AP US Government and Politics Important Links Class Remind
Welcome to the AP US Gov. Section
Students: Here you will find homework assignments, worksheets, PowerPoints, and much more. If you have any questions, please e-mail me at [email protected]. Please also make use of the links on the right-hand side of the website. Sign up for class alerts by by clicking the Remind link on the right. Students cannot reply back to messages and the teacher cannot send a message to a specific student. |
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Required Documents Required Supreme Court Cases
Quick Case Summary
McCulloch v. Maryland (1819) United States v. Lopez (1995) Engel v. Vitale (1962) Wisconsin v. Yoder (1972) Tinker v. Des Moines Independent Community School District (1969) New York Times Co. v. United States (1971) Schenck v. United States (1919) Gideon v. Wainwright (1963) Roe v. Wade (1973) McDonald v. Chicago (2010) Brown v. Board of Education (1954) Citizens United v. Federal Election Commission (2010) Baker v. Carr (1961) Shaw v. Reno (1993) Marbury v. Madison (1803) |
The Week of December 11-15Monday, December 11
Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the judicial branch and the bureaucracy Procedure: 1. Review quiz 2. Study guide (judiciary and bureaucracy) 3. Jeopardy HW: Prepare for judicial branch/bureaucracy test on Tuesday, December 12 (questions (Unit 2) also due on the bureaucracy) Tuesday, December 12 Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the judicial branch and the bureaucracy Procedure: 1. Test HW: 1. Read and outline pages 396-403; 405-408 for for Friday, December 15 2. Complete Family Interview for Friday, December 15 Wednesday, December 13(Unit 4) Mayor Burrell HW: 1. Read and outline pages 396-403; 405-408 for for Friday, December 15 2. Complete Family Interview for Friday, December 15 Thursday, December 14(Unit 4) Objectives: Students should be able to: 1. Explain different interpretations of core values that affect the relationship between citizens and the federal government and the relationships citizens have with one another. Procedure: 1. Unit Four Overview 2. Would you rather? 3. Poll on right - can democracy work? 4. PowerPoint Day 1 5. Review Questions 6. Review test HW: 1. Read and outline pages 396-403; 405-408 for for Friday, December 15 2. Complete Family Interview for Friday, December 15 Friday, December 15 (Unit 4) Objectives: Students should be able to: 1. Explain how family, schools, peers, media, and social environments (including civic and religious organizations) contribute to the development of an individual’s political attitudes and values through the process of political socialization. Procedure: 1. Argumentative Essay Grade 2. Research Assignment (FRQ Template) 3. PowerPoint Day 2 4. Quizlet 5. Summative Review HW: 1. Research Assignment (FRQ Template) due Friday, December 22 by the time class starts |
The Week of December 4-8Monday, December 4 (Unit 2)
Objectives: Students should be able to: 1. Distinguish between formal and informal powers of Congress, the president, and the courts over the bureaucracy are used to maintain its accountability Procedure: 1. Save my agency! -- (Example) 2. Debrief - Voting HW: Work on judicial branch study guide for Thursday, December 7 Tuesday, December 5 (Unit 2) Objectives: Students should be able to: 1. Distinguish between formal and informal powers of Congress, the president, and the courts over the bureaucracy are used to maintain its accountability Procedure: 1. Quick Review 2. Review Regulation of YOU Assignment 3. The Bureaucracy Days 6 and 7 4. Summative Review HW: Work on judicial branch study guide for Thursday, December 7 Wednesday, December 6 (Unit 2) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the judicial branch and the bureaucracy Procedure: 1. Review 2. Prep for Red Tape Simulation 3. The Bureaucracy Days 6 and 7 4. Practice FRQ - must be logged into VTHS Account 5. MC Practice 6. Optional: Escape Room HW: Work on judicial branch study guide for Thursday, December 7 Thursday, December 7 (Unit 2) Objectives: Students should be able to: 1. Discuss the role of red tape and regulations with respect to the bureaucracy Procedure: 1. Red tape simulation 2. Takeaways HW: Prepare for judicial branch/bureaucracy test on Monday, December 11 (questions (Unit 2) also due on the bureaucracy) Friday, December 8 (Unit 2) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the judicial branch and the bureaucracy Procedure: 1. Debrief Red Tape 2. Bureaucracy of a Pizza 3. Escape Room 4. Unit 2 Study Guide HW: Prepare for judicial branch/bureaucracy test on Tuesday, December 12 (questions (Unit 2) also due on the bureaucracy) |
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The Week of November 27-December 1Monday, November 27 (Unit 2)
Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the Supreme Court Procedure: 1. Practice SAQ 2. Conservative Rulings by Court 3. Do Now: Sotomayor's philosophy on role: http://www.youtube.com/watch?v=Jw-BJKYQ-uc 4. Strict vs. Loose Interpretation 5. Judicial Branch Day 8 6. Summative Review Questions: A. Handout I B. Handout II 7. Summative Review HW: 1. Outline pages 160-167;170-174; 177-180 on the bureaucracy for Friday, December 1 by 11:59 PM EST 2. Prepare for quiz on Tuesday, November 28 Tuesday, November 28 Objectives: Students should be able to: 1. Analyze how controversial or unpopular Supreme Court decisions can lead to challenges of the Court’s legitimacy and power which Congress and the president can address only through future appointments, legislation changing the Court’s jurisdiction, or refusing to implement decisions. Procedure: 1. Quiz HW: Outline pages 160-167;170-174; 177-180 on the bureaucracy for Friday, December 1 by 11:59 PM EST Wednesday, November 29 (Unit 2) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the judicial branch 2. Discuss political patronage, civil service, and merit system reforms all impact the effectiveness of the bureaucracy by promoting professionalism, specialization, and neutrality. 2. Determine how political patronage, civil service, and merit system reforms all impact the effectiveness of the bureaucracy by promoting professionalism, specialization, and neutrality. Procedure: 1. Bureaucracy Outline 2. President Obama and Bureaucracy Video 3. The Bureaucracy Day 1 and Day 2 4. Merit Test Sample 5. Merit System Example 6. Diplomat's Appointments: https://www.cc.com/video/8oq0a5/the-daily-show-with-jon-stewart-diplomat-buyers-club 7. Summative Review HW: Outline pages 160-167;170-174; 177-180 on the bureaucracy for Friday, December 1 by 11:59 PM EST Thursday, November 30 (Unit 2) Objectives: Students should be able to: 1. Discuss tasks performed by departments, agencies, commissions, and government corporations 2. Explain discretionary and rule-making authority to implement policy are given to bureaucratic departments, agencies, and commissions 3. Describe compliance monitoring can pose a challenge to policy implementation. Procedure: 1. FRQ Review 2. The Bureaucracy Day 3 3. Save my agency! -- (Example) 4. Summative Review HW: 1. Work on Save my agency! -- (Example) for Monday, December 4. 2. Outline pages 160-167;170-174; 177-180 on the bureaucracy for Friday, December 1 by 11:59 PM EST Friday, December 1 (Unit 2) Objectives: Students should be able to: 1. Discuss tasks performed by departments, agencies, commissions, and government corporations 2. Explain discretionary and rule-making authority to implement policy are given to bureaucratic departments, agencies, and commissions Procedure: 1. Do Now: FDA Article and Regulation A. Why is the FDA allowed to make rules regarding "the pill" according to the article? B. Based on A, what does this imply about the extent of power that bureaucracies possess? 2. The Bureaucracy Day 4 3. Bureaucracy Scenarios 4. Regulation of YOU 5. Save my agency! - Example 6. Bureaucracy at the local level HW: Work on Save my agency! -- (Example) for Monday, December 4. (Prepare the one Google Slide & submit to Schoology) |
