Civics & Society ACP Quick Links Remind
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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 7-11
Monday, October 7
Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning unit one material and skills Procedure: 1. Study guide 2. Jeopardy HW: 1. Annotated bibliographies due Thursday, October 10th (online sample) 2. Prepare for test on Wednesday, October 9th (study guide due day of test) Tuesday, October 8 Objectives: Students should be able to: 1. Compile resources for annotated bibliography and research assignment Procedure: 1. Amendment Project 2. Annotated bibliographies (online sample) HW: 1. Prepare for test on Wednesday, October 9th (study guide due day of test) 2. Annotated bibliographies due Thursday, October 10th (online sample) via turnitin.com Wednesday, October 9 Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning unit one material and skills Procedure: 1. Test HW: Annotated bibliographies due Thursday, October 10th (online sample) via turnitin.com Thursday, October 10 Objectives: Students should be able to: 1. Explain how the constitution provides framework for each branch of government and its functions 2. Discuss the leadership structure of Congress Procedure: 1. Why Government is Fun 2. Do Now: Why does Congress have such a low approval rating yet incumbents have a 90% chance of being reelected? 3. PowerPoint Day 1 4. Around the Room: Powers of Congress 5. Review Powers of Congress 6. Summative Review HW: Work on Amendment Project Friday, October 11 Objectives: Students should be able to: 1. Compile sources and research an amendment Procedure: 1. Amendment Project HW: Work on Amendment Project |
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The Week of September 30-October 4
Monday, September 30 Objectives: Students should be able to: 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 HW: Tuesday, October 1 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. Amendment Project 4. Summative Review HW: Wednesday, October 2 Objectives: Students should be able to: 1. Examine how federalism has changed in the United States Procedure: 1. Review Bill of Rights 2. PowerPoint Day 7 3. Amendment Project HW: 1. Prepare for a quiz on the Bill of Rights for Friday, October 4. Thursday, October 3 Objectives: Students should be able to: 1. Examine how federalism has changed in the United States Procedure: 1. Proposed Amendments 2. PowerPoint Day 8 3. Amendment Project 4. Summative Review: Strangest Amendments Proposed 5. Story of the 27th Amendment HW: Prepare for a quiz on the Bill of Rights for Friday, October 4. Friday, October 4 Objectives: Students should be able to: 1. Examine how federalism has changed in the United States Procedure: 1. Quiz 2. Amendment Project 3. Annotated Bibliographies (online sample) HW: 1. Annotated bibliographies due Thursday, October 10th (online sample) 2. Prepare for test on Tuesday, October 8th (study guide due day of test) |
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The Week of September 23-27
Monday, September 23
Objectives: Students should be able to: 1. Compare and contrast rights on three levels using federalism as a lens Procedure: 1. Intro: Politics affects you! 2. PowerPoint Day 4 3. Your Rights on Three Levels: Resources: Vernon Ordinances vs. NJ State Constitution vs. US Constitution -- submit to Google Classroom a. Find an important right given in the NJ Constitution and the US Constitution. b. What is something against the law in Vernon? How about the US State Constitution? c. Of all three documents, which document seems the most restrictive? Least restrictive? Make an educated guess as to why. d. The US Constitution is the oldest surviving democratic constitution. Where do you see its influences on the NJ Constitution and Vernon? e. Make an educated guess as to why states even have a constitution. f. Which level of government probably affects you the most? Your parents? Explain. 4. Summative Class Review HW: Tuesday, September 24 Objectives: Students should be able to: 1. Determine how federalism impacts the national government and states' rights Procedure: 1. Do Now: Trump and fuel emissions 2. Why the Drinking Age is 21: Federalism Video 3. Who should make the laws activity (use "plain English" constitution if needed) Responses 4. Review HW: Wednesday, September 25 Jury Duty :/ 1. Finish: Your Rights on Three Levels: Resources: Vernon Ordinances vs. NJ State Constitution vs. US Constitution -- submit to Google Classroom a. Find an important right given in the NJ Constitution and the US Constitution. b. What is something against the law in Vernon? How about the Constitution? c. Of all three documents, which document seems the most restrictive? Least restrictive? Make an educated guess as to why. d. The US Constitution is the oldest surviving democratic constitution. Where do you see its influences on the NJ Constitution and Vernon? e. Make an educated guess as to why states even have a constitution. f. Which level of government probably affects you the most? Your parents? Explain. 2.Using a credible news source (e.g. CNN, FOXNews, MSNBC etc), find one current event that details with one of the amendments from the Bill of Rights (1-10). Submit to Google Classroom for Friday, September 27. Thursday, September 26 Objectives: Students should be able to: 1. Discuss the powers distributed through various levels of government as a result of federalism 2. Analyze the Bill of Rights Procedure: 1. Review Federalism on Three Levels 2. Bill of Rights 3. Which one is the most relevant? Least relevant? HW: Submit current event to Google Classroom for Friday, September 27. Friday, September 27 Objectives: Students should be able to: 1. Evaluate methods to formally and informally alter the US Constitution Procedure: 1. Pre-test 2. Current events HW: |
