Mr. Ditzenberger, American Government
Time-4 days, 1 final 1.5 hours Unit 3, Branches and Review Week: 18 Dates: December 10-14
Objectives:
1. Students will analyze the basic structure of the federal court system and the key and basic terms related to the judicial branch.
2. Students will analyze the concept of stare decisis and precedent.
3. Students will review for the final.
Monday
1. Federal Judicial System, Continued
2. Biographies of the Justices
Tuesday
1. Trace Case Presentations.
2. Secret Video. (7 min).
Wednesday
1. Review
Thursday
1. Review-bring paper to final and a couple of pens.
Friday
1. Final
Saturday, December 8, 2007
Sunday, December 2, 2007
Syllabus, Week 17
Mr. Ditzenberger, American Government
Time: 5 Periods, 3:45 Unit 3, Branches Week: 17 Dates: December 3-7
Objectives:
1. Students will present their passion projects to the class and learn from each other’s passions.
2. Students will list and explain key words relating to the executive branch.
3. Students will analyze and give examples of the key powers of the presidency and how they are applied.
4. Students will analyze the basic structure of the federal court system and the key and basic terms related to the judicial branch.
5. Students will analyze the concept of stare decisis and precedent.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html;
Monday
1. Presentations
2. Vocabulary List-Due Wednesday.
A. Presidential succession F. Line-item veto K. Cabinet
B. National Security Council G. Inherent Powers L. Expressed Powers
C. Reprieve H. Pardon M. Executive privilege
D. Treaty I. Bureaucrat N. Bureaucracy
E. Civil Service J. Pocket veto O. Veto
Tuesday.
1. Powers of the President Lecture
Wednesday
1. Judicial Branch-Structure of the Federal Court System.
Thursday
1. Biographies of the Justices
2. Trace Cases 1-Lecture if time allows
Friday
1. Trace Cases Continued.
2. Homework-complete a trace case with your team for Monday.
Free Speech-Miki, Jana, Rico
Gitlow v New York, 1925
Dennis v United States, 1951
Feiner v New York, 1951
Texas v Johnson, 1989
Right to Counsel-Reid, Yu Kyoung, Manami
Powell v Alabama, 1932
Betty v Brady, 1942
Escobedo v Illinois, 1964
Gideon v Wainwright, 1963
Death Penalty-Yuji, Jedi, Andre
Gregg v Georgia, 1976
Thompson v Oklahoma, 1988
Furman v Georgia, 1972
Rights of the Accused-Daniel, Tim, Alyssa, Sam
Miranda v Arizona, 1966
Harris v New York, 1971
Michigan v Tucker, 1974
New York v Quarles, 1984
Oregon v Elstad, 1985
Illinois v Perkins, 1990
Segregation in Schools-Estelle, Paul, Terry
Plessy v Ferguson, 1896
Brown v Board of Education of Topeka, 1954
Regents of the University of California v. Bakke, 1978
Parents Involved in Community Schools v. Seattle School District No. 1, 2007
Time: 5 Periods, 3:45 Unit 3, Branches Week: 17 Dates: December 3-7
Objectives:
1. Students will present their passion projects to the class and learn from each other’s passions.
2. Students will list and explain key words relating to the executive branch.
3. Students will analyze and give examples of the key powers of the presidency and how they are applied.
4. Students will analyze the basic structure of the federal court system and the key and basic terms related to the judicial branch.
5. Students will analyze the concept of stare decisis and precedent.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html;
Monday
1. Presentations
2. Vocabulary List-Due Wednesday.
A. Presidential succession F. Line-item veto K. Cabinet
B. National Security Council G. Inherent Powers L. Expressed Powers
C. Reprieve H. Pardon M. Executive privilege
D. Treaty I. Bureaucrat N. Bureaucracy
E. Civil Service J. Pocket veto O. Veto
Tuesday.
1. Powers of the President Lecture
Wednesday
1. Judicial Branch-Structure of the Federal Court System.
Thursday
1. Biographies of the Justices
2. Trace Cases 1-Lecture if time allows
Friday
1. Trace Cases Continued.
2. Homework-complete a trace case with your team for Monday.
Free Speech-Miki, Jana, Rico
Gitlow v New York, 1925
Dennis v United States, 1951
Feiner v New York, 1951
Texas v Johnson, 1989
Right to Counsel-Reid, Yu Kyoung, Manami
Powell v Alabama, 1932
Betty v Brady, 1942
Escobedo v Illinois, 1964
Gideon v Wainwright, 1963
Death Penalty-Yuji, Jedi, Andre
Gregg v Georgia, 1976
Thompson v Oklahoma, 1988
Furman v Georgia, 1972
Rights of the Accused-Daniel, Tim, Alyssa, Sam
Miranda v Arizona, 1966
Harris v New York, 1971
Michigan v Tucker, 1974
New York v Quarles, 1984
Oregon v Elstad, 1985
Illinois v Perkins, 1990
Segregation in Schools-Estelle, Paul, Terry
Plessy v Ferguson, 1896
Brown v Board of Education of Topeka, 1954
Regents of the University of California v. Bakke, 1978
Parents Involved in Community Schools v. Seattle School District No. 1, 2007
Sunday, November 25, 2007
Week 16, Syllabus
Mr. Ditzenberger, American Government
Time: 5 Periods, 3:45 Unit 2, Civics Week: 16 Dates: November 26-30
Objectives:
1. Students will list, from memory, the major steps in a bill becoming a law.
2. Students will examine the intangible, behind the scenes process of passing legislation.
3. Students will observe the legislative process in a committee on CSPAN and witness the questioning of Gordon Brown in Parliament.
4. Students will take a mini-test on the legislative branch.
5. Students will learn about the basic elements of the executive branch’s chief position, the off ice of the president.
6. Students will explore and evaluate the function and significance of the major departments that constitute the cabinet of the executive branch.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html;
Monday
Continue with the simulation…
1. a speaker and whips are chosen for the House. The remaining people divide themselves equally into Dems or Reps.
2. Bill is introduced into a committee (chosen from one of the committees that students are familiar with). After testimony from a special interest group (real or imaginary), the bill is given an official name and reported favorably.
3. The bill is introduced to the entire house. Debate ensues, amendments are tacked on, including some pork, and then it is passed.
4. The bill goes to the Senate. There is a filibuster in the Senate until and interest group (in the guise of a grassroots letter writing campaign) puts pressure on the “filibustering” senators to remove the filibuster.
5. Additional amendments and revisions are made.
6. 2 people from the Senate and 2 from the House are elected for the conference committee.
7. The bill is signed by the Speaker of the House and the Senate Majority Leader and sent to the White House.
Tuesday.
1. How a Bill Really Becomes a Law
2. CSPAN-FISA deliberations (roll call)-46:50 minutes.54:40-Specter, Durbin, Hatch. http://www.c-span.org/homepage.asp?Cat=Current_Event&Code=Congress&ShowVidNum=7&Rot_Cat_CD=Congress&Rot_HT=&Rot_WD=&ShowVidDays=365&ShowVidDesc=&ArchiveDays=30
3. http://www.c-span.org/homepage.asp?Cat=Series&Code=PMQ&ShowVidNum=10&Rot_Cat_CD=PMQ&Rot_HT=206&Rot_WD=&ShowVidDays=100&ShowVidDesc=&ArchiveDays=365
4. Amendment process lecture.
Wednesday
1. Read pages 129-132.
2. Answer questions 3-a, b, and c.
3. Answer #s 1 and 2 on page 133.
Thursday
1. Mini Test.
2. Executive Branch Lecture
3. Homework-page 147, numbers two and three.
Friday
1. Executive Branch Lecture continued (in computer lab)
2. Homework-page 146, numbers one and three.
Time: 5 Periods, 3:45 Unit 2, Civics Week: 16 Dates: November 26-30
Objectives:
1. Students will list, from memory, the major steps in a bill becoming a law.
2. Students will examine the intangible, behind the scenes process of passing legislation.
3. Students will observe the legislative process in a committee on CSPAN and witness the questioning of Gordon Brown in Parliament.
4. Students will take a mini-test on the legislative branch.
5. Students will learn about the basic elements of the executive branch’s chief position, the off ice of the president.
6. Students will explore and evaluate the function and significance of the major departments that constitute the cabinet of the executive branch.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html;
Monday
Continue with the simulation…
1. a speaker and whips are chosen for the House. The remaining people divide themselves equally into Dems or Reps.
2. Bill is introduced into a committee (chosen from one of the committees that students are familiar with). After testimony from a special interest group (real or imaginary), the bill is given an official name and reported favorably.
3. The bill is introduced to the entire house. Debate ensues, amendments are tacked on, including some pork, and then it is passed.
4. The bill goes to the Senate. There is a filibuster in the Senate until and interest group (in the guise of a grassroots letter writing campaign) puts pressure on the “filibustering” senators to remove the filibuster.
5. Additional amendments and revisions are made.
6. 2 people from the Senate and 2 from the House are elected for the conference committee.
7. The bill is signed by the Speaker of the House and the Senate Majority Leader and sent to the White House.
Tuesday.
1. How a Bill Really Becomes a Law
2. CSPAN-FISA deliberations (roll call)-46:50 minutes.54:40-Specter, Durbin, Hatch. http://www.c-span.org/homepage.asp?Cat=Current_Event&Code=Congress&ShowVidNum=7&Rot_Cat_CD=Congress&Rot_HT=&Rot_WD=&ShowVidDays=365&ShowVidDesc=&ArchiveDays=30
3. http://www.c-span.org/homepage.asp?Cat=Series&Code=PMQ&ShowVidNum=10&Rot_Cat_CD=PMQ&Rot_HT=206&Rot_WD=&ShowVidDays=100&ShowVidDesc=&ArchiveDays=365
4. Amendment process lecture.
Wednesday
1. Read pages 129-132.
2. Answer questions 3-a, b, and c.
3. Answer #s 1 and 2 on page 133.
Thursday
1. Mini Test.
2. Executive Branch Lecture
3. Homework-page 147, numbers two and three.
Friday
1. Executive Branch Lecture continued (in computer lab)
2. Homework-page 146, numbers one and three.
Thursday, November 22, 2007
Emailing: Chapter 12, Civil War
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Monday, November 19, 2007
Syllabus, Week 15
Mr. Ditzenberger, American Government
Time: 3 Periods, 2:15
Unit 2, Civics
Week: 15 Dates: November 19-20
Objectives:
1. Students will define key vocabulary words related to the legislative branch and process.
2. Students will compare the two houses of Congress.
3. Students will simulate the process of a bill becoming a law.
4. Students will list, from memory, the major steps in a bill becoming a law.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html;
Monday
1. Finish Congress Lecture.
2. Finish vocabulary by Wednesday.
3. Homework: page 108, 2 and 3-a and b, due tomorrow.
Bicameral legislature Censure Congressional Immunity
Expulsion Gerrymandering Joint committee
Reapportioned Sessions Subcommittees
Whips Appropriations Contempt of Congress
Elastic clause Impeachment Bills
Concurrent resolutions Filibuster House Rules Committee
Franking Privilege Majority Party Minority Party
Currency Power Elastic Clause Oversight function
4. Discuss articles.
5. Discuss surveillance article: http://www.bloomberg.com/apps/news?pid=20601087&sid=auVHWErvi3HM&refer=home
6. Organization of Congress
Tuesday.
1.Quiz on Congress Lecture (from Friday and Monday).
1. How many representatives are in the House?
2. Why are there differences in the qualifications between senators and representatives?
3. What are some differences between the two houses of Congress?
4. Which branch approves and rejects treaties and appointments?
5. Was it a good idea to cap the House at the number mentioned in your answer to number one? Why or why not?
6. Bonus: Who appoints a new senator if the previous died or resigned?
2. Continue organization of Congress Lecture.
3. Congress Chart Lecture/How a Bill Becomes a Law
4. How a Bill Becomes a Law Worksheet
5. How a Bill Really Becomes a Law Article
Wednesday
Simulation-
1. a speaker and whips are chosen for the House. The remaining people divide themselves equally into Dems or Reps.
2. Bill is introduced into a committee (chosen from one of the committees that students are familiar with). After testimony from a special interest group (real or imaginary), the bill is given an official name and reported favorably.
3. The bill is introduced to the entire house. Debate ensues, amendments are tacked on, including some pork, and then it is passed.
4. The bill goes to the Senate. There is a filibuster in the Senate until and interest group (in the guise of a grassroots letter writing campaign) puts pressure on the “filibustering” senators to remove the filibuster.
5. Additional amendments and revisions are made.
6. 2 people from the Senate and 2 from the House are elected for the conference committee.
