Today's objective:
By the end of today's lesson, students will be able to identify the primary structures of the bureaucracy and provide examples of each type of bureaucratic agency.
Agenda:
1) Lecture on the bureaucracy
2) Time to begin reading the second part of Ch. 15 and working on notecards
HW: Read p.481-492 and create notecards (with examples) for all of the following terms/concepts:
• government corporation
• independent executive agency
• policy implementation
• four reasons why policy can be poorly implemented
• administrative discretion
• street-level bureaucrat
• fragmentation
• privatization
Remember: Definitions must always be written in your own words. This assignment is due at the beginning of class on Thursday.
Tuesday, November 30, 2010
Monday, November 29, 2010
Lesson 45: November 29th
Today's objectives:
By the end of today's lesson, students will have an overarching understanding of the bureaucracy and how the bureaucracy is involved in our daily lives in ways we may not expect. Students will also begin to learn how the bureaucracy is organized and managed.
Agenda:
1) Intro to the bureaucracy: guided reading of pages 470-471 and 493 in the textbook with class discussion.
2) Students will individually interact with an online simulation that demonstrates some of the many ways that the bureaucracy serves to regulate various aspects of our daily lives.
3) We will watch and discuss a brief whitehouse.gov video on the cabinet.
4) Students will begin reading Chapter 15 and creating vocab cards on the following terms/concepts:
• bureaucracy
• patronage (you should already know this word from a previous chapter)
• merit principle
• OPM (Office of Personnel Management)
• GS (General Schedule) rating
• The Plum Book
• cabinet
• independent regulatory commission
• What are the fifteen cabinet departments? (You should have a list of them on one notecard together… and you need to know which four are the most important!)
HW: Read p. 472-480 and create notecards (including definition and example) for each of the terms/concepts listed above. This is due tomorrow (Tuesday).
By the end of today's lesson, students will have an overarching understanding of the bureaucracy and how the bureaucracy is involved in our daily lives in ways we may not expect. Students will also begin to learn how the bureaucracy is organized and managed.
Agenda:
1) Intro to the bureaucracy: guided reading of pages 470-471 and 493 in the textbook with class discussion.
2) Students will individually interact with an online simulation that demonstrates some of the many ways that the bureaucracy serves to regulate various aspects of our daily lives.
3) We will watch and discuss a brief whitehouse.gov video on the cabinet.
4) Students will begin reading Chapter 15 and creating vocab cards on the following terms/concepts:
• bureaucracy
• patronage (you should already know this word from a previous chapter)
• merit principle
• OPM (Office of Personnel Management)
• GS (General Schedule) rating
• The Plum Book
• cabinet
• independent regulatory commission
• What are the fifteen cabinet departments? (You should have a list of them on one notecard together… and you need to know which four are the most important!)
HW: Read p. 472-480 and create notecards (including definition and example) for each of the terms/concepts listed above. This is due tomorrow (Tuesday).
Tuesday, November 23, 2010
Lesson 44: November 23rd
Today we have a guest speaker, Jimmy Parrish, who is coming in to talk to us about working for Senator Murkowski in DC and, more recently, working on her write-in campaign for re-election in the 2010 midterm election.
HW: Have a happy and safe Thanksgiving. Come back on Monday ready to start unit 3.
HW: Have a happy and safe Thanksgiving. Come back on Monday ready to start unit 3.
Monday, November 22, 2010
Lesson 43: November 22nd
Today's objectives:
By the end of today's lesson, students will begin to develop their thinking around our Unit 3 essential question: What is the proper role of our government institutions? Why?
Agenda:
1) Students will read four different articles on recent laws and government regulations: the SF Happy Meal Law, the government crackdown on Four Loko alcoholic beverages, the increased regulation of for-profit private colleges, and the California ban on selling violent video games to minors.
2) Students will participate in two Socratic seminars: once as a participant and once as a member of the audience.
HW: Read article on Murkowski's write-in campaign and write at least three questions you'd be interested in asking our guest speaker tomorrow.
By the end of today's lesson, students will begin to develop their thinking around our Unit 3 essential question: What is the proper role of our government institutions? Why?
Agenda:
1) Students will read four different articles on recent laws and government regulations: the SF Happy Meal Law, the government crackdown on Four Loko alcoholic beverages, the increased regulation of for-profit private colleges, and the California ban on selling violent video games to minors.
2) Students will participate in two Socratic seminars: once as a participant and once as a member of the audience.
HW: Read article on Murkowski's write-in campaign and write at least three questions you'd be interested in asking our guest speaker tomorrow.
Lesson 42: November 18th
Because today is the day after exhibition and everyone was at school late, we're going to have a relaxing class today. We will be watching -- and hopefully discussing -- two episodes from The West Wing, Season 6.
We'll return to our regularly scheduled curriculum on Monday, November 22nd.
-Micah
We'll return to our regularly scheduled curriculum on Monday, November 22nd.
-Micah
Lesson 41: November 16th
Today's objective:
By the end of today's lesson, students will demonstrate their understanding of how campaign advertising uses rhetorical appeals to persuade the electorate by making revisions to their 2nd drafts and attempting to strengthen their analysis and evaluation on these rhetorical techniques.
Agenda:
Work time on revisions!
HW: 3rd drafts are due at 4:30pm today with bibliography and all previous drafts attached.
By the end of today's lesson, students will demonstrate their understanding of how campaign advertising uses rhetorical appeals to persuade the electorate by making revisions to their 2nd drafts and attempting to strengthen their analysis and evaluation on these rhetorical techniques.
Agenda:
Work time on revisions!
HW: 3rd drafts are due at 4:30pm today with bibliography and all previous drafts attached.
Monday, November 15, 2010
Lesson 40: November 15th
Today's objective:
By the end of today's lesson, students will have a deeper understanding of the role that analysis/ understanding of audience plays in evaluating the effectiveness of a rhetorical appeal. They will demonstrate their understanding of this knowledge by rewriting the evaluation paragraphs in their essay.
Agenda:
1) watch Jitterbug, Android, and Apple (iPhone) commercials --> two each
2) class discussion on rhetorical appeals used in each commercial and commercial's overall effectiveness
3) whole class works together to generate an evaluation paragraph for the Droid commercials with American senior citizens as the target audience
4) students choose one ad and work in pairs to write a paragraph evaluating the effectiveness of the commercials for middle-class, working mothers
5) students work individually to re-write their own evaluation paragraphs
HW: the 3rd (and possibly final) draft of your essay is due tomorrow (Tuesday) at 4:30pm
By the end of today's lesson, students will have a deeper understanding of the role that analysis/ understanding of audience plays in evaluating the effectiveness of a rhetorical appeal. They will demonstrate their understanding of this knowledge by rewriting the evaluation paragraphs in their essay.
Agenda:
1) watch Jitterbug, Android, and Apple (iPhone) commercials --> two each
2) class discussion on rhetorical appeals used in each commercial and commercial's overall effectiveness
3) whole class works together to generate an evaluation paragraph for the Droid commercials with American senior citizens as the target audience
4) students choose one ad and work in pairs to write a paragraph evaluating the effectiveness of the commercials for middle-class, working mothers
5) students work individually to re-write their own evaluation paragraphs
HW: the 3rd (and possibly final) draft of your essay is due tomorrow (Tuesday) at 4:30pm
Monday, November 8, 2010
Lessons 38 and 39: November 8th and 9th
Today's objectives:
By the end of today's lesson, students will have applied their knowledge of rhetorical appeals to a current campaign in order to critique a peer's essay and to revise their own.
Agenda (to be completed over the course of two lessons):
1) Peer revision: grammar and spelling check
2) Peer revision: content feedback and wows/wonders
3) Time to revise one's own essay
HW: 2nd drafts of essays are due by 4:30pm on Tuesday, November 9th
By the end of today's lesson, students will have applied their knowledge of rhetorical appeals to a current campaign in order to critique a peer's essay and to revise their own.
Agenda (to be completed over the course of two lessons):
1) Peer revision: grammar and spelling check
2) Peer revision: content feedback and wows/wonders
3) Time to revise one's own essay
HW: 2nd drafts of essays are due by 4:30pm on Tuesday, November 9th
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