the contributions of key philosophers to government. Warm-up: None Activities: 1. Work day for Key Philosophers assessment, due tomorrow. Tuesday 8/27 Objective: Describe the contributions of key philosophers to government. Warm-up: none. Activities: 1. Assessment due. We will have a self-directed, museum-style class where you take notes on philosophers using the Key Philosophers Note Worksheet. 2. Written response: "What philosopher contributed the most to the system of government we have today? Explain your answer using specific examples from your notes and the Constitution." Wednesday 8/28 Objective: Understand the need for an American government Warm-up: Use this reading to: 1. Summarize the concerns of the anti-federalists. 2. Explain how the Federalists responded to those concerns. Activities: 1. Make-up presentations from yesterday. 2. Take notes on the Need for an American Government using this organizer. Thursday 8/29 Objective: Understand the contributions of key ideas to government. Warm-up: none Activities: 1. Complete the Articles of Confederation organizer. 2. Complete vocabulary exercise. |
Week 4
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Tuesday 9/3
Objective: Understand the contributions of key ideas to government. Warm-up: Why was it so hard to create the American government? Activities: 1. Go over binder check and key philosopher write-ups. 2. Complete venn diagram on Natural Rights/Classical Republicanism using information from gallery walk, Internet and books. 3. Complete the chart of plans from the Constitutional Convention. Wednesday 9/4 Objective: Understand the purpose of the Bill of Rights. Warm-up: Does the Bill of Rights exhibit more of the natural rights OR classical republican philosophy? Explain using examples from the Bill of Rights. Activities: 1. Read "Why the Bill of Rights?" article and answer the questions at the end (does not have to be in complete sentences). 2. Read 4 of the 8 cases given to you and decide what the constitutional question in each scenario is. As a class, discuss the actual cases and their outcomes. Take notes on the 8 cases discussed. Thursday 9/5 Objective: Understand the purpose of the Bill of Rights and how it relates to your life. Warm-up: Using one case from yesterday, explain how checks and balances played into your scenario. Activities: 1. Go over the cases from yesterday. Take notes on the 8 cases discussed. |
Week 5
TEST ON WEDS, 9/11 |
Monday 9/9
Objective: Understand how the Bill of Rights applies to your life today. Warm-up: How does Freedom of Speech apply to the Internet? Activities: 1. Read the articles from Upfront about Technology and the Law. Complete reading guide. Tuesday 9/10 Objective: Prepare for the test tomorrow. Warm-up: What topics that we have covered in the past four weeks are you confused about? Activities: 1. Vocab game 2. Catch-up and individual review Wednesday 9/11 Standard 4.2d Assessment Thursday 9/12 Objective: Identify the competition between security and freedom in the US. Warm-up: Is it possible to have too much freedom? Give an example of this. Activities: 1. Announcements from Mrs. Gibbs 2. Review the 4th and 5th amendments as a class. 3. Read 9/11 UpFront article and answer questions. |
Government Unit 2: Competition within Government
Standard 4.2c- Analyze and explain the importance of the principles of democracy and the inherent competition among values. Values to include but not be limited to freedom and security, individual rights and common good, and rights and responsibilities.
