Civics & Society Quick Links Remind101
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Unit One Essential Questions
1. How are the Founding Fathers’ democratic principles applied to today’s government and issues in society?
2. How do government regulations affect society on a day to day basis?
The Week of October 2-6
Monday, October 2
Objectives: Students should be able to:
1. Examine how federalism has changed in the United States
Procedure:
1. Review Stuck on an Island Projects
2. PowerPoint Day 7
3. Quizlet Live if time remains
HW:
1. Prepare for test on Tuesday, October 10.
2. Complete study guide for test on Friday, October 6.
Tuesday, October 3
Objectives: Students should be able to:
1. Examine how federalism has changed in the United States
Procedure:
1. PowerPoint Day 8
2. Watch video segment (10 min) - 9:19
3. Discuss
HW:
1. Prepare for test on Tuesday, October 10.
2. Complete study guide for test on Friday, October 6.
Wednesday, October 4
Objectives: Students should be able to:
1. Examine how federalism has changed in the United States
Procedure:
1. Do Now: Find your match
2. PowerPoint Day 9
3. Federal Mandate
HW:
1. Federal mandate activity due via Google Classroom for Thursday, October 5.
2. Prepare for test on Tuesday, October 10.
3. Complete study guide for test on Friday, October 6.
Thursday, October 5
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning constitutional underpinnings and federalism.
Procedure:
1. Federal mandate
2. Animoto Signup (Tutorial Video) Code: a4efalk59bc92eec1441ea0
3. Devolution in PowerPoint Day 9
HW:
1. Prepare for test on Tuesday, October 10.
2. Complete study guide for test on Friday, October 6.
Friday, October 6
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning constitutional underpinnings and federalism.
Procedure:
1. Test
HW: None
Objectives: Students should be able to:
1. Examine how federalism has changed in the United States
Procedure:
1. Review Stuck on an Island Projects
2. PowerPoint Day 7
3. Quizlet Live if time remains
HW:
1. Prepare for test on Tuesday, October 10.
2. Complete study guide for test on Friday, October 6.
Tuesday, October 3
Objectives: Students should be able to:
1. Examine how federalism has changed in the United States
Procedure:
1. PowerPoint Day 8
2. Watch video segment (10 min) - 9:19
3. Discuss
HW:
1. Prepare for test on Tuesday, October 10.
2. Complete study guide for test on Friday, October 6.
Wednesday, October 4
Objectives: Students should be able to:
1. Examine how federalism has changed in the United States
Procedure:
1. Do Now: Find your match
2. PowerPoint Day 9
3. Federal Mandate
HW:
1. Federal mandate activity due via Google Classroom for Thursday, October 5.
2. Prepare for test on Tuesday, October 10.
3. Complete study guide for test on Friday, October 6.
Thursday, October 5
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning constitutional underpinnings and federalism.
Procedure:
1. Federal mandate
2. Animoto Signup (Tutorial Video) Code: a4efalk59bc92eec1441ea0
3. Devolution in PowerPoint Day 9
HW:
1. Prepare for test on Tuesday, October 10.
2. Complete study guide for test on Friday, October 6.
Friday, October 6
Objectives: Students should be able to:
1. Analyze and demonstrate mastery of content concerning constitutional underpinnings and federalism.
Procedure:
1. Test
HW: None
The Week of September 25-29
Monday, September 25
Objectives: Students should be able to: 1. Compare and contrast rights on three levels Procedure: 1. Intro: Politics affects you! 2. Your Rights on Three Levels: Resources: Vernon Ordinances vs. NJ State Constitution vs. US Constitution a. Find an important right given in the NJ Constitution and the US Constitution. b. Of all three documents, which document seems the most restrictive? Least restrictive? Make an educated guess as to why. c. The US Constitution is the oldest surviving democratic constitution. Where do you see its influences on the NJ Constitution and Vernon? d. Make an educated guess as to why states even have a constitution. e. Which constitution probably affects you the most? Your parents? Explain. 3. Summative Class Review HW: Read pages 124-127 for Tuesday, September 26. Tuesday, September 26 Objectives: Students should be able to: 1. Analyze the rights and responsibilities of citizens Procedure: 1. Do Now: Review rights and responsibilities 2. Discuss 3. Athletes vs. Citizens - Different? 4. Summative Review: Political Carton: Which cartoon is a better representation of citizenship in your opinion? Explain. 5. Work on Stuck on an Island Project HW: None. Wednesday, September 27 Objectives: Students should be able to: 1. Explain to what extent equality is reflected in the United States’ foundation documents. Procedure: 1. Which rights are being used? Refer to video on right. 2. PowerPoint Day 5 3. Bill of Rights around the room 4. Review scenarios 5. Stuck on an Island Project HW: Work on Stuck on an Island Project. Due Monday, October 2. Thursday, September 28 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundation documents Procedure: 1. Stuck on an Island Project 2. Future Current Events HW: 1. Work on Stuck on an Island Project. Due Monday, October 2. 2. Complete a current event dealing with a concept discussed in class with the url and submit onto Google Classroom for Friday, September 29. Friday, September 29 Objectives: Students should be able to: 1. Evaluate methods to formally and informally alter the US Constitution Procedure: 1. Executive Order by Trump 2. PowerPoint Day 6 3. Practice with the Amendment (p. 6 and 7) 4. Summative Review HW: Complete a current event with the url and submit onto Google Classroom for Friday, September 29. |