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The Week of November 20-22Monday, November 20 (Unit 2)
Objectives: Students should be able to: 1. Explain how precedents and stare decisis play an important role in judicial decision making. Procedure: 1. Do Now: Schoology Review 2. Importance of Court of Appeals 3. SCOTUS and Public Opinion 4. Judicial Branch Days 6 and 7. 5. Strict vs. Loose Interpretation 6. Summative Review Questions HW: 1. Resume #1: (LuKas - Kevin), Alex (D), Jack (R), Jason (D) 2. Resume #2: (Nick - Neely), Teagan (R), Dan (D), Duke (D) 3. Resume #3: (Grace - Vivian), Michael (D), Cole (D), Emily (R) 4. Resume #4: (Erin - Emilio), Quinn (D), Sidney (R), Ryan (D) Tuesday, November 21 (Unit 2) Objectives: Students should be able to: 1. Analyze how ideological changes in the composition of the Supreme Court due to presidential appointments have led tot the Court's establishing new or rejecting existing precedents Procedure: 1. Preparation for Nomination Hearing 2. Summative Review: Takeaways/Reflection 3. If time remains, summative review questions HW: Be prepared for quiz on Wednesday, November 22 on the judicial branch (consult Judicial Branch PowerPoint to the end) Wednesday, November 22 (Unit 2) Objectives: Students should be able to: 1. Analyze how controversial or unpopular Supreme Court decisions can lead to challenges of the Court’s legitimacy and power which Congress and the president can address only through future appointments, legislation changing the Court’s jurisdiction, or refusing to implement decisions. Procedure: 1. Quiz HW: None. |
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The Week of November 13-18Monday, November 13
Objectives: Students should be able to: 1. Explain the foundation for powers of the judicial branch and how its independence checks the power of other institutions and state governments are set forth in Article III of the Constitution, Federalist Non. 78, and Marbury v. Madison Procedure: 1. Do Now: Unit Overview AND Overview of the Supreme Court (Stop at 2:40) 2. Article III US Constitution 3. Judicial Branch Day 1 4. Summative Review Questions HW: Read and outline 189-197; 201-214; 218-221 for Friday, November 17 Tuesday, November 14 (Unit 2) Objectives: Students should be able to: 1. Explain the foundation for powers of the judicial branch and how its independence checks the power of other institutions and state governments are set forth in Article III of the Constitution, Federalist Non. 78, and Marbury v. Madison Procedure: 1. Do Now: Judge Blocks Biden 2. Lack of Implementation Powers: Texas and Razor Wire 3. Judicial Branch Day 2 4. Marbury v. Madison document analysis: A. Summarize the background of Marbury v. Madison B. Which principle does this establish? Why it this extremely significant? C. Speculate as to why this principle in question 2 wasn’t included explicitly in the US Constitution. 5. What is the decision?: http://www.youtube.com/watch?v=7paG8pLqS5Y 6. Sample FRQ HW: Read and outline 189-197; 201-214; 218-221 for Friday, November 17 Wednesday, November 15 (Unit 2) Objectives: Students should be able to: 1. Explain the foundation for powers of the judicial branch and how its independence checks the power of other institutions and state governments are set forth in Article III of the Constitution, Federalist Non. 78, and Marbury v. Madison Procedure: 1. Do Now: Federalist Paper #78 2. Judicial Branch Day 3 3. Amicus Curiae briefs filed 4. Summative Review Questions HW: Read and outline 189-197; 201-214; 218-221 for Friday, November 17 Thursday, November 16 (Unit 2) Objectives: Students should be able to: 1. Analyze how ideological changes in the composition of the Supreme Court due to presidential appointments have led tot the Court's establishing new or rejecting existing precedents Procedure: 1. Do Now: Judicial Hearing Video 2. Judicial Branch Day 4 3. Preparation for Nomination Hearing 4. Summative Review Questions HW: 1. Read and outline 189-197; 201-214; 218-221 for Friday, November 17 