7. The bill is signed by the Speaker of the House and the Senate Majority Leader and sent to the White House.
Thursday-holiday
Friday-holiday
Time: 3 Periods, 2:15
Unit 2, Civics
Week: 15 Dates: November 19-20
Objectives:
1. Students will define key vocabulary words related to the legislative branch and process.
2. Students will compare the two houses of Congress.
3. Students will simulate the process of a bill becoming a law.
4. Students will list, from memory, the major steps in a bill becoming a law.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html;
Monday
1. Finish Congress Lecture.
2. Finish vocabulary by Wednesday.
3. Homework: page 108, 2 and 3-a and b, due tomorrow.
Bicameral legislature Censure Congressional Immunity
Expulsion Gerrymandering Joint committee
Reapportioned Sessions Subcommittees
Whips Appropriations Contempt of Congress
Elastic clause Impeachment Bills
Concurrent resolutions Filibuster House Rules Committee
Franking Privilege Majority Party Minority Party
Currency Power Elastic Clause Oversight function
4. Discuss articles.
5. Discuss surveillance article: http://www.bloomberg.com/apps/news?pid=20601087&sid=auVHWErvi3HM&refer=home
6. Organization of Congress
Tuesday.
1.Quiz on Congress Lecture (from Friday and Monday).
1. How many representatives are in the House?
2. Why are there differences in the qualifications between senators and representatives?
3. What are some differences between the two houses of Congress?
4. Which branch approves and rejects treaties and appointments?
5. Was it a good idea to cap the House at the number mentioned in your answer to number one? Why or why not?
6. Bonus: Who appoints a new senator if the previous died or resigned?
2. Continue organization of Congress Lecture.
3. Congress Chart Lecture/How a Bill Becomes a Law
4. How a Bill Becomes a Law Worksheet
5. How a Bill Really Becomes a Law Article
Wednesday
Simulation-
1. a speaker and whips are chosen for the House. The remaining people divide themselves equally into Dems or Reps.
2. Bill is introduced into a committee (chosen from one of the committees that students are familiar with). After testimony from a special interest group (real or imaginary), the bill is given an official name and reported favorably.
3. The bill is introduced to the entire house. Debate ensues, amendments are tacked on, including some pork, and then it is passed.
4. The bill goes to the Senate. There is a filibuster in the Senate until and interest group (in the guise of a grassroots letter writing campaign) puts pressure on the “filibustering” senators to remove the filibuster.
5. Additional amendments and revisions are made.
6. 2 people from the Senate and 2 from the House are elected for the conference committee.
7. The bill is signed by the Speaker of the House and the Senate Majority Leader and sent to the White House.
Thursday-holiday
Friday-holiday
Friday, November 16, 2007
Wednesday, November 14, 2007
Sunday, November 11, 2007
Syllabus, Week 14
| Mr. Ditzenberger, American Government | ||
| Time: 5 Periods, 3:45 hours | Unit 2, Civics | Week: 14 Dates: November 12-16 |
| Objectives: 1. Students will simulate the presidential election process and research the election process in their own country. 2. Students will develop an understanding of the evolution of democracy in the | ||
| Materials: Textbook, http://ditzenberger.blogspot.com/index.html; | ||
| Monday 1. Discuss election process in other countries-5 to 10 min 2. Election simulation. a) campaign-two issues are the War on Terror and Social Security. Each candidate can make a two minute speech. dem v dem; rep v rep. Their campaign teams make up commercials. (Speeches, commercials-positive and attack ads). b) Paper, rock, scissors vote. c) Dem and Rep go head to head (looser in the primary is the VP running mate with the winner). d) Electoral College process. Determine two scenarios in which candidates could win the popular vote, but loose the electoral college vote. Population of states (zip drive). | ||
| Tuesday. 1. Continue with election simulation. | ||
| Wednesday 2. Test | ||
| Thursday 1. Vocabulary-due Monday. Legislative Branch: Bicameral legislature Censure Congressional Immunity Expulsion Gerrymandering Joint committee Reapportioned Sessions Subcommittees Whips Appropriations Contempt of Congress Elastic clause Impeachment Bills Concurrent resolutions Filibuster House Rules Committee Franking Privilege Majority Party Minority Party Currency Power Elastic Clause Oversight function 2. Introduction to Congress (announce quiz tomorrow) 3. Homework: 3 a and b, 4: Evaluating. | ||
| Friday- 1. Homework: Current Event relating to a bill that has recently (past month) or currently been voted on. 2. Quiz on yesterday’s lecture.
| ||
Tuesday, November 6, 2007
Test Review
3 main functions of a political party, 3 ways a citizen can loose citizenship, example of a 1, 2, and multiparty gov, names of 4 pol parties studied in class, brief expl/summary of America’s two main pol parties, 2 benefits and 2 criticisms of pol parties in Amer, define lobbyist and give an ex. of the type of organ he/she would work for, be familiar with interest group examples, characteristics of interest groups, mass media examples, qualifications of a naturalized citizen, purposes/functions of inter. Groups, youtube, the electoral college, presidential election process, suffrage definition, 12 questions that describe pol parties.
Sunday, November 4, 2007
Syllabus Week 13
Mr. Ditzenberger, American Government
Time: 3 Periods, 2:15 hours
Unit 2, Civics
Week: 13 Dates: November 5-7
Objectives:
1. Students will analyze the political viewpoints of survey participants and compare them to party platforms.
2. Students will analyze information from different media sources.
3. Students will take a pop quiz as a reminder that they should be aware that the syllabus is posted for their benefit and they can check it for make-up work.
4. Students will simulate the presidential election process and research the election process in their own country.
5. Students will develop an understanding of the evolution of democracy in the United States by listing the main events in voting history.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html;
Monday
Test review sheet (Test next Tuesday).
Analysis of survey results.
Analysis of media results.
Homework: How is the president or prime minister elected in your country? Write a paragraph summarizing the process. Also write down your passion project idea. Due by Wednesday, Section four, numbers one and two (a and b), due by Wednesday.
Pop Quiz tomorrow.
Tuesday.
1. Pop Quiz (to see if students pay attention to the blog or the posting outside the room).
a) What candidate’s video are we watching in class today?
b) What would a libertarian think about public education?
c) What was the example given of a cause group in last week’s presentation?
d) How is a two party system different than a one party system?
e) Name one issue where the Libertarians are similar to the Green party.
f) For number six, write down what your passion project topic is. If I approve it, it is worth a bonus point.
2. McCain videos on blog.
3. Election simulation.
a) campaign-two issues are the War on Terror and Social Security. Each candidate can make a two minute speech. dem v dem; rep v rep. Their campaign teams make up commercials. (Speeches, commercials-positive and attack ads).
b) Paper, rock, scissors vote.
c) Dem and Rep go head to head (looser in the primary is the VP running mate with the winner).
d) Electoral College process. Determine two scenarios in which candidates could win the popular vote, but loose the electoral college vote. Population of states (zip drive).
Wednesday
1. Continue with election simulation.
2. Voting history lecture
Thursday
1. Deepavali.
Friday-
1. No school-teacher’s in-service.
Time: 3 Periods, 2:15 hours
Unit 2, Civics
Week: 13 Dates: November 5-7
Objectives:
1. Students will analyze the political viewpoints of survey participants and compare them to party platforms.
2. Students will analyze information from different media sources.
3. Students will take a pop quiz as a reminder that they should be aware that the syllabus is posted for their benefit and they can check it for make-up work.
4. Students will simulate the presidential election process and research the election process in their own country.
5. Students will develop an understanding of the evolution of democracy in the United States by listing the main events in voting history.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html;
Monday
Test review sheet (Test next Tuesday).
Analysis of survey results.
Analysis of media results.
Homework: How is the president or prime minister elected in your country? Write a paragraph summarizing the process. Also write down your passion project idea. Due by Wednesday, Section four, numbers one and two (a and b), due by Wednesday.
Pop Quiz tomorrow.
Tuesday.
1. Pop Quiz (to see if students pay attention to the blog or the posting outside the room).
a) What candidate’s video are we watching in class today?
b) What would a libertarian think about public education?
c) What was the example given of a cause group in last week’s presentation?
d) How is a two party system different than a one party system?
e) Name one issue where the Libertarians are similar to the Green party.
f) For number six, write down what your passion project topic is. If I approve it, it is worth a bonus point.
2. McCain videos on blog.
3. Election simulation.
a) campaign-two issues are the War on Terror and Social Security. Each candidate can make a two minute speech. dem v dem; rep v rep. Their campaign teams make up commercials. (Speeches, commercials-positive and attack ads).
b) Paper, rock, scissors vote.
c) Dem and Rep go head to head (looser in the primary is the VP running mate with the winner).
d) Electoral College process. Determine two scenarios in which candidates could win the popular vote, but loose the electoral college vote. Population of states (zip drive).
Wednesday
1. Continue with election simulation.
2. Voting history lecture
Thursday
1. Deepavali.
Friday-
1. No school-teacher’s in-service.
Saturday, November 3, 2007
Friday, November 2, 2007
2nd Quarter Project
Government Passion Project
What is it that you are passionate about in government? For some of you, it is almost everything. Criticizing your own government comes naturally, expressing your opinion is second nature, and you cannot wait to vote. For others, you would readily give your life for your own country! For others still, you are passionate about Darfur or other civil rights issues. And there are still some who might simply be passionate about having the freedom to run your own business without undue interference from the government. Any issue that relates to the government may be addressed. Please get your topic and your form of presenting it to me and/or the class pre-approved in writing from me.
You can even present your findings according to your passion. You can create something-a short story, a play, a poem, a song/rap, give an oral presentation, or write out your findings in report form.
God has given you gifts that you can use to pursue the passions he has put inside of you and hopefully make a difference for God’s glory. You may not be a politician someday, but many of the people who have made the biggest difference in this world have not been politicians by profession. They have been ministers, doctors, missionaries, journalists, lawyers (yes, lawyers can do some good) even teachers that are have been used by God to bring about tremendous positive change. Pursuing your passion is often tantamount to pursuing the dreams God has for you so take some time to think about the project that you would like to pursue.
I am not going to give you a specific length requirement. You must decide whether you have covered the topic thoroughly. If you have not, you have simply cheated yourself (and others who could benefit) of an important step in pursuing the passion that God has given you. If you decide to write a paper, it should be about five to seven pages long. So, if you chose to present in another way besides a paper, the work involved in your project should represent a roughly equal amount of work that would be required of a high quality, five to seven page report.
I will try to get a rubric out to you soon. If in the form of a written report, the paper should be submitted on December 4th. If you want to present something to the class, you should be prepared to do a 10 minute (maximum) presentation sometime during the previous week (the 26th-30th). I may need to limit the number of presentations for the sake of class time.
What is it that you are passionate about in government? For some of you, it is almost everything. Criticizing your own government comes naturally, expressing your opinion is second nature, and you cannot wait to vote. For others, you would readily give your life for your own country! For others still, you are passionate about Darfur or other civil rights issues. And there are still some who might simply be passionate about having the freedom to run your own business without undue interference from the government. Any issue that relates to the government may be addressed. Please get your topic and your form of presenting it to me and/or the class pre-approved in writing from me.
You can even present your findings according to your passion. You can create something-a short story, a play, a poem, a song/rap, give an oral presentation, or write out your findings in report form.
God has given you gifts that you can use to pursue the passions he has put inside of you and hopefully make a difference for God’s glory. You may not be a politician someday, but many of the people who have made the biggest difference in this world have not been politicians by profession. They have been ministers, doctors, missionaries, journalists, lawyers (yes, lawyers can do some good) even teachers that are have been used by God to bring about tremendous positive change. Pursuing your passion is often tantamount to pursuing the dreams God has for you so take some time to think about the project that you would like to pursue.
I am not going to give you a specific length requirement. You must decide whether you have covered the topic thoroughly. If you have not, you have simply cheated yourself (and others who could benefit) of an important step in pursuing the passion that God has given you. If you decide to write a paper, it should be about five to seven pages long. So, if you chose to present in another way besides a paper, the work involved in your project should represent a roughly equal amount of work that would be required of a high quality, five to seven page report.
I will try to get a rubric out to you soon. If in the form of a written report, the paper should be submitted on December 4th. If you want to present something to the class, you should be prepared to do a 10 minute (maximum) presentation sometime during the previous week (the 26th-30th). I may need to limit the number of presentations for the sake of class time.
Monday, October 29, 2007
Week 12, Syllabus
Mr. Ditzenberger, American Government
Time: 5 Periods, 3:30 hours
Unit 2, Civics
Week: 12 Dates: October 29-November 2
Objectives:
1. Students will analyze their personal political identity in terms of the left/right and authoritarian/libertarian axis.
2. Students will summarize and evaluate a current event relating to influencing the government.
3. Students will categorize the different interest groups and rank the ways in which they influence government.
4. Students will analyze the results of their survey.
5. Students will analyze the role of the media in the United States and learn the strengths and weaknesses of media sources.
6. Students will recite the general order in which the president of the U.S. is elected to office.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, game materials.
