Today's objectives:
By the end of today's lesson, students will have created a media strategy for the Election 2010 simulation and will have participated in the in-class press conference event.
Agenda:
• All groups except the news media: work time to create media plan (this assignment is due at the end of the class period)
• Prep time for press conference (everyone except news media)
• PRESS CONFERENCE (in class)
• News media: work on Chapter 7 (media literacy) assignment and respond to press conference → DUE by Sunday evening @6pm
HW: students assigned to media group must submit articles by 6pm on Sunday evening; all students should continue to work on Chapter 7 (media literacy) assignment
Thursday, September 30, 2010
Tuesday, September 28, 2010
Lesson 21: September 28th
Today students will participate in the first challenge of the Election 2010 simulation. Each of the four primary candidates will give his or her "stump speech" in the participating 9th, 10th, and 11th grade classes. Students who are not participating in or analyzing the stump speeches will work on the Ch. 7 (media literacy) assignment of their choosing.
HW: students who have been assigned news media roles must submit stump speech articles by 6pm; all other students should work on the Chapter 7/media literacy assignment
HW: students who have been assigned news media roles must submit stump speech articles by 6pm; all other students should work on the Chapter 7/media literacy assignment
Monday, September 27, 2010
Lesson 20: September 27th
Today's objectives:
By the end of today's lesson, students will know what role they're taking on in our Election 2010 simulation, know what assignments are due when, and begin working towards either the stump speech assignment or the Chapter 7 assignment.
Agenda:
1) intro to Election 2010 roles and methodology
2) differentiated work time for either stump speeches (campaign teams) or the Chapter 7 task of your choosing (media, interest group, and political party leadership teams)
HW: probably none, just make sure that you're ready for stump speeches (campaign teams) and that you'll have your Chapter 7 assignment done by the beginning of class time on Monday
NOTE: I'm now able to link files to this blog, so if you're curious about an assignment or have misplaced your copy of a paper, a replacement should be more readily available.
By the end of today's lesson, students will know what role they're taking on in our Election 2010 simulation, know what assignments are due when, and begin working towards either the stump speech assignment or the Chapter 7 assignment.
Agenda:
1) intro to Election 2010 roles and methodology
2) differentiated work time for either stump speeches (campaign teams) or the Chapter 7 task of your choosing (media, interest group, and political party leadership teams)
HW: probably none, just make sure that you're ready for stump speeches (campaign teams) and that you'll have your Chapter 7 assignment done by the beginning of class time on Monday
NOTE: I'm now able to link files to this blog, so if you're curious about an assignment or have misplaced your copy of a paper, a replacement should be more readily available.
Sunday, September 26, 2010
links for Chapter 7 (Media Literacy/Media Bias) assignment
Hi seniors:
Please use the following links to complete your Chapter 7 assignment:
A. none needed
B. #2. Obama soundbites
#3. Wikipedia site on soundbites
#5. Rolling Stone article on McChrystal
#6. McChrystal's Firing Offense and McChrystal Resignation Shows Obama Weakness
C. #1. Rolling Stone article on McChrystal
#2. McChrystal's Firing Offense and McChrystal Resignation Shows Obama Weakness
Please use the following links to complete your Chapter 7 assignment:
A. none needed
B. #2. Obama soundbites
#3. Wikipedia site on soundbites
#5. Rolling Stone article on McChrystal
#6. McChrystal's Firing Offense and McChrystal Resignation Shows Obama Weakness
C. #1. Rolling Stone article on McChrystal
#2. McChrystal's Firing Offense and McChrystal Resignation Shows Obama Weakness
Please support Impact's AP Government program on DonorsChoose
I recently posted a request on DonorsChoose to try to raise money to buy a document camera for the AP Government classroom. This would allow me to project images/articles/anything else printed on regular paper (not transparency film) and would help me make the most of the curricular resources available to me.
Please see my request here and feel free to pass this on to anyone you may know who wants to support Impact Academy or your own student's college readiness.
Thank you!
-Micah
Please see my request here and feel free to pass this on to anyone you may know who wants to support Impact Academy or your own student's college readiness.
Thank you!
-Micah
Friday, September 24, 2010
Lesson 19: September 24th
During class today, Susan Mosborg, a professor/researcher from the University of Washington, will be coming into our class in order to administer the pre-assessments for the AP+ study that Impact Academy is involved in this year. These assessments will take the entire class period.
HW: none
HW: none
Lesson 18: September 23rd
Today's objective:
Students will demonstrate their knowledge of the content covered in Chapters 1-3 of the textbook (constitutional underpinnings and federalism). Students will also get a preview of what's coming up in the next unit and rank their choices of roles in the upcoming simulation.
Agenda:
1) Unit 1 Exam
2) Intro to Unit 2 (Election 2010)
HW: none
Students will demonstrate their knowledge of the content covered in Chapters 1-3 of the textbook (constitutional underpinnings and federalism). Students will also get a preview of what's coming up in the next unit and rank their choices of roles in the upcoming simulation.
Agenda:
1) Unit 1 Exam
2) Intro to Unit 2 (Election 2010)
HW: none
Lesson 17: September 21st
Today's objective:
By the end of today's lesson, students will be able to identify what they need to know to be successful on Unit Exam #1 on Thursday, Sept. 23rd and on which topics they should focus their studying efforts.
Agenda:
Unit 1 Review Jeopardy game in table groups
HW: Study for the exam on Thursday!
By the end of today's lesson, students will be able to identify what they need to know to be successful on Unit Exam #1 on Thursday, Sept. 23rd and on which topics they should focus their studying efforts.
Agenda:
Unit 1 Review Jeopardy game in table groups
HW: Study for the exam on Thursday!
Lesson 14-16: September 16-20
Over these days, we're continuing to work on the first grad. portfolio task. The paper is due on September 20th.
Wednesday, September 15, 2010
Upcoming dates and deadlines!
Here are some upcoming dates/deadlines in AP Government:
Thursday (9/16): Part #2 of the Grad. Portfolio paper is due
Friday (9/17): complete first draft of the Grad. Portfolio paper is due
Monday (9/20): notecards due on the second half of Chapter 3
Tuesday (9/21): final draft of the Grad. Portfolio paper is due!
Thursday (9/23): unit exam on Chapters 1-3
Thursday (9/16): Part #2 of the Grad. Portfolio paper is due
Friday (9/17): complete first draft of the Grad. Portfolio paper is due
Monday (9/20): notecards due on the second half of Chapter 3
Tuesday (9/21): final draft of the Grad. Portfolio paper is due!
Thursday (9/23): unit exam on Chapters 1-3
Tuesday, September 14, 2010
Lessons 12 and 13: Monday and Tuesday, September 13-14
Today's objectives:
By the end of today's lesson, students will be able to find recent federal and state laws and court cases related to their focal issue and apply the information they've found to respond to the Part #2 of their graduation portfolio paper.
Agenda:
Work time to research and write Part #2 of the grad. portfolio paper.
HW: visual study guide due on Tuesday (9/14); Part #2 of the GP paper due on Thursday (9/16)
By the end of today's lesson, students will be able to find recent federal and state laws and court cases related to their focal issue and apply the information they've found to respond to the Part #2 of their graduation portfolio paper.
Agenda:
Work time to research and write Part #2 of the grad. portfolio paper.
HW: visual study guide due on Tuesday (9/14); Part #2 of the GP paper due on Thursday (9/16)
Friday, September 10, 2010
Some websites that might be helpful for GP #1, Part #2
http://www.procon.org
http://www.oyez.org (provides concise summaries of Supreme Court cases)
http://www.findlaw.com
http://www.uscis.gov/ (government immigration site)
http://lawbrain.com
http://www.oyez.org (provides concise summaries of Supreme Court cases)
http://www.findlaw.com
http://www.uscis.gov/ (government immigration site)
http://lawbrain.com
Thursday, September 9, 2010
Lesson 11: Friday, September 10th
Today's objectives:
By the end of today’s lesson, students will be able to explain how their focal issue (for Grad. Portfolio Task #1) is a contemporary crisis in federalism using examples of recent legislation and court cases as evidence.
Agenda:
Students will have 60 minutes to collect evidence from relevant websites and begin framing their arguments.
HW: GP #1, Part #1 is due at the beginning of class on Monday. I will not be able to print it for you, so you must print it out before my class. Papers should be 1 to 1.5 pages in length. Please adhere to standard formatting conventions (1” margins, 12 pt. Times New Roman font).
By the end of today’s lesson, students will be able to explain how their focal issue (for Grad. Portfolio Task #1) is a contemporary crisis in federalism using examples of recent legislation and court cases as evidence.
Agenda:
Students will have 60 minutes to collect evidence from relevant websites and begin framing their arguments.
HW: GP #1, Part #1 is due at the beginning of class on Monday. I will not be able to print it for you, so you must print it out before my class. Papers should be 1 to 1.5 pages in length. Please adhere to standard formatting conventions (1” margins, 12 pt. Times New Roman font).
Lesson 10: Thursday, September 9th
Today's objectives:
By the end of today’s lesson, students will be able to apply their knowledge of constitutional principles to respond to Grad. Portfolio Task #1, Part #1. Students will also begin to synthesize the governmental concepts presented in Chapters 1-3 of the textbook in preparation for the unit exam.