2. Preparation for Nomination Hearing for Monday, November 20 A. Resume #1: (LuKas - Kevin), Alex (D), Jack (R), Jason (D) B. Resume #2: (Nick - Neely), Teagan (R), Dan (D), Duke (D) C. Resume #3: (Grace - Vivian), Michael (D), Cole (D), Emily (R) D. Resume #4: (Erin - Emilio), Quinn (D), Sidney (R), Ryan (D) Friday, November 17 (Unit 2) Objectives: Students should be able to: 1. Determine how ideological changes in the composition of the Supreme Court due to presidential appointments have led to the Court’s establishing new or rejecting existing precedents. Procedure: 1. Justice Jackson Judiciary Committee Questioning (Dem. v. Rep) 2. Importance of Court of Appeals 3. Judicial Branch Day 5 4. Granting Cert Activity 5. Summative Review HW: Preparation for Nomination Hearing for Monday, November 20 1. Resume #1: (LuKas - Kevin), Alex (D), Jack (R), Jason (D) 2. Resume #2: (Nick - Neely), Teagan (R), Dan (D), Duke (D) 3. Resume #3: (Grace - Vivian), Michael (D), Cole (D), Emily (R) 4. Resume #4: (Erin - Emilio), Quinn (D), Sidney (R), Ryan (D) |
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The Week of November 6-8Monday, November 6 (Unit 2)
Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the legislative and executive branch Procedure: 1. Review: MC Questions on AP Classroom 2. Jeopardy Review HW: 1. Prepare for test on Tuesday, November 7 2. Unit 2 Part 2 questions for Tuesday, November 7 3. Work on FRQ research for next week (FRQ Template) - Monday, November 13 Tuesday, November 7 (Unit 2) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the legislative and executive branch Procedure: 1. Test HW: Work on FRQ research for next week (FRQ Template) - Monday, November 13 Wednesday, November 8 (Unit 2) Falkowski at blood drive - work on FRQ essay HW: Work on FRQ research for next week (FRQ Template) - Monday, November 13 |
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The Week of October 30-November 3Monday, October 30 (Unit 2)
Objectives: Students should be able to: 1. Discuss bargaining and persuasion- informal power that enable the president to secure congressional action 2. Explain how senate confirmation is an important check on appointment powers, but the president’s longest lasting influence lies in life-tenured judicial appointments Procedure: 1. Read CBO vs. OBM. Two Main Points 2. Finish PowerPoint Day 5 3. Federalist No. 70 4. Summative Review: Make a meme: on Federalist 70 and then pick one additional case using https://www.iloveimg.com/ - post to Schoology: A. Shaw v. Reno B. Baker v. Carr C. McCulloch v. Maryland HW: 1. Outline pages 141-150 for Wednesday, November 1 2. Work on FRQ research for next week (FRQ Template) - Wednesday, November 8 Tuesday, October 31 (Unit 2) Objectives: Students should be able to: 1. Discuss bargaining and persuasion- informal power that enable the president to secure congressional action 2. Explain how senate confirmation is an important check on appointment powers, but the president’s longest lasting influence lies in life-tenured judicial appointments Procedure: 1. Joint Doc Review 2. Executive Branch PowerPoint Day 6 3. Apply informal/formal powers Reagan Clip 4. AP Book Questions 5. Summative Review: Work on part 2 questions HW: 1. Outline pages 141-150 for Wednesday, November 1 2. Work on AP Classroom MCQ Part A for Thursday, November 2. Wednesday, November 1 (Unit 2) Objectives: Students should be able to: 1. Describe how Presidents use powers and perform functions of the office to accomplish a policy agenda 2. Analyze formal and informal powers of the president with respect to executive orders 3. Distinguish different perspectives on the presidential role, ranging from a limited to a more expansive interpretation and use of power, continue to be debated in the context of contemporary events. Procedure: 1. Do Now: Executive Order Overview Video (Ted Talks) 2. List of Executive Orders --- Executive Powers Timeline 3. Executive Branch PowerPoint Day 7 4. Executive Privilege Examples --- Executive Privilege Activity 5. Executive Order SNL 6. Imperial Presidency Video 7. Review: Executive Order Numbers HW: 1. Work on AP Classroom MCQ Part A for Thursday, November 2. 2. Review the Imperial Presidency organizer for Friday's in-class assignment & watch and take notes on the following video for Friday. An in-class writing assignment will be given tomorrow based off the video and notes given thus far. Thursday, November 2 Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the legislative and executive branch Procedure: 1. PowerPoint Attack 2. Executive Orders Activity (go to file, make a copy) 3. Work on part 2 questions and tomorrow's assignment HW: Review the Imperial Presidency organizer for tomorrow's in-class assignment & watch and take notes on the following video for Friday. An in-class writing assignment will be given tomorrow based off the video and notes given thus far. Friday, November 3 (Unit 2) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning the legislative and executive branch Procedure: 1. Review Imperial Presidency organizer 2. Review AP Gov - Mr. Rob's video and answer the prompt below 3. Stroke of a Pen Essay: To what extent does the presidency resemble an imperial presidency? You must reference (NOT quote) the Imperial Presidency Organizer and video. This should be 300 words in length. Be sure to use specific vocabulary. It is due at the end of the period and serves as an in-class assignment. HW: 1. Prepare for test on Tuesday, November 7 2. Unit 2 Part 2 questions for Tuesday, November 7 3. Work on FRQ research for next week (FRQ Template) - Monday, November 13 |
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The Week of October 23-27Monday, October 23
Objectives: Students should be able to: 1. Analyze how Gerrymandering, redistricting, and unequal representation of constituencies have been partially addressed by such Court decisions as Baker v. Carr (1961), which opened the door to equal protection challenges to redistricting and stated the “one person, one vote” doctrine, and the no-racial gerrymandering decision in Shaw v. Reno (1993) Procedure: 1. Quick Review 2. Gerrymandering Graphic 3. Intro to Shaw v. Reno (first 2 minutes) 4. Shaw v. Reno 5. Venn Diagram 6. Finish Congress PowerPoint Day 9 7. Gerrymander the district (alternative game) HW: Outline pages 121-133; 135-141 for Wednesday, October 25 Tuesday, October 24 Falkowski in meeting :( 1. Complete open-notebook "quiz" 2. Work on Outline HW: 1. Outline pages 121-133; 135-141 for Wednesday, October 25 Wednesday, October 25 PSATs - shortened schedule 1. FRQ research -- (FRQ Template) 2. Review Executive PowerPoint Days 1 & 2 3. Article II of the Constitution Thursday, October 26 Falkowski in meeting :( 1. Complete warm-up on Schoology 2. Review PowerPoint Day 3 & 4 3. Work on FRQ research (FRQ Template) Friday, October 27 (Unit 2) Objectives: Students should be able to: 1. Discuss how presidents use powers and perform functions of the office to accomplish a policy agenda Procedure: 1. Executive Branch Overview 2. Article II of the Constitution - Around the Room - Identify formal/enumerated or informal/implied power? 3. Executive Branch PowerPoint Days 1 & 2 4. Assign FRQ #4 (FRQ Template) 5. Summative Review: Review Congress quiz HW: FRQ research -- (FRQ Template) Friday, October 27 (Unit 2) Objectives: Students should be able to: 1. Discuss the potential for conflict with the Senate depends upon the type of executive branch appointments, including White House Staff Procedure: 1. Quick Review 2. Executive Branch PowerPoint Day 3 & 4 3. Build Your Cabinet: Choose ONE of the fifteen cabinets (see list here) and nominate a person dead or alive who best fulfills the office. For each cabinet, complete the following on Google Slides and submit to Schoology when complete: 1. Picture of person 2. Briefly explain qualifications 3. How this person will be useful to the cabinet HW: Finish Build Your Cabinet for Thursday, October 27 |
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The Week of October 16-20Monday, October 16 (Unit 2)
Objectives: Students should be able to: 1. Explain that Congress must generate a budget that addresses both discretionary and mandatory spending, and as entitlement costs grow, discretionary spending opportunities will decrease unless tax revenues increase or the budget deficit increases. Procedure: 1. Do Now: Stages of A Bill: Kinesthetic Activity 2. Congress PowerPoint Day 8 3. Summative Review: FRQ 4 Grade It! HW: 1. Part I questions (Unit 2) due Tuesday, October 17 Tuesday, October 17 (Unit 2) Objectives: Students should be able to: 1. Describe how congressional behavior and governing effectiveness are influenced by different role conceptions of trustee, delegate, and politico as related to constituent accountability in each chamber Procedure: 1. Review passage of bill to law 2. Committee Mark-Up Bill to Law Template 3. Review HW: None. Wednesday, October 18 (Unit 2) Objectives: Students should be able to: 1. Describe how congressional behavior and governing effectiveness are influenced by different role conceptions of trustee, delegate, and politico as related to constituent accountability in each chamber Procedure: 1. Review passage of bill to law 2. Committee Mark-Up Bill to Law Template 3. Review HW: Thursday, October 19 Objectives: Students should be able to: 1. Analyze how Gerrymandering, redistricting, and unequal representation of constituencies have been partially addressed by such Court decisions as Baker v. Carr (1961), which opened the door to equal protection challenges to redistricting and stated the “one person, one vote” doctrine, and the no-racial gerrymandering decision in Shaw v. Reno (1993) Procedure: 1. Congress PowerPoint Day 9 2. Baker v. Carr Majority and Minority Opinions (VTSD account required) A. Explain the ruling of the Supreme Court in its majority opinion. Which part of the Constitution was the basis of its decision? B. Explain the viewpoint of the dissenting/minority opinion? What is Justice Frankfurter and Justice Harlan afraid of for the judicial branch? 3. Additional Background: Baker v. Carr 4. Review HW: 1. Outline pages 121-133; 135-141 for Tuesday, October 24 Friday, October 20 (Unit 2) Objectives: Students should be able to: 1. Analyze how Gerrymandering, redistricting, and unequal representation of constituencies have been partially addressed by such Court decisions as Baker v. Carr (1961), which opened the door to equal protection challenges to redistricting and stated the “one person, one vote” doctrine, and the no-racial gerrymandering decision in Shaw v. Reno (1993) Procedure: 1. Gerrymandering Graphic 2. Intro to Shaw v. Reno (first 2 minutes) 3. Shaw v. Reno 4. Venn Diagram 5. Finish Congress PowerPoint Day 9 6. Gerrymander the district (alternative game) HW: 1. Outline pages 121-133; 135-141 for Tuesday, October 24 |
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The Week of October 9-13Monday, October 9
No School HW: Read and outline pages 77-102 for Tuesday, October 10 Tuesday, October 10 (Unit 2) Objectives: Students should be able to: 1. Explain how though both chambers rely on committees to conduct hearings and debate bills under consideration, different constitutional responsibilities of the House and Senate affect the policy-making process. Procedure: 1. Do Now: Quizizz 2. Congress PowerPoint Day 4 3. Committee Assignments @ 12:28 4. How powerful is your Congressperson? (list here) 5. Summative Review: Committees and Money HW: Finish How powerful is your Congressperson? for Wednesday, October 11. Wednesday, October 11 (Unit 2) Objectives: Students should be able to: 1. Write an FRQ that adheres to the AP US Government rubric Procedure: 1. Review: How powerful is your Congressperson? 2. Congress PowerPoint Day 5 3. Review test 4. If time permits, Quizizz HW: Thursday, October 12 (Unit 2) Objectives: Students should be able to: 1. Discuss how coalitions in Congress are affected by term-length differences 2. Explain that though both chambers rely on committees to conduct hearings and debate bills under consideration, different constitutional responsibilities of the House and Senate affect the policy-making process. Procedure: 1. Do Now: I'm just a bill 2. Congress PowerPoint Day 6 3. Bill Amendments 4. Researching a Bill (do not complete) 5. Oversight example: 4:25 - FBI HW: 1. Part I questions (Unit 2) due Tuesday, October 17 Friday, October 13 (Unit 2) Objectives: Students should be able to: 1. Discuss how coalitions in Congress are affected by term-length differences 2. Explain that though both chambers rely on committees to conduct hearings and debate bills under consideration, different constitutional responsibilities of the House and Senate affect the policy-making process. Procedure: 1. Bill Kinesthetic Activity 2. PowerPoint Day 7 3. Pork/Earmarks 4. Practice FRQ HW: Part I questions (Unit 2) due Tuesday, October 17 |
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The Week of October 2-6Monday, October 2
Objectives: Students should be able to: 1. Explain the distribution of power between federal and state governments to meet the needs of society changes, as reflected by grants, incentives, and aid programs, including federal revenue sharing, mandates, categorical grants, and block grants. Procedure: 1. Review Federal Mandate Activity 2. PowerPoint Day 11 3. Practice in book (page 68-71) 4. Summative Review HW: Complete all Unit One review questions (flashcards optional) for Tuesday, October 3.(Foundations Notes & Federalism Notes) Tuesday, October 3 (Unit One) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning federalism and foundations of American government. Procedure: 1. Review questions 2. Jeopardy HW: Prepare for test on Wednesday, October 4. Wednesday, October 4 (Unit One) Objectives: Students should be able to: 1. Analyze and demonstrate mastery of content concerning federalism and foundations of American government. Procedure: 1. Test HW: Thursday, October 6 (Unit 2) Objectives: Students should be able to: 1. Explain how by design, the different structures, powers, and functions of the U.S. Senate and House of Representatives affect the policy-making process 2. Describe chamber-specific procedures, rules, and roles that impact the policy-making process Procedure: 1. Unit Two Overview 2. Overarching themes in Congress 3. Chart Examination: Why does Congress have such a low approval rating yet incumbents have a 90% chance of being reelected? 4. Congress PowerPoint Day 1 5. Senate vs. House Leadership -- Additional Information 6. Summative Review HW: Read and outline pages 77-102 for Tuesday, October 9 Friday, October 7 (Unit 2) Objectives: Students should be able to: 1. Explain how by design, the different structures, powers, and functions of the U.S. Senate and House of Representatives affect the policy-making process 2. Describe chamber-specific procedures, rules, and roles that impact the policy-making process 3. Discuss how the Senate is designed to represent states equally, while the House is designed to represent the population Procedure: 1. Review Senate vs. House Leadership 2. Constitution Analysis: Article 1 Scavenger Hunt 3. Congress PowerPoint Day 2 4. Summative Review HW: Read and outline pages 77-102 for Tuesday, October 9 |
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Additional Activities
Additional Activities:
1. Regulation of YOU Assignment
2. Bureaucracy of a Pizza
3. Speed dating:
A. https://teachingapgovernment.files.wordpress.com/2018/09/bureaucracy-speed-dating.pdf
B. https://teachingapgovernment.files.wordpress.com/2018/09/speed-dating.pdf
C. https://teachingapgovernment.com/2018/09/09/bureaucratic-speed-dating/
4. Speed Dating Assignments
5. Intro to Speed Dating
1. Regulation of YOU Assignment
2. Bureaucracy of a Pizza
3. Speed dating:
A. https://teachingapgovernment.files.wordpress.com/2018/09/bureaucracy-speed-dating.pdf
B. https://teachingapgovernment.files.wordpress.com/2018/09/speed-dating.pdf
C. https://teachingapgovernment.com/2018/09/09/bureaucratic-speed-dating/
4. Speed Dating Assignments
5. Intro to Speed Dating