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
Saturday, September 15, 2007
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.
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