Week 6
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Monday 9/16
Objective: Identify the competition between security and freedom in the US. Warm-up: What new information did you learn about 9/11 last week? Activities: 1. Understanding 9/11 documents and document questions. 2. Class discussion of "The Price of Safety." Tuesday 9/17 Objective: Identify the competition between security and freedom in the US. Warm-up: How has the Bill of Rights been tested in post-9/11 America? Activities: 1. Discussion about airport scanners 2. Complete 9/11 Outcomes documents. 3. Class discussion about 9/11 Wednesday 9/18 and Thursday 9/19 Objective: Understand the 9/11 attacks. Warm-up: None. Activities: 1. Finish "102 Minutes that Changed America." |
Week 7
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Monday 9/23
Objective: Understand the 9/11 attacks. Warm-up: How does a nation balance personal freedom with national security? Activities: 1. Written reflection: a. What scene or part impacted you the most in 102 Minutes that Changed America? b. Did your perceptions about 9/11 change at all? How? 2. Research conspiracy theories surrounding 9/11. Tuesday 9/24 Objective: Understand the 9/11 attacks. Warm-up: None Activities: 1. Class discussion about 9/11 responses and conspiracy theories (If you are absent, there is no make-up work for today) 2. CIA clip- what is point The Onion is making through this comedy? Wednesday 9/25 Objective: Identify historical examples of free speech being tested in the US. Warm-up: CIA clip- what is point The Onion is making through this comedy? Activities: 1. Complete the Free Speech document guide using document 1, 2, 3, and 4. Thursday 9/26 Objective: Identify historical examples of free speech being tested in the US. Warm-up: None. Activities: 1. Complete documents from yesterday. |
Week 8
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Monday 9/30
Objective: Identify the competition between security and freedom in the US. Warm-up: None. Activities: 1. Introduce 4.2c Part One assessment: Freedom v Security in History assessment. 2. Work day. Tuesday 10/1 Objective: Identify the competition between security and freedom in the US. Warm-up: None. Activities: 1. Work day for 4.2c Part One Assessment: Freedom v Security. 4.2c Part One assessment due Thursday, Oct. 3. Wednesday 10/2 and Thursday 10/3 Objective: Discuss the government shutdown, deficit, and debt. Warm-up: None. Activities: 1. Class discussion about the government shutdown, deficit, and debt. 2. View I.O.U.S.A. |
Week 9
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Monday 10/7
Objective: Identify the competition between individual rights and common good in the US. Warm-up: Give three examples of how YOU contribute to the common good in the US. Activities: 1. Common Good presentation. 2. Common good essay. Underline main ideas in red, evidence in yellow, and analysis in green. Tuesday 10/8 Objective: Identify the competition between individual rights and common good in the US. Warm-up: 1. Do you have guns in your household? How many? What kind? 2. What process did your family have to go through to buy them? 3. What guidelines do you have to follow to use them? Activities: 1. Read "History of Gun Control" and "Comparing the Candidates." 2. Complete graph activity. Wednesday 10/9 Objective: Identify the competition between individual rights and common good in the US. Warm-up: How does the common good and individual rights relate to the gun debate? Activities: 1. UpFront "Warning Shots" article and questions. 2. If time allows, watch and discuss gun videos: http://video.pbs.org/video/1743758778 http://video.pbs.org/video/1482096966 Thursday 10/10 Objective: Identify the competition between individual rights and common good in the US. Warm-up: Read “The Gun Debate” on p. 6. Why do you think the US sees so much gun violence? What factors contribute to this problem? Activities: 1. In the library, research current Colorado STATE gun regulations. For each regulation: a. Identify and explain the regulation. b. Assess the reasonableness of each regulation in compromising common good with individual rights. (HINT: "reasonable" means having sound judgment, or fair and sensible. This question is not asking for a personal opinion rant.) |
Week 10
Binder check and the end of quarter is Thursday! |
Monday 10/14- Thursday 10/17
Objective: Explore ways to balance individual rights and the common good in the US. Warm-up: None. Activities: 1. Complete Part 2 Individual Rights v Common Good assessment. 4.2c Part 2 Assessment due Thursday, 10/17 by 4:30. Use the documents listed below.
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Government Unit 3: Impacts of courts, legislative debates and groups
Standard 4.2g Evaluate the effectiveness of our court system in protecting life, liberty, and property.
Standard 4.2e- Use media literacy skills to locate multiple valid sources of information regarding the foundations, structures, and functions of government.
Standard 4.2f Analyze how court decisions, legislative debates, and various and diverse groups have helped to preserve, protect, and interpret the rights and ideals of the American system of government.
