September 5th 2019

Lesson 1.6: Principles of American Government 

Enduring Understanding: 

The Constitution created a competitive policy-making process to ensure the people’s will is represented and that freedom is preserved.

Learning Objectives: 

Explain the constitutional principles of separation of powers and checks and balances. Explain the implications of separation of powers and checks and balances for the U.S. political system.

Essential Knowledge: 

The powers allocated to Congress, the president, and the courts demonstrate the separation of powers and checks and balances features of the U.S. Constitution.

Federalist No. 51 explains how constitutional provisions of separation of powers and checks and balances control abuses by majorities.

Debrief 1.4:

Watch the following video on EdPuzzle and answer the questions...

Think about the following quote:
"If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: you must first enable the government to control the governed; and in the next place oblige it to control itself." -James Madison
Think about what this quote means...  What does this quote have to do with checks and balances within our government?

Activity #1: Federalist 51 Drawings

Using our understanding of Federalist 51 from last class, draw an illustration that you feel captures the meaning of Alexander Hamilton's Federalist Paper #51.  See class discussion for examples.

Activity #2:

Log in to AP Classroom to ensure that topic quizzes 1.4, 1.5, and 1.6 are all completed.

Activity #3:

Please add the following terms to your vocabulary index in the back of your notebook:
Separation of Powers
Checks and Balances
Bicameral
Bill of Rights

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September 3rd 2019

Lesson 1.6: Principles of American Government 

Enduring Understanding: 

The Constitution created a competitive policy-making process to ensure the people’s will is represented and that freedom is preserved.

Learning Objectives: 

Explain the constitutional principles of separation of powers and checks and balances. Explain the implications of separation of powers and checks and balances for the U.S. political system.

Essential Knowledge: 

The powers allocated to Congress, the president, and the courts demonstrate the separation of powers and checks and balances features of the U.S. Constitution.

Federalist No. 51 explains how constitutional provisions of separation of powers and checks and balances control abuses by majorities.

Debrief 1.3:

2B: What were the differences between the New Jersey and Virginia Plans at the Constitutional Convention?

3B and 4B: Draw a Venn Diagram in your notebooks. Label one side "New Jersey Plan," and the other side "Virginia Plan." Write down the three main ideas of each plan on each side of the Venn Diagram.  In the middle we will write down the three main components of the Great Compromise.

Activity #1: Complete the EdPuzzle Assignment

Activity #2: Notes from Chapter Two 

For the slides with notes, click on the following link

Activity #3: Federalist 51

Download the Federalist 51 PDF.  Save the PDF to your AP Gov folder on your desktop (or wherever you made your folder) and complete the walkthrough on the PDF using Preview and save it in your folder.  Once you finish, move on to Activity #4

Activity #4: AP Classroom

Log in to AP Classroom (It sucks I know).  Then complete quizzes 1.4 and 1.5


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August 29th 2019

Lesson 1.5: Ratification of the U.S. Constitution 

Enduring Understanding: 

The Constitution emerged from the debate about the weaknesses in the Articles of Confederation as a blueprint for limited government.

Learning Objectives: 

Explain the ongoing impact of political negotiation and compromise at the Constitutional Convention on the development of the constitutional system

Essential Knowledge: 

Compromises deemed necessary for adoption and ratification of the Constitution are represented by:

  • Great (Connecticut) Compromise 
  • Electoral College 
  • Three-Fifths Compromise 
  • Compromise on the importation of slaves 
Debates about self-government during the drafting of the Constitution necessitated the drafting of an amendment process in Article V that entailed either a two-thirds vote in both houses or a proposal from two-thirds of the state legislatures, with final ratification determined by three-fourths of the states.

The compromises necessary to secure ratification of the Constitution left some matters unresolved that continue to generate discussion and debate today.

The debate over the role of the central government, the powers of state governments, and the rights of individuals remains at the heart of present-day constitutional issues about democracy and governmental power, as represented by: Debates about government surveillance resulting from the federal government’s response to the 9/11 attacks The debate about the role of the federal government in public school education

Debrief 1.3:

Use ASAP (Author, Setting Audience, Purpose) to analyze the following document in 6 minutes...

Common Sense was a pamphlet written by Thomas Paine in 1775–76 promoting independence from Great Britain to people in the 13 colonies. Writing in clear and persuasive prose, Paine made moral and political arguments to encourage common people in the Colonies to fight for egalitarian government.

“The cause of America is in a great measure the cause of all mankind. . . .Volumes have been written on the subject of the struggle between England and America. Men of all ranks have embarked in the controversy, from different motives, and with various designs; but all have been ineffectual, and the period of debate is closed. 

Arms, as the last resource, decide the contest; the appeal was the choice of the king, and the continent hath accepted the challenge.” “The sun never shined on a cause of greater worth. ‘Tis not the affair of a city, a country, a province, or a kingdom, but of a continent.  But Britain is the parent country, say some. Then the more shame upon her conduct. Even brutes do not devour their young, nor savages make war upon their families . . .

I challenge the warmest advocate for reconciliation, to shew, a single advantage that this continent can reap, by being connected with Great Britain. I repeat the challenge, not a single advantage is derived. . . .

Every thing that is right or natural pleads for separation. The blood of the slain, the weeping voice of nature cries, ‘TIS TIME TO PART. . . .

As to government matters, it is not in the power of Britain to do this continent justice: The business of it will soon be too weighty, and intricate, to be managed with any tolerable degree of convenience, by a power, so distant from us, and so very ignorant of us; for if they cannot conquer us, they cannot govern us. . . .

I am not induced by motives of pride, party, or resentment to espouse the doctrine of separation and independence; I am clearly, positively, and conscientiously persuaded that it is the true interest of this continent to be so . . .

O ye that love mankind! Ye that dare oppose, not only the tyranny, but the tyrant, stand forth!”

Activity #1: 4 Little Words

Using the following words "Articles of Confederation, Weaknesses of the Articles of Confederation, Shay's Rebellion, Constitutional Convention.

Activity #2: Venn Diagram

Compare the New Jersey and Virginia Plans, then we will discuss

Activity #3: Complete the EdPuzzle Assignment

Activity #4: Nifty Fifty Vocabulary:

Using the back of the vocabulary sheet that we completed last class or a new sheet if needed, please add the following vocabulary terms to our notebook glossaries:

Federalism
The Great Compromise (Connecticut Compromise)


3/5's Compromise

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August 27th 2019

Lesson 1.3: The Challenges of the Articles of Confederation 

Enduring Understanding: The Constitution emerged from the debate about the weaknesses in the Articles of Confederation as a blueprint for limited government. 

Learning Objectives: Explain the relationship between key provisions of the Articles of Confederation and the debate over granting the federal government greater power formerly reserved to the states. 

Essential Knowledge: Specific incidents and legal challenges that highlighted key weaknesses of the Articles of Confederation are represented by the: 

  • Lack of centralized military power to address Shays’ Rebellion 
  • Lack of tax-law enforcement power

Debrief 1.2:

Skim the following article about California's attempted secession by reading the title, picture captions, and the first line of each paragraph.  If any paragraph piques your interest, read those paragraphs.  Then answer the following questions in your notebook under the heading "Debrief 1.2:"
  1. What is the Social Contract, and what does it have to do with California in this article?
  2. How might the history of California and the United States impact how California might set up their new government?
  3. In your opinion, how should the United States Federal Government respond to California if this movement progresses?

Activity #1: The Articles of Confederation:

Part One:  In your notebooks, create a 2 column by 3 row square table.  Label the left column, "Grievances against the King."  List three different issues that the colonist had against the English Government.

Part Two: Complete the Articles of Confederation Analytical Reading.  Make sure to complete the tasks on the PDF using Apple Preview.  

Part Three:  In the right column of the chart that you made in the notebooks, list how the new American Government in the Articles of Confederation responded to the grievance listed in the Declaration of Independence.  

Activity #2:  Weakness of the Articles of Confederation:

Travel to this link to learn about why the United States' first government, The Articles of Confederation, failed.  Once there, skim through the article to learn about the major weakness of our first government.  To skim...

  1. Read the title, headings, and captions to pictures
  2. Then, read the first sentence of each paragraph and only read the paragraphs that stand out to you.
Once you finish, respond to the following prompt in your notebook...
"Develop an argument that explains how Articles of Confederation failed to provide a stable foundation for the American Colonies after independence."

Activity #3:  Notes (If time allows) 


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August 23rd 2019

Benchmark Day!

Activity #1

I wanted to start off today by reviewing what we learned about last class, The Declaration of Independence.  To do this, please complete the assignment titled "Declaration of Independence" on EdPuzzle. 

Activity #2

Next, we have a district Benchmark.

Today we are going to complete our first check-in to see how much you already know about American Government!  The Benchmark will be on Illuminate Student.  To access the assessment:

Click Here

Activity #3


Once you finish, please complete the Nifty Fifty vocab terms using the sheets provided:

Representative Democracy
Social Contract
Popular Soveriengty
Natural Rights

Activity #4

Please make sure you have completed Lesson 1.2 Quiz on AP Classroom.

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August 21st 2019


Lesson 1.2: Types of Democracy

Enduring Understanding: A balance between governmental power and individual rights has been a hallmark (or important piece) of American political development.

Learning Objectives: Students will be able to explain how models of representative democracy are visible in major institutions, policies, events, or debates in the United States.


Essential Knowledge: Representative democracies can take several forms along this scale:


  • Participatory democracy, which emphasizes broad participation in politics and civil society 
  • Pluralist democracy, which recognizes group-based activism by non-governmental interests striving for impact on political decision making 
  • Elite democracy, which emphasizes limited participation in politics and civil society 
Different aspects of the U.S. Constitution, as well as the debate between the Federalist No. 10 and Brutus No. 1, reflect the tension between the broad participatory model and the more filtered participation of the pluralist and elite models. The three models of representative democracy continue to be reflected in contemporary institutions and political behavior.

Debrief 1.2:

John Locke and the Social Contract:

Click Here for Reading and answer the following questions in your notebook...


  1. How does John Locke view human behavior, or human nature in its “natural state?”
  2. What are the consequences and benefits of living under an organized government in Locke's opinion?  (What do we sacrifice?)
  3. Under what conditions does John Locke believe people have the right to form a new government?  Where can this idea be found in American political foundations?

 

Activity #1: Declaration of Independence Re-Write

Open the Declaration of Independence.  In your notebooks, re-write each section as a group for example, table 1 should re-write the first highlighted section.  Then we will record the re-written version of the Declaration.

Activity #2: Declaration of Independence ASAP

Who is the Author, What is the Setting, Who is the Audience, What is the Purpose?

Activity #3: Lesson 1 and 2 Quick Check on AP Classroom


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August 19th 2019

Lesson 1.1: Ideals of Democracy

Enduring Understanding: 
A balance between governmental power and individual rights has been a hallmark (or important
piece) of American political development.

Learning Objectives:  
Students will be able to explain how democratic ideals are reflected  in the Declaration of
Independence and U.S. Constitution.

Essential Knowledge:  
The U.S. government is based on ideas of limited government, including natural rights,
popular sovereignty, republicanism, and social contract.

The Declaration of Independence, drafted by Jefferson with help from Adams and Franklin, provides
a foundation for popular sovereignty, while the U.S. Constitution drafted at the Philadelphia convention
led by George Washington, with important contributions from Madison, Hamilton, and members of the
“grand committee,” provides the blueprint for a unique form of political democracy in the U.S.

Debrief 1.1: 

If you were in charge of ruling an island, who would you put in charge?  Who would make the rules, what rules would you make?

Mini-Lecture over Types of Government and Ideals of Democracy: See Unit One Notes

Theories of Rule Four Way Organizer:  

See handout, place in notebook.

John Locke's Social Contract

Click Here for Reading and answer the following questions in your notebook...

  1. How does John Locke view human behavior, or human nature in its “natural state?”
  2. What are the consequences of living under the benefits of organized government in Locke's opinion?  (What do we sacrifice?)
  3. Locke describes how government began.  How might we see this development in early history?
  4. Under what conditions does John Locke believe people have the right to form a new government?  Where can this idea be found in American political foundations?

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