Monday
Discuss results of political surveys (individual results from last week). Work on Surveys.
Report on citizenship findings from passport countries.
Watch citizen videos from Denver Post.
Current Event-find an article relating to influencing politics-protest, vote, letter writing campaign, interest group, a lobbyist, etc. Due Wednesday.
Tuesday.
1. Opener: Plessy vs. Ferguson
2. Citizenship Test
3. Interest Groups
Wednesday
1. Opener: Should a person’s religious views influence their political views? Also, to what degree should Christians try to influence public policy?
2. Turn in homework-current event.
3. Analyze results of survey
4. Prepare for activity tomorrow. Bring in three articles, one from a local newspaper (Denver Post or Houston Chronicle, and a national paper (NYT, Wall Street Journal, USA today), do the same for Fox News and CNN, and the same for a magaizine, Time/Insight Magazine www.insightmag.com , Economist, or National Review. Analysis will be done in class.
5. Handout test review sheet.
Thursday
1. Analyze media sources.
Friday-
1. Discussion of election process (primary, general elections, local elections, referendum, etc.) and electoral college process.
Time: 5 Periods, 3:30 hours
Unit 2, Civics
Week: 12 Dates: October 29-November 2
Objectives:
1. Students will analyze their personal political identity in terms of the left/right and authoritarian/libertarian axis.
2. Students will summarize and evaluate a current event relating to influencing the government.
3. Students will categorize the different interest groups and rank the ways in which they influence government.
4. Students will analyze the results of their survey.
5. Students will analyze the role of the media in the United States and learn the strengths and weaknesses of media sources.
6. Students will recite the general order in which the president of the U.S. is elected to office.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, game materials.
Monday
Discuss results of political surveys (individual results from last week). Work on Surveys.
Report on citizenship findings from passport countries.
Watch citizen videos from Denver Post.
Current Event-find an article relating to influencing politics-protest, vote, letter writing campaign, interest group, a lobbyist, etc. Due Wednesday.
Tuesday.
1. Opener: Plessy vs. Ferguson
2. Citizenship Test
3. Interest Groups
Wednesday
1. Opener: Should a person’s religious views influence their political views? Also, to what degree should Christians try to influence public policy?
2. Turn in homework-current event.
3. Analyze results of survey
4. Prepare for activity tomorrow. Bring in three articles, one from a local newspaper (Denver Post or Houston Chronicle, and a national paper (NYT, Wall Street Journal, USA today), do the same for Fox News and CNN, and the same for a magaizine, Time/Insight Magazine www.insightmag.com , Economist, or National Review. Analysis will be done in class.
5. Handout test review sheet.
Thursday
1. Analyze media sources.
Friday-
1. Discussion of election process (primary, general elections, local elections, referendum, etc.) and electoral college process.
Thursday, October 25, 2007
Political Survey Assignment Requirments
1. 10-15 questions
2. Simple questions.
3. Cover a variety of issues that would help create a profile of whether the person is a Rep of Dem.
4. Demographics-party affiliation, name (optional), age, gender
5. All on one side of one sheet if possible
6. At least 10 adults, age 21 and over if possible
7. Due Tuesday, October 30.
2. Simple questions.
3. Cover a variety of issues that would help create a profile of whether the person is a Rep of Dem.
4. Demographics-party affiliation, name (optional), age, gender
5. All on one side of one sheet if possible
6. At least 10 adults, age 21 and over if possible
7. Due Tuesday, October 30.
Wednesday, October 24, 2007
Week 11, Syllabus
Mr. Ditzenberger, American Government
Time: 5 Periods, 3:30 hours
Unit 2, Civics
Week: 11 Dates: October 22-26
Objectives:
1. Students will compare the beliefs and platforms of political parties in their home country and the U.S.
2. Students will create a political survey that covers a variety of issues-social, pol. (domestic & foreign policy), economic, & moral.
3. Students will learn what their own country requires for citizenship to be earned and maintained.
4. Students will evaluate the merits of the Plessy v Ferguson S.C. case.
5. Students will analyze the results of their surveys and synthesize what they know of pol parties with the results of their surveys.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, game materials.
Monday
Opener: explain the difference between someone on the left and right. Explain the difference between a classical liberal and a neo-liberal.
Complete political party chart.
Hmwrk. www.politicalcompass.org and http://www.theadvocates.org/quiz.html , bring a hard copy or email it to me. Due Tues.
Hmwrk. Read Chapter 18, Section 2. Complete #2-Categorizing, #3, a and b, and #4 (typed), Drawing Conclusions. Due Thur.
Hmwrk. Go to blog & quickly research your own country’s pol parties. Summarize the beliefs of your political party. Due Wed.
Tuesday.
1. Discuss results of surveys.
2. In partners, develop a 10-20 question political identity survey of your own. Find at least 15 people (10 Americans) and have them answer this survey. Bring the results to class on Friday.
Wednesday
Opener: Plessy vs. Ferguson
Citizenship Lecture
Citizen Video from Denver Post
Thursday
Opener: Reflect on: “It is the duty of every citizen according to his best capacities to give validity to his convictions in political affairs.” Albert Einstein, & “Every citizen should be a soldier. This was the case with the Greeks and Romans, and must be that of every free state.”
1. Turn in homework.
2. Citizenship Test
3. Interests Groups Lecture
4. Research citizenship in your home country and give a brief oral report tomorrow in class. Questions that should be answered include: does _______ allow dual citizenship, how can someone become a citizen, how can someone loose their citizenship, etc. Due tomorrow.
Friday-Analysis of Survey Results.
1. Qualitative Analysis-Do you think your applicants matched their political identity very well, fairly well, somewhat confused, very confused.
2. Quantitative Analysis-Choosing five questions, give a point for each question that they answered that parallels their political affiliation. Subtract a point for each answer that does not match or parallel their political affiliation.
3. Based on number two, which question(s) had the highest rate of dissonance (lack of parallel)? Why, in your opinion?
4. Based on number two, which question(s) had the highest rate of resonance (parallel)? Why, in your opinion?
5. What was the question that had the most drastic/extreme answers (one way or another) overall? Why, in your opinion?
6. Find someone else in the class that has a similar or the same question. Compare your results (based on two of the demographic factors [race, gender, etc].
7. Which answer showed the highest level of disagreement (variance) within a political party?
8. Based on what you know of the “left” and “right” description of politics, place eachs political party’s results on a left to right scale. Be sure to include a center on your scale. In other words, where did the democrats that you pooled, as a group, line up?
9. Were any questions difficult for participants to answer that perhaps could have been reworded or discarded altogether?
Time: 5 Periods, 3:30 hours
Unit 2, Civics
Week: 11 Dates: October 22-26
Objectives:
1. Students will compare the beliefs and platforms of political parties in their home country and the U.S.
2. Students will create a political survey that covers a variety of issues-social, pol. (domestic & foreign policy), economic, & moral.
3. Students will learn what their own country requires for citizenship to be earned and maintained.
4. Students will evaluate the merits of the Plessy v Ferguson S.C. case.
5. Students will analyze the results of their surveys and synthesize what they know of pol parties with the results of their surveys.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, game materials.
Monday
Opener: explain the difference between someone on the left and right. Explain the difference between a classical liberal and a neo-liberal.
Complete political party chart.
Hmwrk. www.politicalcompass.org and http://www.theadvocates.org/quiz.html , bring a hard copy or email it to me. Due Tues.
Hmwrk. Read Chapter 18, Section 2. Complete #2-Categorizing, #3, a and b, and #4 (typed), Drawing Conclusions. Due Thur.
Hmwrk. Go to blog & quickly research your own country’s pol parties. Summarize the beliefs of your political party. Due Wed.
Tuesday.
1. Discuss results of surveys.
2. In partners, develop a 10-20 question political identity survey of your own. Find at least 15 people (10 Americans) and have them answer this survey. Bring the results to class on Friday.
Wednesday
Opener: Plessy vs. Ferguson
Citizenship Lecture
Citizen Video from Denver Post
Thursday
Opener: Reflect on: “It is the duty of every citizen according to his best capacities to give validity to his convictions in political affairs.” Albert Einstein, & “Every citizen should be a soldier. This was the case with the Greeks and Romans, and must be that of every free state.”
1. Turn in homework.
2. Citizenship Test
3. Interests Groups Lecture
4. Research citizenship in your home country and give a brief oral report tomorrow in class. Questions that should be answered include: does _______ allow dual citizenship, how can someone become a citizen, how can someone loose their citizenship, etc. Due tomorrow.
Friday-Analysis of Survey Results.
1. Qualitative Analysis-Do you think your applicants matched their political identity very well, fairly well, somewhat confused, very confused.
2. Quantitative Analysis-Choosing five questions, give a point for each question that they answered that parallels their political affiliation. Subtract a point for each answer that does not match or parallel their political affiliation.
3. Based on number two, which question(s) had the highest rate of dissonance (lack of parallel)? Why, in your opinion?
4. Based on number two, which question(s) had the highest rate of resonance (parallel)? Why, in your opinion?
5. What was the question that had the most drastic/extreme answers (one way or another) overall? Why, in your opinion?
6. Find someone else in the class that has a similar or the same question. Compare your results (based on two of the demographic factors [race, gender, etc].
7. Which answer showed the highest level of disagreement (variance) within a political party?
8. Based on what you know of the “left” and “right” description of politics, place eachs political party’s results on a left to right scale. Be sure to include a center on your scale. In other words, where did the democrats that you pooled, as a group, line up?
9. Were any questions difficult for participants to answer that perhaps could have been reworded or discarded altogether?
Political Parties
Green Party
Taxes-progressive
Health Care-nationalized health care; universal
Military Spending-supports right to conscientious objection; lower budget
Social Security-no privatization of social security
Education-support choice w/in public schools.
Gay/Lesbian Rights-support G/L rights; gay marriage
Budget and Economy-equitable distribution of wealth among nations
Death Penalty-opposes; focus on crime prevention
Energy/Environment-(highly) tax industrial pollution; conservation and efficiency
Foreign Policy-withdraw forces; maintain peace; support social and economic justice
Gun Control-require a 3-5 day background check; severe restriction on Am 2
Immigration-immigr. not to blame for social and econ problems (amnesty)
Religion-support right to choose religion; separation between gov and religion
Homelessness-strong support-funding for shelters; provide opportunities for unemployed
Democratic Party
Taxes-cutting for middle class, high for upper class; progressive
Health Care-universal health care
Military Spending-sustain spending rate
Social Security-oppose privatization of social security; oppose raising retirement age
Education-choice for public schools, opposed vouchers
Gay/Lesbian Rights-support full benefits for homosexual couples
Budget and Economy-cut deficit in half in four years
Death Penalty-oppose
Energy/Environment-believe a healthy economy and environment not mutually exclusive
Foreign Policy-withdrawing forces; improving America’s image; smaller military, free trade
Gun Control-more restrictions on gun control
Immigration-in favor of amnesty for illegal immigrant
Religion-strong separation between church and state
Homelessness-government active in providing services for homeless.
Republican
Taxes-lower taxes for economic growth and to help families
Health Care-reform medicare, reform malpractice law
Military Spending-spend more on defense
Social Security-initiate a partial privatization plan; raise the retirement age
Education-support choice more strongly; strong supporters of vouchers
Gay/Lesbian rights-for an individual’s right for sexual preference, but not to change or redefine the institution of marriage
Budget and Economy-limit growth in spending; enforce trade agreements (free trade); promote personal saving
Death Penalty-support
Energy/Environment-support construction of nuclear power plants
Foreign Policy-achieve security and democracy for Iraq people. Strong overseas, safe at home.
Guns/Gun Control-strong supporters of Amendment 2
Immigration-reform immigration-legal, safe, orderly, and humane.
Religion-allow for some federal support of religious programs and recognize their efficacy
Homelessness-private solutions to problem of homelessness
Libertarian
Taxes-believe taxes are a legal form of theft
Health Care-extremely little support for health care programs
Military Spending-very small military; local militias
Social Security-abolish S.S.. Privatize it based on the individual
Educate-no public schools. Individuals responsible for educating themselves
Gay/Lesbian Rights-gov should have no say in private personal decisions
Budget/Economy-shrink the budget to bare essentials
Death Penalty-support it because criminals should be held responsible
Energy/Environment-abolish sovereign immunity and make governments responsible for their actions. There would be private ownership of land and animals.
Foreign Policy/Iraq-limit foreign aid (doesn’t produce good results). Improve US economy so US can invest abroad and pursue free trade.
Guns/Gun Control-strongly support Am 2. They think politicians and police should encourage gun ownership and educational training programs.
Immigration-Supports free and open immigration; immigrants do not have same economic benefits as citizens
Religion-gov should not meddle in religion
Homelessness-private groups should help these people. The gov. should not be involved in this because they don’t do a good job.
