Today's objectives:
By the end of today's lesson, students should be able to draft at least one piece of legislation, per state, that meets all required conditions to be sent to committee.
Agenda:
Work time to research and draft legislation. Here is the template you can use.
HW: Bills (at least one per state) are due at the end of class on Friday, Feb. 11th.
Thursday, February 10, 2011
Lesson 65 & 66: February 7th and 8th, 2011
Today's objectives:
By the end of today's lesson, students should be demonstrate -- by writing a brief research paper -- that they are knowledgeable enough about their assigned states' resources, people, and needs to draft legislation that adequately represents their states.
Agenda:
Work time on State Mini-Research Paper
HW: This paper is due at the beginning of class on Thursday, Feb. 10th.
By the end of today's lesson, students should be demonstrate -- by writing a brief research paper -- that they are knowledgeable enough about their assigned states' resources, people, and needs to draft legislation that adequately represents their states.
Agenda:
Work time on State Mini-Research Paper
HW: This paper is due at the beginning of class on Thursday, Feb. 10th.
Tuesday, February 1, 2011
Lesson 64: Tuesday, February 1st
E-learning module on how Congressmembers choose to vote:
- click this link and scroll down to the module entitled "How a Member Decides to Vote"
- using headphones, complete the module --> this will take approximately 30 minutes
- after you have completed the module, please complete the following questions on binder paper:
- How did you decide to vote?
- Why did you decide to vote this way? What, if anything, swayed your opinion? If nothing swayed your opinion, explain why this is.
- Thinking about the district that you were representing, do you think you were acting as a delegate or as a trustee based on the way that you decided to vote and what your constituents thought about the issue? Please explain your answer thoroughly.
Lesson 64: Monday, January 31st
Today, we are watching the 2011 State of the Union address and playing BINGO with the State of the Union BINGO cards that you made during Lesson 63. The SOTU address is 61 minutes long, so this will take the entire class period.
HW: Bring in your completed Ch. 12 vocab cards and blank index cards.
HW: Bring in your completed Ch. 12 vocab cards and blank index cards.
Tuesday, January 25, 2011
Lesson 63: Tuesday, January 25th
Good morning, students! Today's lesson is self-paced (i.e., you'll work through it at your own speed) and very independent, which means that the room should be very quiet for most of the period. Here's what you need to get through today, in order:
1) e-learning module on the many roles of a member of Congress:
3) With about 20 minutes remaining in class, Steve will stop you and ask you to put your notecards away and close your textbooks. He will then take you through a short activity in which you will create your own BINGO card for the State of the Union address. You MUST turn your BINGO card in before you leave class today in order to participate in the competition and have a chance at winning some fancy baked goods :)
HW: Finish your Chapter 12 vocab cards and bring them to class with you on Thursday. There will be no extensions given (duh!), so it's up to you to come after school if you need to borrow a textbook.
1) e-learning module on the many roles of a member of Congress:
- click this link and scroll down to the module entitled "The Many Roles of a Member of Congress"
- using headphones, watch all six parts of this module --> be sure to take notes (on binder paper)
- make sure you turn these notes in when you are done with this activity: you will receive a grade for this activity and I will give you points based on the quality of your notes
3) With about 20 minutes remaining in class, Steve will stop you and ask you to put your notecards away and close your textbooks. He will then take you through a short activity in which you will create your own BINGO card for the State of the Union address. You MUST turn your BINGO card in before you leave class today in order to participate in the competition and have a chance at winning some fancy baked goods :)
HW: Finish your Chapter 12 vocab cards and bring them to class with you on Thursday. There will be no extensions given (duh!), so it's up to you to come after school if you need to borrow a textbook.
Monday, January 24, 2011
Lesson 62: Monday, January 24th
Today's objectives:
By the end of this lesson, students will be able to identify the differences between the "textbook" legislative process and the way laws are really passed in Congress.
Agenda:
Students, please follow the instructions below for class today:
1) Click this link to go to the Center on Congress e-learning modules.
2) Scroll down to the module called "The Dynamic Legislative Process" and click on it.
3) Click the arrow in the circle to begin the e-module.
4) After you've listened to the introduction, click on the 2nd part of the module (called "The Textbook Legislative Process") and watch it. Follow along and fill in your own chart as you go along. Please be sure to summarize what happens in each step of the process in your own words.
5) Please do the same thing as in #4 above with the 4th part of the module (called "The Dynamic Legislative Process).
6) If you want to watch part 3 ("Public Criticisms"), you may do so after you finish all of the parts listed above.
7) In any time you have left over, you may work on creating vocabulary cards for Ch. 12 (Congress)
HW: none, but don't get too used to it :)
By the end of this lesson, students will be able to identify the differences between the "textbook" legislative process and the way laws are really passed in Congress.
Agenda:
Students, please follow the instructions below for class today:
1) Click this link to go to the Center on Congress e-learning modules.
2) Scroll down to the module called "The Dynamic Legislative Process" and click on it.
3) Click the arrow in the circle to begin the e-module.
4) After you've listened to the introduction, click on the 2nd part of the module (called "The Textbook Legislative Process") and watch it. Follow along and fill in your own chart as you go along. Please be sure to summarize what happens in each step of the process in your own words.
5) Please do the same thing as in #4 above with the 4th part of the module (called "The Dynamic Legislative Process).
6) If you want to watch part 3 ("Public Criticisms"), you may do so after you finish all of the parts listed above.
7) In any time you have left over, you may work on creating vocabulary cards for Ch. 12 (Congress)
HW: none, but don't get too used to it :)
Thursday, January 20, 2011
Lesson 61: Thursday, January 20th
Today's objectives:
By the end of today's lesson, students will be able to explain the three models of representation (trustee, delegate, and politico) and develop their own position on which model of representation is preferable in American politics.
Agenda:
1) Do-now: respond to Unit 4 essential question
2) SAC on models of representation
3) Begin reading Ch. 12
4) What's coming up in AP Gov in the next few weeks?
HW: Bring blank index cards to class on Monday.
By the end of today's lesson, students will be able to explain the three models of representation (trustee, delegate, and politico) and develop their own position on which model of representation is preferable in American politics.
Agenda:
1) Do-now: respond to Unit 4 essential question
2) SAC on models of representation
3) Begin reading Ch. 12
4) What's coming up in AP Gov in the next few weeks?
HW: Bring blank index cards to class on Monday.
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