Objective:
Warm-up:
Vote on legislation which has made it to the floor.
Students whose last name begins with A-L begin voting from the top.
Students whose last name beings with M-Z begin voting from the bottom.
Objective:SWBAT analyze AP Government test questions, and evaluate their strengths and weaknesses. Warm-up:Log-in to YLI/Students.
Vote on legislation which has made it to the floor. Students whose last name begins with A-L begin voting from the top. Students whose last name beings with M-Z begin voting from the bottom.
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Objective: SWBAT define public policy, as well as evaluate the restrictions (costs) and benefits. Warm-up: Identify specific issues the government should/does take as stand on. How does the government "show" where it stands on those issues (not just in words, but in actions also)? Objective:SWBAT demonstrate an understanding of terms and concepts related to Civil Liberties and Civil Rights. Warm-up:Any questions?
Blue side of the Scantron. Indicate Test A or B. You can write on the test. When finished please place your Study Guide, Test, and Scantron in the appropriate pile by the window. Objective:SWBAT demonstrate an understanding of terms and concepts related to Civil Liberties and Civil Rights. Warm-up:Considering the Bill of Rights and vocabulary we have covered, list civil rights and liberties we have discussed. Do you need clarification or additional information to fulfill our objectives for Unit VI? Can you answer the essential questions? Unit VI Test TomorrowObjective:SWBAT evaluate the impact of Plessy and Brown, as well as demonstrate an understanding of key vocabulary related to Civil Rights. Warm-up:1. Based upon your description of the four primary source photographs, identify three generalizations regarding school segregation in the South during the Civil Rights era. 2. What do you think the U.S. Supreme Court meant by the phrase “separate but equal” in the Plessy v. Ferguson decision? 3. How does “separate but equal” relate to public schools in the South from 1896-1954? 4. In reality, do you think “separate but equal” is possible in society? Explain your answer. 5. Though racial segregation ended years ago, often separation of students within a school district and even in an individual school as well still exists. Think about your school. a) Describe several examples where students, either voluntarily or involuntarily, are separated from other students at your school. (Examples: social class, race, ethnic background, cliques, etc.) b) Why do you think the separation of students by certain characteristics occurs in school? Do you think it’s a positive, negative, or neutral thing? Explain your answer. c) In what ways is the separation of students today different from the situation in the 1950s and 60s? Vocabulary:Define Civil Rights in your own words. What is the relationship between suspect classifications and strict scrutiny? Differentiate between de jure and de facto segregation. How did the separate but equal doctrine contribute to Jim Crow laws? Provide an example of nonviolent civil disobedience. Explain affirmative action, compensatory action, reverse discrimination, and equality of opportunity. Have a wonderful weekend!Objective:SWBAT define Civil Rights, understand the two types of segregation, and evaluate the impact of Plessy and Brown Supreme Court decisions. Warm-up:What are Civil Rights? Why are Civil Rights important? Homework:Read Wilson, pages 544-549 Answer Questions 7-11 Vocabulary: definition and relationship/effect of affirmative action, reverse discrimination, equality of opportunity, compensatory action Field Trip Tomorrow:
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Essential Questions:In what ways does the Constitution attempt to limit abuse of government powers? ResourcesArchives
April 2024
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