Taxes-progressive
Health Care-nationalized health care; universal
Military Spending-supports right to conscientious objection; lower budget
Social Security-no privatization of social security
Education-support choice w/in public schools.
Gay/Lesbian Rights-support G/L rights; gay marriage
Budget and Economy-equitable distribution of wealth among nations
Death Penalty-opposes; focus on crime prevention
Energy/Environment-(highly) tax industrial pollution; conservation and efficiency
Foreign Policy-withdraw forces; maintain peace; support social and economic justice
Gun Control-require a 3-5 day background check; severe restriction on Am 2
Immigration-immigr. not to blame for social and econ problems (amnesty)
Religion-support right to choose religion; separation between gov and religion
Homelessness-strong support-funding for shelters; provide opportunities for unemployed
Democratic Party
Taxes-cutting for middle class, high for upper class; progressive
Health Care-universal health care
Military Spending-sustain spending rate
Social Security-oppose privatization of social security; oppose raising retirement age
Education-choice for public schools, opposed vouchers
Gay/Lesbian Rights-support full benefits for homosexual couples
Budget and Economy-cut deficit in half in four years
Death Penalty-oppose
Energy/Environment-believe a healthy economy and environment not mutually exclusive
Foreign Policy-withdrawing forces; improving America’s image; smaller military, free trade
Gun Control-more restrictions on gun control
Immigration-in favor of amnesty for illegal immigrant
Religion-strong separation between church and state
Homelessness-government active in providing services for homeless.
Republican
Taxes-lower taxes for economic growth and to help families
Health Care-reform medicare, reform malpractice law
Military Spending-spend more on defense
Social Security-initiate a partial privatization plan; raise the retirement age
Education-support choice more strongly; strong supporters of vouchers
Gay/Lesbian rights-for an individual’s right for sexual preference, but not to change or redefine the institution of marriage
Budget and Economy-limit growth in spending; enforce trade agreements (free trade); promote personal saving
Death Penalty-support
Energy/Environment-support construction of nuclear power plants
Foreign Policy-achieve security and democracy for Iraq people. Strong overseas, safe at home.
Guns/Gun Control-strong supporters of Amendment 2
Immigration-reform immigration-legal, safe, orderly, and humane.
Religion-allow for some federal support of religious programs and recognize their efficacy
Homelessness-private solutions to problem of homelessness
Libertarian
Taxes-believe taxes are a legal form of theft
Health Care-extremely little support for health care programs
Military Spending-very small military; local militias
Social Security-abolish S.S.. Privatize it based on the individual
Educate-no public schools. Individuals responsible for educating themselves
Gay/Lesbian Rights-gov should have no say in private personal decisions
Budget/Economy-shrink the budget to bare essentials
Death Penalty-support it because criminals should be held responsible
Energy/Environment-abolish sovereign immunity and make governments responsible for their actions. There would be private ownership of land and animals.
Foreign Policy/Iraq-limit foreign aid (doesn’t produce good results). Improve US economy so US can invest abroad and pursue free trade.
Guns/Gun Control-strongly support Am 2. They think politicians and police should encourage gun ownership and educational training programs.
Immigration-Supports free and open immigration; immigrants do not have same economic benefits as citizens
Religion-gov should not meddle in religion
Homelessness-private groups should help these people. The gov. should not be involved in this because they don’t do a good job.
Friday, October 19, 2007
Wednesday, October 17, 2007
Political Parties
http://www.dpj.or.jp/english/policy/index.html -Japan
http://www.jimin.jp/index.html -Japan (I am not sure if it is a good site)
http://www.undp.kr/ -S. Korea
http://www.hannara.or.kr/ -S. Korea
http://www.pap.org.sg/ -Singapore
http://www.singaporedemocrat.org/index.html -Singapore
http://www.golkar.or.id/ -Indonesia
http://www.kpu.go.id/partai_partai/PKB.php -Indonesia
http://www.jimin.jp/index.html -Japan (I am not sure if it is a good site)
http://www.undp.kr/ -S. Korea
http://www.hannara.or.kr/ -S. Korea
http://www.pap.org.sg/ -Singapore
http://www.singaporedemocrat.org/index.html -Singapore
http://www.golkar.or.id/ -Indonesia
http://www.kpu.go.id/partai_partai/PKB.php -Indonesia
Friday, October 12, 2007
Thursday, October 11, 2007
Friday, September 28, 2007
Week 8, Syllabus
Mr. Ditzenberger, American Government
Time: 5 Periods, 3:30 hours
Unit 1Lesson: U.S. Constitution
Week: 8 Dates: October 1-5
Objectives:
1. Students will develop their understanding of basic constitutional principles by finding examples within the constitution.
2. Students will analyze the Bill of Rights and what each amendment affords citizens of the U.S.
3. Students will write a letter to a governmental official about a change they would suggest in their passport country.
4. Students will analyze the pros and cons of different issues that are contested in today’s political world.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, game materials.
Monday
Turn in Homework!!! Recite the preamble before the end of the day.
Opener: tell someone in your group what is contained in the first seven articles of the constitution.
OQ-Just for fun.
Finish Power Grab game.
Lecture, Bill of Rights
Study for test on Friday.
Tuesday.
1. Opener: Tell someone two things you learned about the Bill of Rights yesterday.
2. Finish Bill of Rights lecture.
3. Bill of Rights Game
Wednesday
1. Opener: “The Constitution is not an instrument for the government to restrain the people; it is an instrument for the people to restrain the government – lest it come to dominate our lives and interests.” –Patrick Henry Do you agree? Why or why not?
2. Finish Bill of Rights Game
3. Constitutional Cube activity
Thursday
1. Opener: Plessy vs. Ferguson
2. Constitution Test if time permits
3. Write a letter to a representative, minister (secretary), or another elected official about a civil rights issue in your country that concerns you. Due Monday.
Friday
Debate: Death Penalty and Patriot Act (or students will choose a government related topics)
Time: 5 Periods, 3:30 hours
Unit 1Lesson: U.S. Constitution
Week: 8 Dates: October 1-5
Objectives:
1. Students will develop their understanding of basic constitutional principles by finding examples within the constitution.
2. Students will analyze the Bill of Rights and what each amendment affords citizens of the U.S.
3. Students will write a letter to a governmental official about a change they would suggest in their passport country.
4. Students will analyze the pros and cons of different issues that are contested in today’s political world.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, game materials.
Monday
Turn in Homework!!! Recite the preamble before the end of the day.
Opener: tell someone in your group what is contained in the first seven articles of the constitution.
OQ-Just for fun.
Finish Power Grab game.
Lecture, Bill of Rights
Study for test on Friday.
Tuesday.
1. Opener: Tell someone two things you learned about the Bill of Rights yesterday.
2. Finish Bill of Rights lecture.
3. Bill of Rights Game
Wednesday
1. Opener: “The Constitution is not an instrument for the government to restrain the people; it is an instrument for the people to restrain the government – lest it come to dominate our lives and interests.” –Patrick Henry Do you agree? Why or why not?
2. Finish Bill of Rights Game
3. Constitutional Cube activity
Thursday
1. Opener: Plessy vs. Ferguson
2. Constitution Test if time permits
3. Write a letter to a representative, minister (secretary), or another elected official about a civil rights issue in your country that concerns you. Due Monday.
Friday
Debate: Death Penalty and Patriot Act (or students will choose a government related topics)
Constitution Exercise-Summaries
Article I
Section 1-all legislative powers are vested in Congress
Section 2-requirments for members of the H of R; also defines # per state and area
Section 3-2 senators/state. No senators under 30. Defines Senate’s power (try impeachments)
Section 4-elections determined by the states, but Congress can change it.
Purpose-details, rules and regulations, vetoes of the H of R
Section 5-how the houses are run
Section 6-the treatment of reps and senators
Section 7- process of passing and vetoing bills
Purpose-define the parameters that congress can act w/in. Outlines what states cannot do.
Section 8-powers of congress. 1) econ decisions 2) military 3) justice 4)infrastructure
Section 9-slavery until 1808, privilege of Writ of Habeas Corpus, gov officer can’t have any noble title
Section 10-outlines of what states cannot do, especially regarding state taxation, states can’t engage in war in times of peace
Article II
Purpose-executive power invested in the pres, electoral process establ., powers of pres are outlined
Section 1-electoral college, exec is president, qualifications for who can be pres, Section 2-commander and chief of military,
Section 3-pres obligated to give state of the union
Section 4-president can be impeached
Article III
Purpose-define judicial power
Section 1-greatest power to Supreme Court, which congress can establish, no term limits,
Section 2-jurisdiction of the S.C., trial by jury (except in impeachment)
Section 3-definition of treason
Article IV
Purpose-States’ place in the constitution/government
Section 1-full faith and credit clause, (states should respect other states)
Section 2-one state can’t discriminate against citizens of other states
Section 3-process of admitting new states
Section 4-all states are required to have a republican form of government
Article V
Amendments-2/3 congress or 2/3 states call convention (never happened), ratified by ¾ of states, or ¾ of conventions (happened once, repeal of 18th by 21st)
Article VI –constitution is the supreme law of the land
Article VII-ratification
Section 1-all legislative powers are vested in Congress
Section 2-requirments for members of the H of R; also defines # per state and area
Section 3-2 senators/state. No senators under 30. Defines Senate’s power (try impeachments)
Section 4-elections determined by the states, but Congress can change it.
Purpose-details, rules and regulations, vetoes of the H of R
Section 5-how the houses are run
Section 6-the treatment of reps and senators
Section 7- process of passing and vetoing bills
Purpose-define the parameters that congress can act w/in. Outlines what states cannot do.
Section 8-powers of congress. 1) econ decisions 2) military 3) justice 4)infrastructure
Section 9-slavery until 1808, privilege of Writ of Habeas Corpus, gov officer can’t have any noble title
Section 10-outlines of what states cannot do, especially regarding state taxation, states can’t engage in war in times of peace
Article II
Purpose-executive power invested in the pres, electoral process establ., powers of pres are outlined
Section 1-electoral college, exec is president, qualifications for who can be pres, Section 2-commander and chief of military,
Section 3-pres obligated to give state of the union
Section 4-president can be impeached
Article III
Purpose-define judicial power
Section 1-greatest power to Supreme Court, which congress can establish, no term limits,
Section 2-jurisdiction of the S.C., trial by jury (except in impeachment)
Section 3-definition of treason
Article IV
Purpose-States’ place in the constitution/government
Section 1-full faith and credit clause, (states should respect other states)
Section 2-one state can’t discriminate against citizens of other states
Section 3-process of admitting new states
Section 4-all states are required to have a republican form of government
Article V
Amendments-2/3 congress or 2/3 states call convention (never happened), ratified by ¾ of states, or ¾ of conventions (happened once, repeal of 18th by 21st)
Article VI –constitution is the supreme law of the land
Article VII-ratification
Tuesday, September 25, 2007
Monday, September 24, 2007
Week 7, Syllabus
Mr. Ditzenberger, American Government
Time: 5 Periods, 3:30 hours
Unit 1 Lesson: U.S. Constitution
Week: 7 Dates: September 24-28
Objectives:
1. Students will analyze the benefits and results of compromise in the formation of the Constitution.
2. Students will list and summarize the main components of each of the seven articles.
3. Students will develop an understanding of the principles of constitutional government through a game.
4. Students will discuss the Bill of Rights in a teacher led lecture.
5. Students will reflect on the importance of constitutional principles in their own lives.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, game materials.
Monday
Opener: Turn to your new neighbor and compliment them. Then tell them why the A of C were weak.
Survey-Christmas party.
Compromises.
Tuesday.
1. Opener: Find someone from another group and decide whether they are a big state or a small state. Then tell them what they would get out of the new Constitution.
2. Directions: Using a copy of the Constitution, answer the following questions. Do NOT read the document—just look at it (10 minutes).
a. How many separate sections (called articles) does the Constitution have?
b. How many pages is the Constitution? Is it longer or shorter than you expected?
c. How does the length compare to the ICS student handbook?
d. The first article is about the legislative branch, the second article is about the executive branch, and the third article deals
with the judicial branch. Without reading the articles themselves, what can you infer about how the Founders viewed these
three branches of government?
e. What can you tell about the Constitution based on the way it is organized?
f. How many people signed the Constitution?
g. Is this number higher or lower than you expected?
h. What do you notice about the makeup of the list of signers?
3. Form groups based on the Constitution card that you received (20 minutes).
a. Locate your quotation in the Constitution and then carefully read and explain your section(s) of the Constitution, filling out the correct
section in Handout D.
b. Get in new groups and fill in the remainder of the handout.
4. Homework: read through the entire Constitution in one sitting. Sign your name and submit it-honor code. Due tomorrow.
Wednesday
1. Opener: “The Constitution is not an instrument for the government to restrain the people; it is an instrument for the people to restrain the government – lest it come to dominate our lives and interests.” –Patrick Henry Do you agree? Why or why not?