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The Week of September 18-22
Monday, September 18
Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundational Documents 2. Analyze how ideas found in key documents contributed to demanding equality for all. Procedure: 1. Review the US Constitution 2. Constitution Power Grab Game 3. Debrief HW: Read pages 43-48. Next, answer the following question in about a paragraph: Just because a country has a constitution does not mean the people have rights (North Korea). Thus, are Constitutions needed? Explain why or why not in roughly 5-8 sentences. You must also reply to one other person for full credit. Due Wednesday, September 20. Tuesday, September 19 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundational Documents Procedure: 1. Stuck on an Island Project HW: 1. Work on Stuck on an Island Project. 2. Read pages 43-48. Next, answer the following question in about a paragraph: Just because a country has a constitution does not mean the people have rights (North Korea). Thus, are Constitutions needed? Explain why or why not in roughly 5-8 sentences. You must also reply to one other person for full credit. Due Wednesday, September 20. Wednesday, September 20 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundational Documents Procedure: 1. Stuck on an Island Project HW: 1. Work on Stuck on an Island Project. 2. Find an article about US politics (national or local) and relate it to a concept we discussed in class over the past two weeks from the Constitution to various types of government. One paragraph required (5-8 sentences in your own words). Submit through Google Classroom for Friday, September 22. Thursday, September 21 Objectives: Students should be able to: 1. Compare and contrast rights on three levels Procedure: 1. Do Now: Analyze the pie chart 2. PowerPoint Day 4 3. Your Rights on Three Levels: Resources: Vernon Ordinances vs. NJ State Constitution vs. US Constitution a. Find an important given in the NJ Constitution and the US Constitution. b. Of all three documents, which document seems the most restrictive? Least restrictive? Make an educated guess as to why. c. The US Constitution is the oldest surviving democratic constitution. Where do you see its influences on the NJ Constitution and Vernon? d. Make an educated guess as to why states even have a constitution. e. Which constitution probably affects you the most? Your parents? Explain. 4. Summative Class Review HW: 1. Prepare for quiz on Friday, September 22. 2. Find an article about US politics (national or local) and relate it to a concept we discussed in class over the past two weeks from the Constitution to various types of government. One paragraph required (5-8 sentences in your own words). Submit through Google Classroom for Friday, September 22. Friday, September 22 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundational Documents Procedure: 1. Quiz 2. Review current events HW: None |
The Week of September 11-15
Monday, September 11
Objectives: Students should be able to: 1. Set up and establish programs for the 2017-2018 year Procedure: 1. Go Guardian 2. Google Classroom 3. Schoology 4. Turnitin.com 5. Remind 6. Introduction to excellent news sites HW: Course profile signature due Thursday, September 14. Tuesday, September 12 Objectives: Students should be able to: 1. Compare and contrast various types of governments Procedure: 1. Citizenship Test 2. Why civics is important video! 3. PowerPoint Day 1 4. Summative Review: Match the constitution with the type of government - Google Classroom HW: Course profile signature due Thursday, September 14. Wednesday, September 13 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundational Documents 2. Analyze how ideas found in key documents contributed to demanding equality for all. Procedure: 1. Intro Activity - Google Classroom Constitutions 2. PowerPoint Day 2 3. Close reading of the Declaration of Independence (excerpt) 4. Read South Sudan Declaration of Independence 5. Summative Review: Google Classroom: Venn Diagram HW: Course profile signature due Thursday, September 14. Thursday, September 14 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundational Documents 2. Analyze how ideas found in key documents contributed to demanding equality for all. Procedure: 1. Research any two of the founding fathers (list here). In one paragraph each (to be submitted via Google Classroom), explain the following in roughly 1-2 paragraphs: a. Education b. Wealth c. Age d. Race e. Contribution f. Speculate how representative was your Founding Father of the true American republic? 2. Debrief - Summative Review - Founding Fathers 3. Compare/Contrast in the United States today HW: Friday, September 15 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundational Documents 2. Analyze how ideas found in key documents contributed to demanding equality for all. Procedure: 1. Do you really believe in freedom? 2. Freedom of the World Map (criteria) 2. PowerPoint Day 3 3. US Constitution - use blue books or online textbook HW: |
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The Week of September 4-8
Friday, September 8
Objectives: Students should be able to:
1. Understand class expectations for the school year
Procedure:
1. Course profile/overview
2. Who are you? Three truths, one lie
3. Online book distribution
4. Why study civics?
HW: Course profile signature due Tuesday, September 12.
Objectives: Students should be able to:
1. Understand class expectations for the school year
Procedure:
1. Course profile/overview
2. Who are you? Three truths, one lie
3. Online book distribution
4. Why study civics?
HW: Course profile signature due Tuesday, September 12.