Week 11
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Monday 10/21 -Tuesday 10/22
Objective: Explore how the US court system functions. Warm-up: What do you know about how the court system works? Activities: 1. Twelve Angry Men Wednesday 10/23 Objective: Learn about the US election cycle Warm-up: In Twelve Angry Men, the main character states, "Wherever you run into it, prejudice always obscures the truth." 1. How was this statement reflected in the jury room? 2. Where else, besides just in a jury room, does this statement ring true? Activities: 1. US election cycle discussion. 2. Kids Voting Mesa County Thursday 10/24 Objective: Learn about this year's local election. Warm-up: None. Activities: 1. Discuss school board and read candidate information sheets. 2. No make-up work if absent. |
Week 12
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Monday 10/28
Objective: Learn about this year's local election. Warm-up: None. Activities: 1. Fill out note catcher sheet based on candidate forum. 2. No make-up work if absent. Tuesday 10/29 Objective: Learn about this year's local election. Warm-up: None. Activities: 1. Fill out note catcher sheet based on candidate forum. 2. Participate in Kids Voting election. Wednesday 10/30 Objective: Understand how the US Supreme Court operates. Warm-up: Brainstorm a list of what you know about the court system. Activities: 1. Supreme Court webquest. Thursday 10/31 Objective: Understand how a case moves through the US court system. Warm-up: How does a case end up in the US Supreme Court? Activities: 1. Complete the objectivity exercise. 2. The journey of a court case notes. |
Week 13
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Monday 11/4
No class, College in Colorado assembly. Tuesday 11/5 Objective: Understand how the US Supreme Court operates Warm-up: Read the debate about Supreme Court justice tenure. What side do you agree with and why? Activities: 1. Federalist Paper No. 79 questions. 2. UpFront Article on Supreme Court and juvenile crimes. Discuss as a class. Wednesday 11/6 Objective: Understand the process justices go through before deciding a case. Warm-up: What are the benefits and drawbacks of having a eyewitness to a crime? Activities: 1. Eyewitness ID discussion, article and song Thursday 11/7 Objective: Explore a landmark Supreme Court case. Warm-up: Read about the Landmark Supreme Court case summaries from UpFront. What decisions do you agree with? Disagree? Write one sentence about each case. Activities: 1. Complete the Supreme Court research activity. Research one case and answer the attached questions. All additional cases will be extra credit. |
Week 14
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Monday 11/11- Thursday 11/14
Objective: Explore how the Supreme Court indirectly makes laws for the US. Activities: 4.2g and 4.2e Assessment: Landmark Supreme Court Case project. Due Tuesday, 11/19. |
Week 15
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Monday 11/18
Objective: Explore how the Supreme Court indirectly makes laws for the US. Activities: 1. Presentation drafts due today. Proofread and practice today during class. Tuesday 11/19- Thursday 11/21 Objective: Explore how the Supreme Court indirectly sets laws for the US. Activities: 1. Present your Landmark Supreme Court case, and take notes on other student's cases. |
Week 16
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Monday 12/2
Objective: Understand the reasons behind three large legislative debates. Warm-up: Define the word "compromise." Describe situations in everyday life where compromise is necessary. Activities: 1. Read "The Constitution and the Idea of Compromise" and answer the questions at the end. 2. Read "The Conflict between the Large and Small States" on page 50 and 51 in We the People and look at the charts on pages 54 and 55. 3. Each student will be assigned a state and decide if they favor equal or proportional representation and why. As a class we will debate/discuss the issues surrounding representation in US government. Tuesday 12/3 Objective: Explore differing opinions on Congressional representation. Warm-up: None. Activities: 1. Make-up Court presentations. 2. Federalists v Anti-Federalists matching activity. Wednesday 12/4 No class, snow day! Thursday 12/5 Objective: Explore current legislative debates in the Colorado Congress. Warm-up: What are three topics our state government debates? Activities: 1. Watch How a Bill Becomes a Law and the extended version. 2. Complete the US House webquest. |
Week 17
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Monday 12/9
Objective: Understand how various groups influence government. Warm-up: Who influences the decisions that our elected officials make? Explore Open Congress as a class to look at groups that support and oppose Congressional bills. Activities: 1. Complete the Colorado Committee exploration. 2. Take notes on the Influence on Govt presentation using this note-catcher. Tuesday 12/10 Objective: Understand how various groups influence government. Warm-up: None. Activities: 1. Finish notes from yesterday. Wednesday 12/11 Objective: Understand how interest groups influence government. Warm-up: None. Activities: 1. View "The Best Government Money Can Buy" and complete video guide. Thursday 12/12 Objective: Understand how interest groups influence government. Warm-up: none Activities: 1. Finish video from yesterday 2. Open Interest Group Links, and use it to complete the Interest Group Webquest. |
Week 18
Test on Weds! |
Monday 12/16
Objective: Understand how interest groups influence government. Warm-up: none Activities: 1. Answer the NAACP Brief Questions using the NAACP Brief. 2. Finish Interest Group Webquest from Thursday. Tuesday 12/17 Objective: Prepare for test tomorrow. Warm-up: None Activities: 1. Review for assessment tomorrow. 2. Catch-up on assignments. Wednesday 12/18 Standard 4.2f Assessment on Decisions, Debates, and Groups |
- Warm-up:
Which persuasion tactic do you think is used the most often? Which is most effective? - Review Daisy Ad from yesterday and discuss warm-up. - What makes a good leader? What makes a good politician? Brainstorm these terms. Then, make a venn diagram to compare the two. - Class discussion
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- Warm-up: During elections, where do candidates get all the money they use for ads and rallies?