2. The Cube game (Constitutional principles).
3. Oral quiz
4. Power Grab Game
Thursday
1. Opener: Plessy vs. Ferguson
2. Lecture, Bill of Rights
3. Write a letter to a representative, minister (secretary), or another elected official about a civil rights issue in your country that concerns you. Due Friday.
Friday
Opener: Opportunity Quiz
Reflection: Principle of Balance of Power/Separation of Powers applied. How will you, next year, apply this principle in your own life? List some ways. These will be shared in class (anonymously). Due Monday.
Review of this past week’s material. Jeopardy.
Current Event: An article relating to civil rights in your passport country.
Time: 5 Periods, 3:30 hours
Unit 1 Lesson: U.S. Constitution
Week: 7 Dates: September 24-28
Objectives:
1. Students will analyze the benefits and results of compromise in the formation of the Constitution.
2. Students will list and summarize the main components of each of the seven articles.
3. Students will develop an understanding of the principles of constitutional government through a game.
4. Students will discuss the Bill of Rights in a teacher led lecture.
5. Students will reflect on the importance of constitutional principles in their own lives.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, game materials.
Monday
Opener: Turn to your new neighbor and compliment them. Then tell them why the A of C were weak.
Survey-Christmas party.
Compromises.
Tuesday.
1. Opener: Find someone from another group and decide whether they are a big state or a small state. Then tell them what they would get out of the new Constitution.
2. Directions: Using a copy of the Constitution, answer the following questions. Do NOT read the document—just look at it (10 minutes).
a. How many separate sections (called articles) does the Constitution have?
b. How many pages is the Constitution? Is it longer or shorter than you expected?
c. How does the length compare to the ICS student handbook?
d. The first article is about the legislative branch, the second article is about the executive branch, and the third article deals
with the judicial branch. Without reading the articles themselves, what can you infer about how the Founders viewed these
three branches of government?
e. What can you tell about the Constitution based on the way it is organized?
f. How many people signed the Constitution?
g. Is this number higher or lower than you expected?
h. What do you notice about the makeup of the list of signers?
3. Form groups based on the Constitution card that you received (20 minutes).
a. Locate your quotation in the Constitution and then carefully read and explain your section(s) of the Constitution, filling out the correct
section in Handout D.
b. Get in new groups and fill in the remainder of the handout.
4. Homework: read through the entire Constitution in one sitting. Sign your name and submit it-honor code. Due tomorrow.
Wednesday
1. Opener: “The Constitution is not an instrument for the government to restrain the people; it is an instrument for the people to restrain the government – lest it come to dominate our lives and interests.” –Patrick Henry Do you agree? Why or why not?
2. The Cube game (Constitutional principles).
3. Oral quiz
4. Power Grab Game
Thursday
1. Opener: Plessy vs. Ferguson
2. Lecture, Bill of Rights
3. Write a letter to a representative, minister (secretary), or another elected official about a civil rights issue in your country that concerns you. Due Friday.
Friday
Opener: Opportunity Quiz
Reflection: Principle of Balance of Power/Separation of Powers applied. How will you, next year, apply this principle in your own life? List some ways. These will be shared in class (anonymously). Due Monday.
Review of this past week’s material. Jeopardy.
Current Event: An article relating to civil rights in your passport country.
Thursday, September 20, 2007
Saturday, September 15, 2007
Week 6 Syllabus
Mr. Ditzenberger, American Government
Time: 5 Periods, 3:30 hours
Unit 1Lesson: U.S. Constitution
Week: 6 Dates: September 17-21
Objectives:
1. Students will list and analyze the basic constitutional principles of government.
2. Students will demonstrate their understanding of the documents that influenced American government through answering questions about the basic and main ideas in each document.
3. Students will research their own governmental system regarding changes that have been or are being made.
4. Students will learn about the weaknesses of the Articles of Confederation and how they lead to the need for a new governing document.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, videos
Monday
Opener: When is a government considered independent? Can any province or territory, like N. Ireland or Aceh, simply declare its independence?
Review of Foundational Documents.
Tuesday.
1. Opener: If you were asked to write a constitution, what are some of the ways you would design the new government?
2. Quiz on Foundational Documents
3. Questions 2 and 3 on page 50. Turn in tomorrow if not done in class.
Wednesday
1. Opener: Nixon Case. Homework: Turn in.
2. Separation of Powers and Limited Government Video.
3. Balance of Powers Video.
4. Work on 1st quarter project if time remains.
Thursday
1. Opener: Chalk talk: What do you know about how your government separates and balances power and allows for changes to its government? What questions do you have that you would like to find out?
2. Read section two and complete the entire Section 2 Review on page 55.
3. Homework: Find a current event that relates to a change in your passport’s country’s government-a new law, a significant court case, a change in international policy, etc. Due
Monday.
Friday
Opener: Opportunity Quiz
Shadow Without Substance (shortened version)-lecture.
Compromise Lecture
Time: 5 Periods, 3:30 hours
Unit 1Lesson: U.S. Constitution
Week: 6 Dates: September 17-21
Objectives:
1. Students will list and analyze the basic constitutional principles of government.
2. Students will demonstrate their understanding of the documents that influenced American government through answering questions about the basic and main ideas in each document.
3. Students will research their own governmental system regarding changes that have been or are being made.
4. Students will learn about the weaknesses of the Articles of Confederation and how they lead to the need for a new governing document.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, videos
Monday
Opener: When is a government considered independent? Can any province or territory, like N. Ireland or Aceh, simply declare its independence?
Review of Foundational Documents.
Tuesday.
1. Opener: If you were asked to write a constitution, what are some of the ways you would design the new government?
2. Quiz on Foundational Documents
3. Questions 2 and 3 on page 50. Turn in tomorrow if not done in class.
Wednesday
1. Opener: Nixon Case. Homework: Turn in.
2. Separation of Powers and Limited Government Video.
3. Balance of Powers Video.
4. Work on 1st quarter project if time remains.
Thursday
1. Opener: Chalk talk: What do you know about how your government separates and balances power and allows for changes to its government? What questions do you have that you would like to find out?
2. Read section two and complete the entire Section 2 Review on page 55.
3. Homework: Find a current event that relates to a change in your passport’s country’s government-a new law, a significant court case, a change in international policy, etc. Due
Monday.
Friday
Opener: Opportunity Quiz
Shadow Without Substance (shortened version)-lecture.
Compromise Lecture
Wednesday, September 12, 2007
1st Quarter Project
U.S. Government Project for Unit 1
Using at least five different sources, research 5 of the following and explain how the Declaration of Independence has influenced these people and their movements or governments.
Elizabeth Cady Stanton: Declaration of Sentiments
Frederick Douglas: What to the slaves is the Fourth of July?
Abraham Lincoln: The Emancipation Proclamation or the Gettysburg Address
Chief Joseph: On a visit to Washington, D.C., 1879
Rev. Martin Luther King: I Have a Dream
France’s Declaration of the Rights of Man and Citizen
Ho Chi Minh: Declaration of Independence of the Democratic Republic of Vietnam
Then articulate your opinion regarding how it continues to influence places in today’s world. (2 to 3 paragraphs)
Memorize the Preamble and say it to me on or before October 1st. Make sure you receive a written grade for this so that you have proof that it has been done (I might forget to record it if you say it to me at a busy time-or I might just space it out!! J.
The research should be presented in proper ICS research form. It must include a bibliography in MLA style. It should at least three, typed, double-spaced pages with one inch, vertical and horizontal margins (approximately 2.5 cm).
It is due the 1st of October.
Using at least five different sources, research 5 of the following and explain how the Declaration of Independence has influenced these people and their movements or governments.
Elizabeth Cady Stanton: Declaration of Sentiments
Frederick Douglas: What to the slaves is the Fourth of July?
Abraham Lincoln: The Emancipation Proclamation or the Gettysburg Address
Chief Joseph: On a visit to Washington, D.C., 1879
Rev. Martin Luther King: I Have a Dream
France’s Declaration of the Rights of Man and Citizen
Ho Chi Minh: Declaration of Independence of the Democratic Republic of Vietnam
Then articulate your opinion regarding how it continues to influence places in today’s world. (2 to 3 paragraphs)
Memorize the Preamble and say it to me on or before October 1st. Make sure you receive a written grade for this so that you have proof that it has been done (I might forget to record it if you say it to me at a busy time-or I might just space it out!! J.
The research should be presented in proper ICS research form. It must include a bibliography in MLA style. It should at least three, typed, double-spaced pages with one inch, vertical and horizontal margins (approximately 2.5 cm).
It is due the 1st of October.
Monday, September 10, 2007
Week 5, Syllabus
Mr. Ditzenberger, American Government
Time: 5 Periods, 3:20 hours
Unit 1Lesson: Foundations of American Government
Week: 5 Dates: September 10-14
Objectives:
1. Students will study primary documents and analyze how these documents influenced the Founding Fathers.
2. Students will read and understand the Declaration of Independence by studying its different sections, understanding its terms, and discussing the historical accuracy of some of its claims.
3. Students will synthesize the information from their own knowledge of the constitution with the circumstances of a critical Supreme Court case.
4. Students will learn about the weaknesses of the Articles of Confederation by discussing, taking notes, and answering guided reading questions from their text.
5. Students will analyze the compromises of the Constitutional Convention as a foundation to understanding the present form of government under the direction of the Constitution.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, computer lab.
Monday
Turn in Homework.
Foundational Documents Activity
Tuesday
1. Finish Foundational Documents Activity.
Wednesday
1. Opener: “Society in every state is a blessing, but Government, even in its best state, is a necessary evil; in its worst state, an intolerable one.” Thomas Paine.
2. Read Declaration of Independence. Answer questions.
Thursday
1. Plessey vs. Ferguson.
2. Brief Quiz over the Foundational Documents. 10 questions.
3. Lecture on Articles of Confederation: Shadow Without Substance.
4. Answer “Read to Discover” Questions: 1-4 by Friday.
Friday
Survey for Senior Class Party-somewhere around holidays.
Compromise Lecture.
Time: 5 Periods, 3:20 hours
Unit 1Lesson: Foundations of American Government
Week: 5 Dates: September 10-14
Objectives:
1. Students will study primary documents and analyze how these documents influenced the Founding Fathers.
2. Students will read and understand the Declaration of Independence by studying its different sections, understanding its terms, and discussing the historical accuracy of some of its claims.
3. Students will synthesize the information from their own knowledge of the constitution with the circumstances of a critical Supreme Court case.
4. Students will learn about the weaknesses of the Articles of Confederation by discussing, taking notes, and answering guided reading questions from their text.
5. Students will analyze the compromises of the Constitutional Convention as a foundation to understanding the present form of government under the direction of the Constitution.
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, computer lab.
Monday
Turn in Homework.
Foundational Documents Activity
Tuesday
1. Finish Foundational Documents Activity.
Wednesday
1. Opener: “Society in every state is a blessing, but Government, even in its best state, is a necessary evil; in its worst state, an intolerable one.” Thomas Paine.
2. Read Declaration of Independence. Answer questions.
Thursday
1. Plessey vs. Ferguson.
2. Brief Quiz over the Foundational Documents. 10 questions.
3. Lecture on Articles of Confederation: Shadow Without Substance.
4. Answer “Read to Discover” Questions: 1-4 by Friday.
Friday
Survey for Senior Class Party-somewhere around holidays.
Compromise Lecture.
Tuesday, September 4, 2007
Monday, September 3, 2007
Foundational Documents
Track #307633: The Constitution's Foundational Documents
Annotated by: James Ditzenberger
http://trackstar.4teachers.org/trackstar/ts/viewTrackMembersText.do?org.apache.struts.taglib.html.TOKEN=890747a40fba109a4db80b9e53489863&number=307633&password=
1.
An Overview of the Magna Carta http://www.bl.uk/treasures/magnacarta/basics.html
Called the "Cornerstone of Liberty" the basis for why the Magna Carta was written is provided.
2.
The Complete Magna Carta in Modern English http://www.bl.uk/treasures/magnacarta/translation.html
A modern day translation of the centuries-old Magna Carta.
3.
The English Bill of Rights http://bessel.org/billrts.htm
A brief summary of the context in which the Bill of Rights was written helps explain its purpose and importance. The complete documents follows the summary.
4.
The Mayflower Compact http://odur.let.rug.nl/~usa/D/1601-1650/plymouth/compac.htm
The Mayflower Compact may be short, but it still impacts American life today and its ideas strongly influenced the civic virtues of early American life.
5.
Two Treatises of Government-John Locke http://en.wikipedia.org/wiki/Two_Treatises_of_Government
Scroll down to the second treatise and read the five subsections.
6.
The Great Law-The Constitution of the Iroquois Confederation http://www.iroquoisdemocracy.pdx.edu/html/activity4.htm
The Great Law (Iroquois Constitution) is explained and provided in full.
7.
A Summary of Common Sense by Thomas Paine http://www.sparknotes.com/lit/commonsense/summary.html
A summary of Thomas Paine's wildly popular booklet, Common Sense.
8.
The Declaration of Indepence-Annotated http://www.founding.com/declare/index.cfm
The entire Declaration of Independence is provided, but certain sections are underlined and commentary is given in a convenient window to the right of the document.
9.
Articles of Confederation http://www.usconstitution.net/constconart.html
The Articles are compared with the Constitution, in a point-by-point format. This site is very helpful for those who want to quicly understand the major differences between the two documents.
Annotated by: James Ditzenberger
http://trackstar.4teachers.org/trackstar/ts/viewTrackMembersText.do?org.apache.struts.taglib.html.TOKEN=890747a40fba109a4db80b9e53489863&number=307633&password=
1.
An Overview of the Magna Carta http://www.bl.uk/treasures/magnacarta/basics.html
Called the "Cornerstone of Liberty" the basis for why the Magna Carta was written is provided.
2.
The Complete Magna Carta in Modern English http://www.bl.uk/treasures/magnacarta/translation.html
A modern day translation of the centuries-old Magna Carta.
3.
The English Bill of Rights http://bessel.org/billrts.htm
A brief summary of the context in which the Bill of Rights was written helps explain its purpose and importance. The complete documents follows the summary.
4.
The Mayflower Compact http://odur.let.rug.nl/~usa/D/1601-1650/plymouth/compac.htm
The Mayflower Compact may be short, but it still impacts American life today and its ideas strongly influenced the civic virtues of early American life.
5.
Two Treatises of Government-John Locke http://en.wikipedia.org/wiki/Two_Treatises_of_Government
Scroll down to the second treatise and read the five subsections.
6.
The Great Law-The Constitution of the Iroquois Confederation http://www.iroquoisdemocracy.pdx.edu/html/activity4.htm
The Great Law (Iroquois Constitution) is explained and provided in full.
7.
A Summary of Common Sense by Thomas Paine http://www.sparknotes.com/lit/commonsense/summary.html
A summary of Thomas Paine's wildly popular booklet, Common Sense.
8.
The Declaration of Indepence-Annotated http://www.founding.com/declare/index.cfm
The entire Declaration of Independence is provided, but certain sections are underlined and commentary is given in a convenient window to the right of the document.
9.
Articles of Confederation http://www.usconstitution.net/constconart.html
The Articles are compared with the Constitution, in a point-by-point format. This site is very helpful for those who want to quicly understand the major differences between the two documents.
Saturday, September 1, 2007
Syllabus, Week 4
Mr. Ditzenberger, American Government
Time: 4 Periods, 3:00 hours
Unit 1Lesson: Foundations of American Government
Week: 4 Dates: September 3-6
Objectives:
1. Students will demonstrate their understanding of forms and functions of government by teaching their understanding of related concepts to their classmates.
2. Students will be read and analyze the main foundational documents that led to the Constitutional government of the USA.
3. Students will understand the basic historical context in which the Declaration of Independence was written.
4. Students will explain the weaknesses of the Articles of Confederation in a Socratic seminar that they prepare for by reading the text.
Standards: analyzing the political thought that influenced the development of the United States Constitution (for example, social contract* theory, the major ideas of republicanism*, natural rights* philosophy);
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, video (on blog).
Monday
Review. From pg 18, Group A completes section 2 (#s 3 and 4); Grp B, Thinking Critically 1; Grp C, Thinking Critically 2; Grp D, Thinking Critically 3. Each group reports on its answers.
Dictator Activity
Review for test-study notes and homework assignments.
Tuesday
1. Write down everything you know about the Declaration of Independence and the historical context that it was written in.
2. Test.
3. Watch Declaration of Independence video.
4. Homework-Read section one and two of “Origins of Government” –brief quiz tomorrow over reading.
Wednesday
1. Opener: Brief Quiz.
2. Foundational Documents Lecture
3. Foundational Documents Activity
4. Current Event-natural rights (any government).
Thursday
1. Turn in current event.
2. Continue Foundational Documents Activity
3. Read section 3, beginning on page 30. Be prepared to discuss this question on Monday (Socratic seminar): What is wrong with
The government under the Articles of Confederation? Be prepared to discuss in a group for 10 minutes for a grade.
Time: 4 Periods, 3:00 hours
Unit 1Lesson: Foundations of American Government
Week: 4 Dates: September 3-6
Objectives:
1. Students will demonstrate their understanding of forms and functions of government by teaching their understanding of related concepts to their classmates.
2. Students will be read and analyze the main foundational documents that led to the Constitutional government of the USA.
3. Students will understand the basic historical context in which the Declaration of Independence was written.
4. Students will explain the weaknesses of the Articles of Confederation in a Socratic seminar that they prepare for by reading the text.
Standards: analyzing the political thought that influenced the development of the United States Constitution (for example, social contract* theory, the major ideas of republicanism*, natural rights* philosophy);
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, video (on blog).
Monday
Review. From pg 18, Group A completes section 2 (#s 3 and 4); Grp B, Thinking Critically 1; Grp C, Thinking Critically 2; Grp D, Thinking Critically 3. Each group reports on its answers.
Dictator Activity
Review for test-study notes and homework assignments.
Tuesday
1. Write down everything you know about the Declaration of Independence and the historical context that it was written in.
2. Test.
3. Watch Declaration of Independence video.
4. Homework-Read section one and two of “Origins of Government” –brief quiz tomorrow over reading.
Wednesday
1. Opener: Brief Quiz.
2. Foundational Documents Lecture
3. Foundational Documents Activity
4. Current Event-natural rights (any government).
Thursday
1. Turn in current event.
2. Continue Foundational Documents Activity
3. Read section 3, beginning on page 30. Be prepared to discuss this question on Monday (Socratic seminar): What is wrong with
The government under the Articles of Confederation? Be prepared to discuss in a group for 10 minutes for a grade.
Syllabus, Week 4
Mr. Ditzenberger, American Government
Time: 4 Periods, 3:00 hours
Unit 1Lesson: Foundations of American Government
Week: 4 Dates: September 3-6
Objectives:
1. Students will demonstrate their understanding of forms and functions of government by teaching their understanding of related concepts to their classmates.
2. Students will be read and analyze the main foundational documents that led to the Constitutional government of the USA.
3. Students will understand the basic historical context in which the Declaration of Independence was written.
4. Students will explain the weaknesses of the Articles of Confederation in a Socratic seminar that they prepare for by reading the text.
Standards: analyzing the political thought that influenced the development of the United States Constitution (for example, social contract* theory, the major ideas of republicanism*, natural rights* philosophy);
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, video (on blog).
Monday
Review. From pg 18, Group A completes section 2 (#s 3 and 4); Grp B, Thinking Critically 1; Grp C, Thinking Critically 2; Grp D, Thinking Critically 3. Each group reports on its answers.
Dictator Activity
Review for test-study notes and homework assignments.
Tuesday
1. Write down everything you know about the Declaration of Independence and the historical context that it was written in.
2. Test.
3. Watch Declaration of Independence video.
4. Homework-Read section one and two of “Origins of Government” –brief quiz tomorrow over reading.
Wednesday
1. Opener: Brief Quiz.
2. Foundational Documents Lecture
3. Foundational Documents Activity
4. Current Event-natural rights (any government).
Thursday
1. Turn in current event.
2. Continue Foundational Documents Activity
3. Read section 3, beginning on page 30. Be prepared to discuss this question on Monday (Socratic seminar): What is wrong with
The government under the Articles of Confederation? Be prepared to discuss in a group for 10 minutes for a grade.
Time: 4 Periods, 3:00 hours
Unit 1Lesson: Foundations of American Government
Week: 4 Dates: September 3-6
Objectives:
1. Students will demonstrate their understanding of forms and functions of government by teaching their understanding of related concepts to their classmates.
2. Students will be read and analyze the main foundational documents that led to the Constitutional government of the USA.
3. Students will understand the basic historical context in which the Declaration of Independence was written.
4. Students will explain the weaknesses of the Articles of Confederation in a Socratic seminar that they prepare for by reading the text.
Standards: analyzing the political thought that influenced the development of the United States Constitution (for example, social contract* theory, the major ideas of republicanism*, natural rights* philosophy);
Materials: Textbook, http://ditzenberger.blogspot.com/index.html; textbook, lectures, video (on blog).
Monday
Review. From pg 18, Group A completes section 2 (#s 3 and 4); Grp B, Thinking Critically 1; Grp C, Thinking Critically 2; Grp D, Thinking Critically 3. Each group reports on its answers.
Dictator Activity
Review for test-study notes and homework assignments.
Tuesday
1. Write down everything you know about the Declaration of Independence and the historical context that it was written in.
2. Test.
3. Watch Declaration of Independence video.
4. Homework-Read section one and two of “Origins of Government” –brief quiz tomorrow over reading.
Wednesday
1. Opener: Brief Quiz.
2. Foundational Documents Lecture
3. Foundational Documents Activity
4. Current Event-natural rights (any government).
Thursday
1. Turn in current event.
2. Continue Foundational Documents Activity
3. Read section 3, beginning on page 30. Be prepared to discuss this question on Monday (Socratic seminar): What is wrong with
The government under the Articles of Confederation? Be prepared to discuss in a group for 10 minutes for a grade.
Sunday, August 26, 2007
Syllabus Week 3
Mr. Ditzenberger, American Government
Time: 5 Periods
Unit 1Lesson: Foundations of American Government
Week: 3 Dates: August 27-31
Objectives:
1. Students will give examples of the essential functions of government.
2. Students will assess the strengths and weaknesses of each type of republican government.
3. Students will summarize the primary source, The Federalist Papers.
4. Students will analyze the role of government in terms of a controversial current event in the U.S.-public vs. private health care.
Standards:
1.5 – Students know the fundamental democratic principles inherent in the U.S. concept of a Constitutional Democratic Republic
1.3.1 – Students can analyze the political thought that influenced the development of the U.S. Constitution
Materials:
Textbook, http://ditzenberger.blogspot.com/index.html
August 27, M
Opener: discuss your current event with one or two other people. Summarize and tell them what purpose of government it fulfills.
Orally review homework-fed, confed, unitary; parliamentary and presidential
Finish Functions of Government. (25 minutes)
Finish Machiavelli video.
August 28, T
1. Opener: Supreme Court Case (10 min)
2. In groups, evaluate four forms of government by writing at least two pros and one con for each form that you choose. (20 minutes). Then answer the question: Why do you think the form of government has succeeded when and where it has?
3. Dictator exercise if time permits.
August 29, W
Opener:
Read Federalist Paper #10 and summarize Madison’s arguments. Divide into groups and give individuals sections. Students summarize arguments (identify 3 arguments for each section). (18 minutes)
Read health care articles and prepare for debate.
August 30, Th
How do you think your home country (or Singapore, if you are Singaporean or are more familiar with SG than your psprt country) could improve health care for its citizens? (10 min)
Debate. Does public health care need to be included in what Lincoln described as, “whatever they need to have done but cannot. . . do so well.” (20 min).
Read “Analyzing Primary Sources” on pg 19 of your book. Answer the questions (3 and 4) that follow. Be thorough and answer in complete sentences.
August 31, F.
Opportunity Quiz (10 min)
Review. From pg 18, Group A completes section 2 (#s 3 and 4); Grp B, Thinking Critically 1; Grp C, Thinking Critically 2; Grp D, Thinking Critically 3. Each group reports on its answers.
Study for unit test on Tuesday.
Time: 5 Periods
Unit 1Lesson: Foundations of American Government
Week: 3 Dates: August 27-31
Objectives:
1. Students will give examples of the essential functions of government.
2. Students will assess the strengths and weaknesses of each type of republican government.
3. Students will summarize the primary source, The Federalist Papers.
4. Students will analyze the role of government in terms of a controversial current event in the U.S.-public vs. private health care.
Standards:
1.5 – Students know the fundamental democratic principles inherent in the U.S. concept of a Constitutional Democratic Republic
1.3.1 – Students can analyze the political thought that influenced the development of the U.S. Constitution
Materials:
Textbook, http://ditzenberger.blogspot.com/index.html
August 27, M
Opener: discuss your current event with one or two other people. Summarize and tell them what purpose of government it fulfills.
Orally review homework-fed, confed, unitary; parliamentary and presidential
Finish Functions of Government. (25 minutes)
Finish Machiavelli video.
August 28, T
1. Opener: Supreme Court Case (10 min)
2. In groups, evaluate four forms of government by writing at least two pros and one con for each form that you choose. (20 minutes). Then answer the question: Why do you think the form of government has succeeded when and where it has?
3. Dictator exercise if time permits.
August 29, W
Opener:
Read Federalist Paper #10 and summarize Madison’s arguments. Divide into groups and give individuals sections. Students summarize arguments (identify 3 arguments for each section). (18 minutes)
Read health care articles and prepare for debate.
August 30, Th
How do you think your home country (or Singapore, if you are Singaporean or are more familiar with SG than your psprt country) could improve health care for its citizens? (10 min)
Debate. Does public health care need to be included in what Lincoln described as, “whatever they need to have done but cannot. . . do so well.” (20 min).
Read “Analyzing Primary Sources” on pg 19 of your book. Answer the questions (3 and 4) that follow. Be thorough and answer in complete sentences.
August 31, F.
Opportunity Quiz (10 min)
Review. From pg 18, Group A completes section 2 (#s 3 and 4); Grp B, Thinking Critically 1; Grp C, Thinking Critically 2; Grp D, Thinking Critically 3. Each group reports on its answers.
Study for unit test on Tuesday.
Tuesday, August 21, 2007
Current Event Template
Current Event
Name: ______________________
Date: ___________ Per. ____
1. Find a news story about the following topic: _______________________________________
2. What is the source, name and date of your article? (title of newspaper, magazine, or website, etc…)
Source: ________________________
Name: _________________________
Date: ___________________
3. Location of the news event? ___________________________________
4. Summarize the main idea below:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Attach a copy of the article or transcript of the source to the back of this summary sheet.
* Always be prepared to present your summary to the class.*
Name: ______________________
Date: ___________ Per. ____
1. Find a news story about the following topic: _______________________________________
2. What is the source, name and date of your article? (title of newspaper, magazine, or website, etc…)
Source: ________________________
Name: _________________________
Date: ___________________
3. Location of the news event? ___________________________________
4. Summarize the main idea below:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
5. Attach a copy of the article or transcript of the source to the back of this summary sheet.
* Always be prepared to present your summary to the class.*
Sunday, August 19, 2007
Week 2 Syllabus
Lesson: Philosophical Foundations of American Government
Time: 5 Periods
Unit 1
Week: 2 Dates: August 20-24
Objectives:
1. Students will understand and be able to compare the different forms of government.
2. Students will give examples of the essential functions of government.
3. Students will assess the strengths and weaknesses of each type of republican government.
4. Students will summarize the primary source, The Federalist Papers.
Standards:
1.5 – Students know the fundamental democratic principles inherent in the U.S. concept of a Constitutional Democratic Republic
1.3.1 – Students can analyze the political thought that influenced the development of the U.S. Constitution
Materials:
Textbook, http://ditzenberger.blogspot.com/index.html
August 20, M
Current Event
Political Philosophies Lecture (have PPT) (15 minutes)-Finish
Homework: write a paragraph explaining what you believe about human nature, whether humans are basically good and altruistic, or selfish and tend toward what is good for oneself at the expense of others. (15 minutes). What is not finished should be completed and turned in on 16/8.
August 21, T
1. Supreme Court Case
2. Activity on Justice: Plato’s Republic-Discussion Questions (15 minutes)
3. Types (Forms) of Government. -25 minutes
August 22, W
1. Opener: What form of government do you think is best? Why? (5 min)
2. Discuss project (15 min)
3. In groups, evaluate four forms of government by writing at least two pros and one con for each form that you choose. (20 minutes). Then answer the question: Why do you think the form of government has succeeded when and where it has?
August 23, Th
Opener: What, in your opinion, are the basic functions of government?
Functions of Government. (25 minutes)
Read Federalist Paper #10 and summarize Madison’s arguments. Divide into groups and give individuals sections. Students summarize arguments (identify 3 arguments for each section). (18 minutes)
Read “Power Among Levels of Government” and “Power Within Levels of Government.” In a paragraph explain the differences of a unitary, federal , and confederal system. Also, in another paragraph, compare the characteristics of a presidential and a parliamentary system in which the strengths and weaknesses of each are analyzed. Due Friday, 24/8.
August 24, F.
Opportunity Quiz (10 min).
Dictator exercise. (15 min)
Get into groups of 2 or 3. For review, make a list of each purpose of government. Identify 3 ways that each function is fulfilled. (10 minutes)
Current event on American politics due Monday.
Homework-give an example of each of the forms of government under political dictionary on pg 8. Explain why your example fits the category. Due Monday.
Time: 5 Periods
Unit 1
Week: 2 Dates: August 20-24
Objectives:
1. Students will understand and be able to compare the different forms of government.
2. Students will give examples of the essential functions of government.
3. Students will assess the strengths and weaknesses of each type of republican government.
4. Students will summarize the primary source, The Federalist Papers.
Standards:
1.5 – Students know the fundamental democratic principles inherent in the U.S. concept of a Constitutional Democratic Republic
1.3.1 – Students can analyze the political thought that influenced the development of the U.S. Constitution
Materials:
Textbook, http://ditzenberger.blogspot.com/index.html
August 20, M
Current Event
Political Philosophies Lecture (have PPT) (15 minutes)-Finish
Homework: write a paragraph explaining what you believe about human nature, whether humans are basically good and altruistic, or selfish and tend toward what is good for oneself at the expense of others. (15 minutes). What is not finished should be completed and turned in on 16/8.
August 21, T
1. Supreme Court Case
2. Activity on Justice: Plato’s Republic-Discussion Questions (15 minutes)
3. Types (Forms) of Government. -25 minutes
August 22, W
1. Opener: What form of government do you think is best? Why? (5 min)
2. Discuss project (15 min)
3. In groups, evaluate four forms of government by writing at least two pros and one con for each form that you choose. (20 minutes). Then answer the question: Why do you think the form of government has succeeded when and where it has?
August 23, Th
Opener: What, in your opinion, are the basic functions of government?
Functions of Government. (25 minutes)
Read Federalist Paper #10 and summarize Madison’s arguments. Divide into groups and give individuals sections. Students summarize arguments (identify 3 arguments for each section). (18 minutes)
Read “Power Among Levels of Government” and “Power Within Levels of Government.” In a paragraph explain the differences of a unitary, federal , and confederal system. Also, in another paragraph, compare the characteristics of a presidential and a parliamentary system in which the strengths and weaknesses of each are analyzed. Due Friday, 24/8.
August 24, F.
Opportunity Quiz (10 min).
Dictator exercise. (15 min)
Get into groups of 2 or 3. For review, make a list of each purpose of government. Identify 3 ways that each function is fulfilled. (10 minutes)
Current event on American politics due Monday.
Homework-give an example of each of the forms of government under political dictionary on pg 8. Explain why your example fits the category. Due Monday.
Thursday, August 16, 2007
Thursday, August 9, 2007
Classroom Policies
Government-Classroom Policies
Welcome
Congratulations! You have made it to your senior year! Not only will you graduate from high school this year (we hope J ), but you will likely take on new responsibilities as a citizen. Becoming a responsible, contributing citizen will make life better for you and for your fellow citizens. Understanding some basic philosophies of government, current issues that face American and international politics, and deepening your understanding of the structure and operation of the U.S. government will be the focus of our study. We will also study the parliamentary system because so much of the world’s government is structured with this format. Please let me know if there are specific areas that you would like to study more thoroughly. I hope this will serve as a good launching plan for a life of serving God as you serve in your country, wherever that may be.
Structure of the Class
We begin virtually every day with an opener of some kind. You may be asked to reflect on your reading homework, form a written comment about a class discussion from the previous day, take a review quiz to show your understanding of recently covered material, etc. Whatever the “opener” may be, come to class prepared so that when class begins, you can begin.
About every two weeks you will be given a quiz. The quiz will be announced (there will be smaller, unannounced quizzes occasionally) and will require some studying. The quiz will cover the unit. Class time will not be given for a review. Classroom activities and homework assignments will be given to help me know whether you understand the unit material and it will help you prepare for the unit quiz. After several units, I will give a test that I will review for in class. I will try not to give tests on Mondays so that you can enjoy your weekend!
Syllabus
A syllabus will be provided each week that will give a plan (plans can and often change) of what will be covered. I will try to write homework on the board, but the syllabus can also be used to ensure that you have the homework assignment. The syllabus should be posted outside of my room so that you can have access to it even when the door is locked or another class is in session. I will also try to use my government blog to post the syllabus so that you can access information wherever you have an internet connection. The blog’s address is: http://ditzenberger.blogspot.com/
Assignments
All assignments are to be done independently unless otherwise noted. Independently means that you do not have help on the assignment. When you submit an assignment to me, I am evaluating what your understanding of the material is, not what someone else has contributed. I am concerned with my ability and competency to teach you and your effectiveness to learn. Independent work helps me to assess both of these elements. There will be plenty of chances for group work-both inside and outside of the class. Assignments can be completed in pen or pencil.
Daily assignments must be turned in at the beginning of class in their appropriate folder unless otherwise directed by me.
Participation points will be given each week. Students can participate by listening in class, asking questions, discussing when appropriate, affirming other students, working hard in a small group/cooperative learning setting, etc. You’ll get full credit for participation points if you arrive to class everyday and are engaged. If you have more than two excused absences a week, you will not receive a grade at all (different than a zero) and your absence will not be counted against you.
Expect one significant assignment a quarter. This may be a project, a paper, a group assignment that involves multiple steps, or a presentation. The point of these more significant assignments is for you to pursue learning at a deeper level while integrating a variety of skills (i.e., research, writing, public speaking, etc.) into the learning process.
Please submit all assignments or tests with your given (or nickname) and family name on the first line, followed by the course title on the second line, and the date on the third line.
Name Jeff Corson
Class U.S. Government
Date in Proper Form 20/7/2007 or 20-7-07
Your total grade will be broken down as follows:
Tests: 50% Projects: 20% Daily Assignments and Homework: 20% Participation: 10%
General Rules
-Water is allowed in the class as long as it is in a closed water bottle. No other drinks are permitted.
-Respecting others demonstrates that we are made in God’s image and therefore are valuable to God. Disrespecting others demeans them and does not honor God’s image that he has given them. Debate and discussion are an essential part in learning the material for this class, but interaction with ideas and the people who hold them should always be done respectfully. Let’s create an accepting, affirming atmosphere of respect in which we can all (including me) learn.
-Leaving the class to use the restroom is acceptable, but you need to ask just so that you can leave at a good time. Often there may be a good time in the coming few minutes. If I expect students are leaving the room for other reasons, I will change this rule to fit the class. Don’t forget to sign out.
-Extra credit is not generally offered. However, if there are extenuating circumstances, I may allow students to complete additional assignments as a substitute for learning that was missed when the situation is extreme and beyond the student’s control.
Please contact me if you have any questions or concerns: kditzenberger@ics.edu.sg
------------------------------------------------------------------------------------------------------------------------------------------------
Please return this within the first week of class for 5 points credit.
I have read and understood the Classroom policies of Mr. Ditzenberger’s U.S. Government class.
_______________________________________ Signature of Parent or Guardian _______________Date
_______________________________________ Signature of Student _______________Date
Welcome
Congratulations! You have made it to your senior year! Not only will you graduate from high school this year (we hope J ), but you will likely take on new responsibilities as a citizen. Becoming a responsible, contributing citizen will make life better for you and for your fellow citizens. Understanding some basic philosophies of government, current issues that face American and international politics, and deepening your understanding of the structure and operation of the U.S. government will be the focus of our study. We will also study the parliamentary system because so much of the world’s government is structured with this format. Please let me know if there are specific areas that you would like to study more thoroughly. I hope this will serve as a good launching plan for a life of serving God as you serve in your country, wherever that may be.
Structure of the Class
We begin virtually every day with an opener of some kind. You may be asked to reflect on your reading homework, form a written comment about a class discussion from the previous day, take a review quiz to show your understanding of recently covered material, etc. Whatever the “opener” may be, come to class prepared so that when class begins, you can begin.
About every two weeks you will be given a quiz. The quiz will be announced (there will be smaller, unannounced quizzes occasionally) and will require some studying. The quiz will cover the unit. Class time will not be given for a review. Classroom activities and homework assignments will be given to help me know whether you understand the unit material and it will help you prepare for the unit quiz. After several units, I will give a test that I will review for in class. I will try not to give tests on Mondays so that you can enjoy your weekend!
Syllabus
A syllabus will be provided each week that will give a plan (plans can and often change) of what will be covered. I will try to write homework on the board, but the syllabus can also be used to ensure that you have the homework assignment. The syllabus should be posted outside of my room so that you can have access to it even when the door is locked or another class is in session. I will also try to use my government blog to post the syllabus so that you can access information wherever you have an internet connection. The blog’s address is: http://ditzenberger.blogspot.com/
Assignments
All assignments are to be done independently unless otherwise noted. Independently means that you do not have help on the assignment. When you submit an assignment to me, I am evaluating what your understanding of the material is, not what someone else has contributed. I am concerned with my ability and competency to teach you and your effectiveness to learn. Independent work helps me to assess both of these elements. There will be plenty of chances for group work-both inside and outside of the class. Assignments can be completed in pen or pencil.
Daily assignments must be turned in at the beginning of class in their appropriate folder unless otherwise directed by me.
Participation points will be given each week. Students can participate by listening in class, asking questions, discussing when appropriate, affirming other students, working hard in a small group/cooperative learning setting, etc. You’ll get full credit for participation points if you arrive to class everyday and are engaged. If you have more than two excused absences a week, you will not receive a grade at all (different than a zero) and your absence will not be counted against you.
Expect one significant assignment a quarter. This may be a project, a paper, a group assignment that involves multiple steps, or a presentation. The point of these more significant assignments is for you to pursue learning at a deeper level while integrating a variety of skills (i.e., research, writing, public speaking, etc.) into the learning process.
Please submit all assignments or tests with your given (or nickname) and family name on the first line, followed by the course title on the second line, and the date on the third line.
Name Jeff Corson
Class U.S. Government
Date in Proper Form 20/7/2007 or 20-7-07
Your total grade will be broken down as follows:
Tests: 50% Projects: 20% Daily Assignments and Homework: 20% Participation: 10%
General Rules
-Water is allowed in the class as long as it is in a closed water bottle. No other drinks are permitted.
-Respecting others demonstrates that we are made in God’s image and therefore are valuable to God. Disrespecting others demeans them and does not honor God’s image that he has given them. Debate and discussion are an essential part in learning the material for this class, but interaction with ideas and the people who hold them should always be done respectfully. Let’s create an accepting, affirming atmosphere of respect in which we can all (including me) learn.
-Leaving the class to use the restroom is acceptable, but you need to ask just so that you can leave at a good time. Often there may be a good time in the coming few minutes. If I expect students are leaving the room for other reasons, I will change this rule to fit the class. Don’t forget to sign out.
-Extra credit is not generally offered. However, if there are extenuating circumstances, I may allow students to complete additional assignments as a substitute for learning that was missed when the situation is extreme and beyond the student’s control.
Please contact me if you have any questions or concerns: kditzenberger@ics.edu.sg
------------------------------------------------------------------------------------------------------------------------------------------------
Please return this within the first week of class for 5 points credit.
I have read and understood the Classroom policies of Mr. Ditzenberger’s U.S. Government class.
_______________________________________ Signature of Parent or Guardian _______________Date
_______________________________________ Signature of Student _______________Date
Week 1 Syllabus
Lesson: Philosophical Foundations of American Government
Time: 5 Periods
Unit 1
Week: 1 Dates: August 13-17
Objectives:
1. Students will understand and become familiar with class expectations and the purpose of rules as they relate to government
2. Students will be able to name people and documents that influenced the formation of our gov’t.
3. Students will articulate what it means to live in a “State of Nature” in addition to clarifying the pros / cons of such an environment
Standards:
1.5 – Students know the fundamental democratic principles inherent in the U.S. concept of a Constitutional Democratic Republic
1.3.1 – Students can analyze the political thought that influenced the development of the U.S. Constitution
Materials:
Textbook, http://ditzenberger.blogspot.com/index.html
August 13, Monday
1. Can humans live without a government, why or why not?
2. Syllabus and Policies (20 minutes)
3. Game (20 minutes)
4. Homework-paragraph on game topic due 14/8-write what you know about your person, idea, place. No research or help is accepted. I want to know what you know! Also answer the poll on the class blog: (http://ditzenberger.blogspot.com/index.html) by Friday.
August 14, Tuesday
Collect Homework (5 minutes)
2. “I Have a Dream” speech and discussion (20 minutes). Count references to justice.
Political Philosophies Lecture (have PPT) (25 minutes)
August 15, Wednesday
Issue Textbook (10 minutes)
Activity on Justice: Plato’s Republic-Discussion Questions (15 minutes)
Current Event template and Article-15 minutes
Write a paragraph explaining what you believe about human nature, whether humans are basically good and altruistic, or selfish and tend toward what is good for oneself at the expense of others. (15 minutes). What is not finished should be completed and turned in on 16/8.
August 16, Thursday
1. Supreme Court Case
2. Types (Forms) of Government. -25 minutes
3. In groups, evaluate four forms of government by writing at least two pros and one con for each form that you choose. 20 minutes. Then answer the question: Why do you think the form of government has succeeded when and where it has?
August 17, Friday
Open Note Quiz on Week 1.
Functions of Government-(Lecture based on 24-29). (25 minutes)
Read Federalist Paper #10 and summarize Madison’s arguments. Divide into groups and give individuals sections. Students summarize arguments (identify 3 arguments for each section). (18 minutes)
Homework: Define Terms on page 3 of text book under the heading, “Political Dictionary.”
Time: 5 Periods
Unit 1
Week: 1 Dates: August 13-17
Objectives:
1. Students will understand and become familiar with class expectations and the purpose of rules as they relate to government
2. Students will be able to name people and documents that influenced the formation of our gov’t.
3. Students will articulate what it means to live in a “State of Nature” in addition to clarifying the pros / cons of such an environment
Standards:
1.5 – Students know the fundamental democratic principles inherent in the U.S. concept of a Constitutional Democratic Republic
1.3.1 – Students can analyze the political thought that influenced the development of the U.S. Constitution
Materials:
Textbook, http://ditzenberger.blogspot.com/index.html
August 13, Monday
1. Can humans live without a government, why or why not?
2. Syllabus and Policies (20 minutes)
3. Game (20 minutes)
4. Homework-paragraph on game topic due 14/8-write what you know about your person, idea, place. No research or help is accepted. I want to know what you know! Also answer the poll on the class blog: (http://ditzenberger.blogspot.com/index.html) by Friday.
August 14, Tuesday
Collect Homework (5 minutes)
2. “I Have a Dream” speech and discussion (20 minutes). Count references to justice.
Political Philosophies Lecture (have PPT) (25 minutes)
August 15, Wednesday
Issue Textbook (10 minutes)
Activity on Justice: Plato’s Republic-Discussion Questions (15 minutes)
Current Event template and Article-15 minutes
Write a paragraph explaining what you believe about human nature, whether humans are basically good and altruistic, or selfish and tend toward what is good for oneself at the expense of others. (15 minutes). What is not finished should be completed and turned in on 16/8.
August 16, Thursday
1. Supreme Court Case
2. Types (Forms) of Government. -25 minutes
3. In groups, evaluate four forms of government by writing at least two pros and one con for each form that you choose. 20 minutes. Then answer the question: Why do you think the form of government has succeeded when and where it has?
August 17, Friday
Open Note Quiz on Week 1.
Functions of Government-(Lecture based on 24-29). (25 minutes)
Read Federalist Paper #10 and summarize Madison’s arguments. Divide into groups and give individuals sections. Students summarize arguments (identify 3 arguments for each section). (18 minutes)
Homework: Define Terms on page 3 of text book under the heading, “Political Dictionary.”
Wednesday, April 25, 2007
Tuesday, April 17, 2007
Syllabus Week 13, Vocab-Legislature
Lesson: Political Participation
Time: 3:45 min
Unit 2/3
Week: 13 Dates: 4/16-4/20
Objectives:
1. To analyze the main political parties beliefs and platforms
2. to apply the ideas of the various political parties in a practical manner
Standards:
3.2.2 – Identify and analyze issues concerning the national interests of the United States
4.3 – know how citizens can exercise their rights
Materials:
Textbook: U.S. Government, Democracy in Action, Library Time Reserved, political party handout, vocab list., political packet questions, political surveys.
Mon/Tues 4/16-4/17
1. “Impact on You” Handout.
2. Lecture: Introduction to Congress (30 minutes)
3. Basic Congressional Information (15 minutes-pages 373, 374)
4. Congressional Offices-statements (20 minutes)
5. Homework:
a. Current event relating to a bill in Congress or the Colorado State Legislature. Write a paragraph summarizing the article. Write another paragraph (it can be short) providing the House and/OR the Senate committee that it would have begun in and why. Due Friday. Be prepared to summarize the article on Friday when turn it in.
b. Vocabulary due on 4/23 (5th) or 4/24 (2nd and 4th).
Wed/Thurs 4/18 or 4/19
1. Supreme Court Case (15 minutes)
2. Lecture: Organization of Congress (25 minutes)
3. Congressional Leadership Chart-(20 minutes-library)
4. How a bill becomes a law lecture. (30 minutes)
5. Homework: Begin to study for unit quiz on 4/25 and 4/26
Friday 4/13-evens
1. Reflect on one of the following: a) What is one bill that should be passed that has not been? b) What is a recent bill that Congress has passed that you particularly support or abhor?
2. Legislation Simulation
Comments:
Legislative Branch:
Bicameral legislature Censure Congressional Immunity
Expulsion Gerrymandering Joint committee
Reapportioned Sessions Subcommittees
Whips Appropriations Contempt of Congress
Elastic clause Impeachment Bills
Concurrent resolutions Filibuster House Rules Committee
Franking Privilege Majority Party Minority Party
Currency Power Elastic Clause Oversight function
Friday, April 6, 2007
Chapter Eight and Nine Questions
U.S. Government
Name _______________________
Use Chapter 8 to help answer the following:
Section 1: describes what political parties are, what they do, and what it means to be a party member. This section also discusses the development of the American two-party system and the role of third parties.
Define “political party” –
Describe each system below and give an example of each:
“one-party” – ________________________________________________________
example-_________________________
“two-party” – ________________________________________________________
example-_________________________
“three-party” – ________________________________________________________
example-_________________________
Why is the U.S. considered to have a two-party system?
What have been the two main parties of the 20th century, and what major event marked the shift of power between them?
What are the three types of “third” parties? Give an example of each.
1.
2.
3.
What impact have third parties had on national politics?
Name at least two obstacles to the national success of third parties.
Define the following:
Ideology-
Proportional representation-
Coalition government-
Chapter 9
Section 2:
What are the four major influences on how a voter votes?
1. 3.
2. 4.
Cite at least four elements making up a voter’s personal background
1. 3.
2. 4.
Cite at least one example of how issues and image has swayed a presidential election
_______________________________________________________________________________________________________________
Section 3:
What movement and amendment resulted in the vote for women?
To whom did the 15th Amendment (1870) give the right to vote?
List three discriminatory practices ended by the Voting Rights Acts.
1.
2.
3.
What were the two main results of the Voting Rights Acts for African Americans?
1.
2.
Section 4:
What are the two voting requirements other than citizenship?
1.
2.
Why are the two requirements listed above necessary?
Cite at least two reasons people fail to vote?
1.
2.
What are three important factors that affect whether or not someone votes regularly?
1.
2.
3.
Why has the voting rate in the United States decreased? Cite at least two reasons.
1.
2.
List three proposals for increasing voter turnout.
1.
2.
3.
What two procedures increase voter turnout significantly because they give citizens the chance to participate directly in the legislative process?
1.
2.
Name _______________________
Use Chapter 8 to help answer the following:
Section 1: describes what political parties are, what they do, and what it means to be a party member. This section also discusses the development of the American two-party system and the role of third parties.
Define “political party” –
Describe each system below and give an example of each:
“one-party” – ________________________________________________________
example-_________________________
“two-party” – ________________________________________________________
example-_________________________
“three-party” – ________________________________________________________
example-_________________________
Why is the U.S. considered to have a two-party system?
What have been the two main parties of the 20th century, and what major event marked the shift of power between them?
What are the three types of “third” parties? Give an example of each.
1.
2.
3.
What impact have third parties had on national politics?
Name at least two obstacles to the national success of third parties.
Define the following:
Ideology-
Proportional representation-
Coalition government-
Chapter 9
Section 2:
What are the four major influences on how a voter votes?
1. 3.
2. 4.
Cite at least four elements making up a voter’s personal background
1. 3.
2. 4.
Cite at least one example of how issues and image has swayed a presidential election
_______________________________________________________________________________________________________________
Section 3:
What movement and amendment resulted in the vote for women?
To whom did the 15th Amendment (1870) give the right to vote?
List three discriminatory practices ended by the Voting Rights Acts.
1.
2.
3.
What were the two main results of the Voting Rights Acts for African Americans?
1.
2.
Section 4:
What are the two voting requirements other than citizenship?
1.
2.
Why are the two requirements listed above necessary?
Cite at least two reasons people fail to vote?
1.
2.
What are three important factors that affect whether or not someone votes regularly?
1.
2.
3.
Why has the voting rate in the United States decreased? Cite at least two reasons.
1.
2.
List three proposals for increasing voter turnout.
1.
2.
3.
What two procedures increase voter turnout significantly because they give citizens the chance to participate directly in the legislative process?
1.
2.
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