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The Week of September 16-20
Monday. September 16
Objectives: Students should be able to: 1. Analyze the backgrounds of the Founding Fathers 2. Explain the structure of the US Constitution Procedure: 1. Review Founding Fathers 2. Review the US Constitution 3. VTHS student handbook 4. Venn Diagram 5. Summative Review HW: Tuesday. September 17 Objectives: Students should be able to: 1. Analyze the backgrounds of the Founding Fathers 2. Explain the structure of the US Constitution Procedure: 1. VTHS student handbook 2. Constitutional Scavenger Hunt Responses HW: Wednesday, 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: Thursday, September 19 Objectives: Students should be able to: 1. Analyze the rights and responsibilities of citizens Procedure: 1. Do Now: Review rights and responsibilities (read 124-127) 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. Pledge of Allegiance in select US states 6. Review for quiz HW: Prepare for quiz on Friday, September 20. Friday, September 20 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 9-13
Monday, September 9
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 - Constitution #1 vs. Constitution #2 HW: Tuesday, September 10 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundation Documents 2. Analyze how ideas found in key documents contributed to demanding equality for all. Procedure: 1. Sign up for Google Classroom: Intro Activity - Constitution #1 vs. Constitution #2 2. PowerPoint Day 2 3. Close reading of the Declaration of Independence (excerpt) A. Select at least 20 but no more than 40 words that best convey this document B. Draw a picture and incorporate the words in the exact order throughout the page C. Instructions Example 4. Summative Review HW: Wednesday, September 11 Objectives: Students should be able to: 1. Discuss the significance and history of September 11 Procedure: 1. Read South Sudan Declaration of Independence 2. Summative Review: Google Classroom: Venn Diagram 3. "Freest" countries in the world rankings 4. Questions that remain after 9/11 5. Patriot Act Discussion: 9/11 arguably changed American society, does this mean Americans should relinquish their rights in favor of more security and protections? 6. September 11 Unity 7. Terrorism Statistics HW: Thursday, September 12 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. Review Declaration of Independence Graphics 3. Freedom of the World Map (criteria) 4. PowerPoint Day 3 5. US Constitution - or use textbook 6. US Constitution v. VTHS student handbook HW: Friday, September 13 Objectives: Students should be able to: 1. Assess the importance of the intellectual origins of the Foundation Documents 2. Analyze how ideas found in key documents contributed to demanding equality for all. Procedure: 1. Research ONE of the founding fathers (list here). Explain the following in roughly 1-2 paragraphs (at least 10+ complete sentences): 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: |
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The Week of September 4-6
Wednesday, September 4
Objectives: Students should be able to:
1. Understand class expectations for the school year
Procedure:
1. Who are you? Two truths, one lie
2. Remind Signup
3. Why study civics?
HW:
Thursday, September 5
Objectives: Students should be able to:
1. Understand class expectations for the school year
Procedure:
1. Course profile/overview
2. Online book distribution
3. Why study civics?
HW: Bring chromebooks to class for Friday, September 6.
Friday, September 6
Objectives: Students should be able to:
1. Set up and establish programs for the school year
Procedure:
1. Remind
2. News Quiz
3. If time remains, Tech Assignment
4. Responses
HW:
Objectives: Students should be able to:
1. Understand class expectations for the school year
Procedure:
1. Who are you? Two truths, one lie
2. Remind Signup
3. Why study civics?
HW:
Thursday, September 5
Objectives: Students should be able to:
1. Understand class expectations for the school year
Procedure:
1. Course profile/overview
2. Online book distribution
3. Why study civics?
HW: Bring chromebooks to class for Friday, September 6.
Friday, September 6
Objectives: Students should be able to:
1. Set up and establish programs for the school year
Procedure:
1. Remind
2. News Quiz
3. If time remains, Tech Assignment
4. Responses
HW: