The End

Civil Rights and Civil Liberties Review

Activity #1: Civil Liberties

Activity #2: Civil Rights

Activity #2: Supreme Court Review:

Scenario Practice

Activity #1: Scenario Practice

Consumers complained after vaccine maker Gilead Pharmaceuticals “hiked the price of the emergency vaccine for COVID-19 by $100 in recent months for no obvious reason. The price has increased 450 percent since 2008, when a dose cost $100 in today’s dollars, to its current price of more than $600. . . . The medication itself isn’t expensive. Analysts calculate that the dosage contained in a single vaccination is worth about $1.”

-Washington Post, April 23, 2020 

Bureaucracy and Scenario Question Practice

Activity #1: Bureaucracy and Iron-Triangle

The Expansion of the Power of the Presidency

Activity #1 Expanding Presidential Power

An argument, going all the way back to the constitutional convention, says that in the end, most people want a single leader (king, dictator, emperor, etc.) even if they are not willing to admit it, or even aware that they wanted it. Since the convention in 1787, there is no doubt that the power and scope of the president has grown. Watch the video (embedded above), and then answer this question:

To what extent have presidents used past and/or current crises, to expand executive authority? How so?

Activity #2: What did the founder originally intend?

Below are excerpts from Article II of the US Constitution that describe the office of the president as the framers saw it in 1787, as well as a couple of amendments that we have since added that affect the executive branch.

For each line, identify what you believe to be the intended purpose of this clause and how it has shaped the office of the president (its effect). The first one has been completed for you as an example... (Feel free to copy and paste the prompts to your notebook)

The Executive Branch: The Many Roles of the President

Activity #1: What is Article II all about?

Activity #3: Scenario Claim:

Over several weeks in March, a new virus, which originated in East Asia, slowly spread across the European continent.  The virus demonstrated "pneumonia-like" symptoms but seemed to be a little more deadly and difficult to contain than typical pneumonia.  The virus finally reached American cities on the East and West Coast of the United States.  Many US citizens began panic and shortages of medical and food supplies began to appear as the virus slowly spread across the United States...

1.  Describe an action that the president could take in response to the scenario listed above.

Activity #1: Non-Legislative (non law-making) Powers of Congress

1. What are Congressional Committees and what do they do (This not in the video)?
2. What is Legislative Oversight?
3. How does Congress exercise oversight on the Executive Branch? In other words, what can Congress actually do to the Executive Branch after investigating the President and the Bureaucracy's actions?

Activity #2: Claim and Reasoning...

Explain why Congress is the branch with the most responsibility for controlling our government from becoming too powerful... 

Activity One: Congress Review: A Bicameral Congress...

1. Size
2. Terms
3. Qualifications       
4. Unique Responsibilities

Activity #2: Law-Making Process:

Hey guys!  Welcome back!  I hope you are doing well. Today, we are going to take a check back and review Federalism.  Yay!!! Federalism!  This is our last lesson for the week.  Again, I will be on zoom from 9-10 and 2-3 each day if you have any questions.

Activity #1: What is Federalism?  

First watch the following video to review the concept of Federalism and answer the following questions in your notebook...

Welcome back to week 3! 

Here is the lesson for today.  It is about amending the constitution.

Activity #1: The Amendment Process Background

Watch the following two videos and answer the corresponding questions in your online notebooks.

The purpose of the first video is to talk to you about the process of amending the Constitution...

1. Diagram or explain the process for how an amendment can be added to the Constitution...
2. What is the constitution not clear about when it comes to the gap between proposal and ratification of amendments?
3. What does Hip Hughes think the 28th amendment should be, do you agree or do you have a better idea?

The purpose of the second video is to discuss why it is so hard to amend the constitution in the United States, and how other branches of government have "changed" the Constitution without amendments...

1. Why is the Constitution Hard to Amend video
2. Explain why amending the constitution is hard?
3. If we can't change by adding an amendments how does our Constitution change still?

Today is the new district "Catch Up" Day and Professional Development for teachers.  This means that we will not have a lesson on Mondays.  Lessons will always be on Tuesday and Thursday from this point forward!  See you Tuesday!

Catch Up Friday!!! Use today to catch up on your notebook for this week!  I will put them in over the weekend.  Have a chilly day!  See you soon.

All responses should be typed in your new interactive notebook (Google doc).

Debrief E.1

Answer the following question in your notebooks...

If states had been left "sovereign"or independent, as they were in the Articles of Confederation, how might national crises be handled differently than they are today?  Would this be good or bad?

Activity #1 -ASAP

Below are a collection of excerpts from our original government system (Articles of Confederation). Conduct a detailed ASAP of the excerpts below. Here the "Setting" and "Purpose" are the important components.  For the Author, Setting, and Audience, Article 1 2 and three will be the same.  But for the Purpose, create three separate Purposes, one for each article.

Article I. The Stile of this Confederacy shall be “The United States of America”. 

Article II. Each state retains its sovereignty, freedom, and independence, and every power, jurisdiction, and right, which is not by this Confederation expressly delegated to the United States, in Congress assembled. 

Article III. The said States hereby severally enter into a firm league of friendship with each other, for their common defense, the security of their liberties, and their mutual and general welfare, binding themselves to assist each other, against all force offered to, or attacks made upon them, or any of them, on account of religion, sovereignty, trade, or any other pretense whatever. . . . 

Activity #2 - Scenario Creation

If the US had continued under the Articles of Confederation (without an executive, national court system, and each state behaving as an independent nation), which our states today would have...

- Prospered and been powerful nations?
- Invaded and overtaken other states?
- Rejoined with England?
- Formed alliances with other states?

Welcome back to week two of e-learning.  Thank you to all who engaged last week and sent me your notebooks.  This week we are going to start with a new structure.  Every week, instead of have two lessons then three for A Day B Day week rotations, we will always have two lessons each week posted on Monday and Wednesday.  These lessons will be just a little longer than last week.  Friday will be a wrap up day.  I will still be available to help you on Fridays during office hours and through email, but there will not be any new work!  I hope this helps you in not having to worry about which day is and A day and B day.

First, make a new heading titled "March 30th 2020" in your notebooks using the "Heading 1" format.

Activity #1: Separation of Powers and Checks and Balances Article

Activity #3: Closing

No video today.  Just two activities. Remember to have your notebooks ready to go by 2:40!

Activity #1: Declaration of Independence Review

Take a look at a few of the most important excerpts from the Declaration of Independence.  For each of the following excerpts, discuss how well the United States is doing currently to acheive these goals. 

1. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness. 
2. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, 
3. That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government...

Thomas Jefferson, 1776 https://www.archives.gov/founding-docs/declaration-transcript

Activity #2 - Expert ASAP

Take a quick look at one of the videos below regarding the Declaration and then write a detailed ASAP of the document. This means it should be an expanded analysis that contains more than just a name and dates. Think deeply about its author(s), the circumstances, and most of all, its purpose.

Notebooks: Remember, to find your Google Doc interactive notebook, go to drive.google.com.  You should see a folder on the side that says "recent."  In the recent folder you should see your notebook.

Activity #1: Principles of Government Review:

Below are the 8 principles captured in the US Constitution. Some of these may be familiar to you, some may not.  For those that are not familiar to you, make sure to look them up first!

1. Judicial Review
2. Limited Government
3. Majority Rule/Minority Rights
4. Civil Rights/Civil Liberties
5. Separation of Powers
6. Representative Democracy
7. Checks and Balances
8. Federalism

Instructions:

Choose 5 of the principles listed above (You don't have to do all 8).  Using any or all of the websites below, find a headline that best matches each constitutional principle listed above and record it in your notebook.

Example:

1. Judicial Review: Ohio Supreme Court denies challenge to state primary delay https://thehill.com/homenews/state-watch/487983-ohio-supreme-court-denies-challenge-to-state-primary-delay

Websites for headlines:

https://www.foxnews.com/politics

Activity #2: Write a claim and use reasoning...

See you Friday!

Sorry I can't be here today.  For your notebooks, please complete the following activities...

Lesson 5.3: Political Parties

Enduring Understanding:

Learning Objectives:

Essential Knowledge:

1.  Draw Federalism
2.  Explain how these two terms relate to Federalism:

• Supremacy Clause
• The Tenth Amendment

Activity #1: TIP-C: 

Activity #2: The Structure and Function of Political Parties Mini-Lecture

Activity #3: The Decline of Parties

Read one or both of the articles below to help understand some of the causes for the decline of parties over the last half century.

https://www.latimes.com/opinion/op-ed/la-oe-0202-goldberg-party-paper-tigers-20160202-column.html

Lesson 5.1 and 2: Voting Behavior and Turnout

Enduring Understanding:

Factors associated with political ideology, efficacy, structural barriers, and demographics influence the nature and degree of political participation.

