Today's objectives:
By the end of today's lesson, students will learn how Constitutional law is applied in Supreme Court cases (with a focus on Youngstown Sheet and Tube Co. v. Sawyer). They will also be able to identify the main arguments in Federalist Paper #10.
Agenda:
1) You be the lawyer: Youngstown Sheet and Tube Co. v. Sawyer
2) Read and discuss Federalist Paper #10 in differentiated groups
HW: Use study guide to study for quiz #2 (on Thursday!); finish reading Federalist Paper #10 and answer the comprehension questions.
Tuesday, August 31, 2010
Monday, August 30, 2010
Lesson 5: Monday, August 30th
Today's objective:
By the end of today’s lesson, students will have demonstrated their knowledge of theories of government and applied their knowledge of the organization of the Constitution in order to answer twenty questions about constitutional law.
Agenda:
1. Chapter 1 quiz
2. Fill in outline of Constitution
3. Constitution scavenger hunt
HW: finish Constitution scavenger hunt
By the end of today’s lesson, students will have demonstrated their knowledge of theories of government and applied their knowledge of the organization of the Constitution in order to answer twenty questions about constitutional law.
Agenda:
1. Chapter 1 quiz
2. Fill in outline of Constitution
3. Constitution scavenger hunt
HW: finish Constitution scavenger hunt
Lesson 4: Friday, August 27th
Today's objective:
By the end of today’s lesson, students will be able to identify the main events, challenges, and conflicts in the drafting of the Constitution.
Agenda:
Today we are going to watch Part 1 in the Annenberg Foundation Key Constitutional Concepts series and take guided notes. You will then have time to either begin reading p. 48-54 and taking notes or studying for the Chapter 1 quiz on Monday.
HW: Read Ch. 2 packet (p. 48-54) and take notes; study for Ch. 1 quiz
By the end of today’s lesson, students will be able to identify the main events, challenges, and conflicts in the drafting of the Constitution.
Agenda:
Today we are going to watch Part 1 in the Annenberg Foundation Key Constitutional Concepts series and take guided notes. You will then have time to either begin reading p. 48-54 and taking notes or studying for the Chapter 1 quiz on Monday.
HW: Read Ch. 2 packet (p. 48-54) and take notes; study for Ch. 1 quiz
Wednesday, August 25, 2010
Lesson 3: Thursday, August 26th
Today's objectives:
By the end of today’s class, students will examine their own political beliefs and put them into the context of current trends in political polarization. In addition, students will be able to evaluate the effectiveness the two party system within this polarized context. Students will develop individual opinions about the role that the founders’ intent should – or should not – play in contemporary discussions of government.
Agenda:
Do-Now: Binder Organization
1. Score political ideology survey with written response
2. Political polarization activity and debrief
3. Quickwrite on being a founder of Impact Academy
4. Three quick fishbowl discussions on Founder’s Intent (for IA)
5. Connections to Government/Federalism with Tea Party Rally Call video
6. Exit ticket: To what extent should it matter to us (as modern Americans) what the Founding Fathers wanted this country to look like?
HW: Study for quiz on Monday. (Students will receive the questions -- without the multiple choice answers -- to study from.)
By the end of today’s class, students will examine their own political beliefs and put them into the context of current trends in political polarization. In addition, students will be able to evaluate the effectiveness the two party system within this polarized context. Students will develop individual opinions about the role that the founders’ intent should – or should not – play in contemporary discussions of government.
Agenda:
Do-Now: Binder Organization
1. Score political ideology survey with written response
2. Political polarization activity and debrief
3. Quickwrite on being a founder of Impact Academy
4. Three quick fishbowl discussions on Founder’s Intent (for IA)
5. Connections to Government/Federalism with Tea Party Rally Call video
6. Exit ticket: To what extent should it matter to us (as modern Americans) what the Founding Fathers wanted this country to look like?
HW: Study for quiz on Monday. (Students will receive the questions -- without the multiple choice answers -- to study from.)
Lesson 2: Tuesday, August 24th
Today's objectives:
By the end of today’s class, students will be able to differentiate between and apply elitist, pluralist, and democratic theories of government and explain why government is necessary. In addition, students will begin exploring their own political beliefs.
1. Content-based warm-up: Which theory of government (elitist, pluralist, or truly democratic) do you believe best describes our current democracy?
2. State of Nature game
3. Debrief of the game—applying the theories of democratic government to what happened during the game
HW (due Thursday): Take political ideology survey; bring your binder and dividers to class on Thursday.
By the end of today’s class, students will be able to differentiate between and apply elitist, pluralist, and democratic theories of government and explain why government is necessary. In addition, students will begin exploring their own political beliefs.
1. Content-based warm-up: Which theory of government (elitist, pluralist, or truly democratic) do you believe best describes our current democracy?
2. State of Nature game
3. Debrief of the game—applying the theories of democratic government to what happened during the game
HW (due Thursday): Take political ideology survey; bring your binder and dividers to class on Thursday.
Lesson 1: Monday, August 23rd
Today's objective:
By the end of today’s class, students will know what is expected of them in AP Government as well as what they can expect from the class. Students will begin to explore their own political beliefs and affiliations.
Agenda:
1. Philosophical chairs activity: Should the words “under God” remain in the Pledge of Allegiance?
2. Go over syllabus
3. What can you expect in this course? How will it be similar to/different from what you’re used to at IA?
HW (due Tuesday): Read p. 14-21 and take notes as instructed in class; get syllabus signed by your parents; work on getting your materials for this class.
By the end of today’s class, students will know what is expected of them in AP Government as well as what they can expect from the class. Students will begin to explore their own political beliefs and affiliations.
Agenda:
1. Philosophical chairs activity: Should the words “under God” remain in the Pledge of Allegiance?
2. Go over syllabus
3. What can you expect in this course? How will it be similar to/different from what you’re used to at IA?
HW (due Tuesday): Read p. 14-21 and take notes as instructed in class; get syllabus signed by your parents; work on getting your materials for this class.
Sunday, August 22, 2010
It's the first day of school!...
...and this blog has switched (along with me) from UD English to AP Government. Other than the title, not much else has changed on this blog. This is still the place to go for the most up-to-date information on homework, assessments, and due dates. Stay tuned for info on Day 1.
-Micah
-Micah
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