Agenda:
1. research/writing time in research groups
2. students work on visual study guide in research groups
HW: GP #1, Part #1 is due at the beginning of class on Monday. I will not be able to print it for you, so you must print it out before my class. Papers should be 1 to 1.5 pages in length. Please adhere to standard formatting conventions (double-spaced, 1” margins, 12 pt. Times New Roman font).
By the end of today’s lesson, students will be able to apply their knowledge of constitutional principles to respond to Grad. Portfolio Task #1, Part #1. Students will also begin to synthesize the governmental concepts presented in Chapters 1-3 of the textbook in preparation for the unit exam.
Agenda:
1. research/writing time in research groups
2. students work on visual study guide in research groups
HW: GP #1, Part #1 is due at the beginning of class on Monday. I will not be able to print it for you, so you must print it out before my class. Papers should be 1 to 1.5 pages in length. Please adhere to standard formatting conventions (double-spaced, 1” margins, 12 pt. Times New Roman font).
Lesson 9: Tuesday, September 7th
Today's objectives:
By the end of today’s lesson, students will have applied their knowledge of constitutional principles to respond to Grad. Portfolio Task #1, Part #1.
Agenda:
1. Students work in research groups to mine founding documents for evidence
2. Intro to free-response questions – students practice responding to one question in small groups.
HW: continue researching for GP 1, Part 1
By the end of today’s lesson, students will have applied their knowledge of constitutional principles to respond to Grad. Portfolio Task #1, Part #1.
Agenda:
1. Students work in research groups to mine founding documents for evidence
2. Intro to free-response questions – students practice responding to one question in small groups.
HW: continue researching for GP 1, Part 1
Friday, September 3, 2010
Lesson 8: Friday, September 3rd
Today's objectivs:
By the end of today’s lesson, students will have analyzed Gonzales v. Raich as an example of the tension in our federalist system between states’ rights and federal powers. Students will also identify the main arguments presented in Federalist Paper #51 and select topics for the first graduation portfolio paper.
Agenda:
1. Debrief Gonzales v. Raich verdict and tie back to Federalism
2. Read selections from Fed #51 and answer questions in small groups
3. Intro to grad. portfolio paper: students choose Federalist topic to focus on (rank choices)
4. Vocab. cards assignment → good vs. bad vocab cards (w/ list of vocab terms to go with weekend reading HW)
HW: Create vocab cards for Chapter 3; answer the two additional questions listed below the vocab on the worksheet.
By the end of today’s lesson, students will have analyzed Gonzales v. Raich as an example of the tension in our federalist system between states’ rights and federal powers. Students will also identify the main arguments presented in Federalist Paper #51 and select topics for the first graduation portfolio paper.
Agenda:
1. Debrief Gonzales v. Raich verdict and tie back to Federalism
2. Read selections from Fed #51 and answer questions in small groups
3. Intro to grad. portfolio paper: students choose Federalist topic to focus on (rank choices)
4. Vocab. cards assignment → good vs. bad vocab cards (w/ list of vocab terms to go with weekend reading HW)
HW: Create vocab cards for Chapter 3; answer the two additional questions listed below the vocab on the worksheet.
Wednesday, September 1, 2010
Lesson 7: Thursday, September 2nd
Today's objectives:
By the end of today’s lesson, students will be demonstrate their understanding of basic constitutional principals, analyze the Youngstown case as an example of checks and balances, be able to explain federalism using Envision Schools as a model, and apply constitutional law to decide the verdict in Gonzales v. Raich.
1. Quiz: Ch. 2
2. Do-now: Think back to the court case we looked at yesterday (about whether it was okay for Pres. Hoover to take over the steel industry during the Korean War) – how does this court case provide an example of our system of checks and balances?
3. Introduction to Federalism
4. Check answers to Fed #10 comprehension questions
5. Small group discussions on Fed #10
HW: Write a body paragraph explaining how you think Gonzales v. Raich should be decided. Please support your ideas using evidence based on constitutional law.
By the end of today’s lesson, students will be demonstrate their understanding of basic constitutional principals, analyze the Youngstown case as an example of checks and balances, be able to explain federalism using Envision Schools as a model, and apply constitutional law to decide the verdict in Gonzales v. Raich.
1. Quiz: Ch. 2
2. Do-now: Think back to the court case we looked at yesterday (about whether it was okay for Pres. Hoover to take over the steel industry during the Korean War) – how does this court case provide an example of our system of checks and balances?
3. Introduction to Federalism
4. Check answers to Fed #10 comprehension questions
5. Small group discussions on Fed #10
HW: Write a body paragraph explaining how you think Gonzales v. Raich should be decided. Please support your ideas using evidence based on constitutional law.
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