- Read the article about money spent on the the Nov. 2010 election and discuss trends as a class - Background to campaign finance and reform slideshow - Thurs: In the computer lab, research how much money federal candidates in Colorado spent in the 2010 election http://www.fec.gov/DisclosureSearch/mapHSApp.do?election_yr=2010 Click on "Quick Answers" and public funding to learn about the limits on the 2008 presidential election. Answer the following: 1. Does the prospect of raising huge sums of money discourage well-qualified people from running for office? 2. What could incumbents do instead of spending time raising campaign funds? 3. Will candidates be politically obligated to do what their wealthy contributors want? |
- Warm-up: Do wealthy contributors "buy" government influence?
- Read a New York Times editorial at the Democracy 21 Web site: Court Case Documents Show Money Buys Influence and write a brief summary on what the article is about. - To research this question further, examine original documents from the Republican and Democratic Parties found at NOW: Campaign Finance File. Choose one document to read and summarize. Make sure to include in your summary: 1. Who is communicating (i.e., Republican Party and Bristol-Myers Squibb, Democratic Party and Texaco) 2. What type of communication it is 3. How the campaign contributor hopes to influence government 4. How successful that person or group is. If you have extra time, learn about the Clean Election Movement at: http://www.pbs.org/now/politics/cleanelections.html As a class, we will draw conclusions about the influence of wealthy campaign contributors on government. |
- Not everyone agrees that there should be limits on campaign contributions and spending. Use the National Center for Policy Analysis and Cato Institute websites to take notes on the arguments for and against campaign contributions and spending limits
http://www.ncpa.org/ http://www.cato.org/campaign-finance - The Christian Science Monitor explains the effects of the most recent Supreme Court ruling regarding corporate contributions. Read this article at http://www.csmonitor.com/USA/Justice/2010/0202/Supreme-Court-s-campaign-finance-ruling-just-the-facts/%28page%29/2 |
Unit 4: Executive Branch
- Warm-up: Brainstorm a list of roles you see the president in. Think of a recent speech or news article (Turkey pardoning, etc) to help come up with ideas. Write your ideas on the board so we have a class list.
- Turn to Article II, Sections 2 and 3 of the Constitution and review the delegated roles of the Executive. - Take notes on the roles of the president using the slideshow - In groups of 3, create a graphic organizer that categorizes all the specific roles and provides examples. |
- View President Obama's speech
- Warm-up: Watch the video clip about the Office of Public Engagement. Then review the Preamble to the Constitution. In what ways is the President upholding the US Constitution? http://www.whitehouse.gov/administration/eop/ope - Look at service.gov. Of all the things the President has to do, why did he sponsor and speak about service? What role is he filling as President? How was he acting as Chief of State? - One of the important aspects of service is related to "young people and philanthropy." How did the president show that young people can play an important part in our nation? As a class, discuss how a volunteer group of young people, working alone or together, can act for the common good. - You are running for President of the US. Write a letter to your political party (you can make one up) that explains why you are qualified. You will need to use the Constitution, Article 2, Section I to review the requirements for office. You should include how you fulfill the Constitutional requirements, and how you will do a good job fulfilling the roles of the President we went over yesterday. |
- Warm-up: View video clip about President Obama's trip to Asia (Nov. 12 post). What role was he filling in this scenario? http://learning.blogs.nytimes.com/category/geography/
- Read Amendment 12 as a class, then view the clip about the electoral college http://dep.disney.go.com/itt-electoralcollege.html - Use http://www.realclearpolitics.com/epolls/maps/obama_vs_mccain/ to explore the electoral college. What changes do you notice between each election year? What do you think it would mean if a president was said to "govern with a mandate?" |