Learning Objectives:

Describe the voting rights protections in the Constitution and in legislation.

Hey everyone, it is time to take your test.  You are welcome to use your notebooks and your study guide but not your cell phones.  To take the test use the following link...

Click Here to Test

Make sure to click finish/submit when you are done.  We will have test corrects so relax and try your best!

Lesson 4.5-6: Measuring and Evaluating Public Opinion Data

Enduring Understanding:

Public opinion is measured through scientific polling, and the results of public opinion polls influence public policies and institutions.

Learning Objectives:

Describe the elements of a scientific poll.

Explain the quality and credibility of claims based on public opinion data.

Essential Knowledge:

Public opinion data that can impact elections and policy debates is affected by such scientific polling types and methods as:

• Type of poll (opinion polls, benchmark or tracking polls, entrance and exit polls) 
• Sampling techniques, identification of respondents, mass survey or focus group, sampling error
• Type and format of questions

Lesson 4.5-6: Measuring and Evaluating Public Opinion Data

Enduring Understanding:

Public opinion is measured through scientific polling, and the results of public opinion polls influence public policies and institutions.

Learning Objectives:

Describe the elements of a scientific poll.

Explain the quality and credibility of claims based on public opinion data.

Essential Knowledge:

Public opinion data that can impact elections and policy debates is affected by such scientific polling types and methods as:

• Type of poll (opinion polls, benchmark or tracking polls, entrance and exit polls) 
• Sampling techniques, identification of respondents, mass survey or focus group, sampling error
• Type and format of questions

Activity #2:  Notes over Polling...

Lesson 4.1-4: American Attitudes, Ideology, and Political Socialization

Enduring Understanding:

Citizen beliefs about government are shaped by the intersection of demographics, political culture, and dynamic social change.

Learning Objectives:

Debrief 4.1: Unit One Review

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.

                                ~ The Declaration of Independence, 1776 

Activity #2: Political Socialization

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.

                                ~ The Declaration of Independence, 1776 

Activity #1: Isidewith.com Political Quiz

Lesson 3.10: Social Movements and Equal Protection

Enduring Understanding:

Learning Objectives:

Essential Knowledge:

Activity #1: Civil Rights Break Up

Lesson 3.10: Social Movements and Equal Protection

Enduring Understanding:

Learning Objectives:

Essential Knowledge:

Activity #1: Civil Rights Break Up

Activity #1: Tinker v. Des Moines

Activity #2: Schenck v. The United States

Lesson 3.2: The First Amendment: Religion

Enduring Understanding: 

Learning Objectives: 

Essential Knowledge: 

Lesson 3.1: The Bill of Rights

Enduring Understanding:

First, finish the Bill of Rights handout that we started in class on Tuesday

Unit Three:

Civil Liberties and Civil Rights

Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to restrict national and state governments from unduly infringing upon individual rights essential to ordered liberty and from denying equal protection under the law. Likewise, it has sometimes been argued that these legal protections have been used to block reforms and restrict freedoms of others in the name of social order.

The Constitution, but especially the Bill of Rights and the Fourteenth Amendment, are used to assert the rights of citizens and protect groups from discrimination. As such, the government must respect the dignity of the person and assure equal treatment.

The Supreme Court has been called upon to interpret protections for freedom of political expression and religious exercise, the right to bear arms, the right of privacy, and the rights necessary to ensure that those accused of crimes receive a fair trial.

The equal protection clause provides that states may not deprive persons of equal protection under the law. African Americans, Hispanics, women, LGBTQ (lesbian, gay, bisexual, transgender, queer) people, and other groups have used the clause to lead social movements on behalf of their concerns. The Supreme Court has rendered several landmark decisions that expand civil rights, and Congress has passed legislation that expands equality.

Essential Questions:

• How does the Constitution protect our rights and liberties, and how has our government tried to limit our rights and liberties to help make us safer?

• How have U.S. Supreme Court rulings changed civil liberties and civil rights?

Lesson 3.1: The Bill of Rights

Enduring Understanding:

Debrief 3.1: