Objective:
Warm-up:
- Petitioners and Respondents - Rehearse Your Opening Statements
- Judges - Supplement and Prioritize Questions
Classwork:
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Objective:
SWBAT analyze the facts and issues, construct arguments, and generate a decision in the required case McCulloch v. Maryland.
Warm-up:
Report to your color groups for two minutes:
Classwork:
Opposing sides and judges should take notes as the petitioner and respondent present to assist in rebuttal preparation and decision rendering.
Judicial Decisions:
While the judges confer, respondents and petitioners should wrap up their notes and submit the assignment. (3 minutes)
Summary and Debrief:Happy Homecoming Weekend!!! Have Fun and Be Safe:)
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Current Events:Objective:
SWBAT analyze the facts and issues, construct arguments, and generate a decision in the required case McCulloch v. Maryland.
Warm-up:
Respond to this Menti Survey using the instructions below or by following this link.
Classwork - Mini-moot Court:
1) Access the case summary for McCulloch v, Maryland in the Resource Folder for this week. Read the summary and then discuss the following with the delegates from your state:
3) You will have 20 minutes to prepare for your role. We will conduct our Mini-Moot Court tomorrow in class. Exit Slip - Federalism:
Enter your name and complete the following activity according to the directions provided.
Homework:
1. Read American Politics Today pages 80-90
2. Define/Contextualize through US v. Lopez Current Events:
America's Gun Culture in Seven Charts
US Healthcare System Ranks Last Among 11 High Income Countries US Students' Academic Achievement Still Lags That of Their Peers in Many Other Countries Objective:
SWBAT deliberate the ratification of the Constitution, as well as define federalism and compare the powers held by local, state, and national governments.
Warm-up:
Step 6: Small Group Free Discussion (7-10 minutes)
Drop your assigned role and talk about the question in your group. If possible, try to reach a group consensus on the question and final areas of agreement between the YES and NO viewpoints, then respond to the questions under the chart. Classwork - Should We Ratify the Constitution?:
Step 7: Whole Group Discussion (5-7 minutes)
Drop your assigned role and talk about the question in the class. If possible, try to reach a group consensus on the question and final areas of agreement between the YES and NO viewpoints, then respond to the following questions. Step 8: Self-Assessment and Feedback (5 minutes) Classwork - Federalism:
Review the Current Events above, then examine the population comparison for the 3 countries frequently compared to the United States. What are the similarities and differences? Which population is more likely to have similar needs throughout? Which country would be easier to govern? Why does this matter when comparing policy issues between countries?
Finland Japan New Zealand Federalism Guidance:Exit Slip:
Based on the ideas discussed above, examine the list of government powers noted below and determine whether you think each one is an enumerated (national) power, reserved (state) power, or concurrent (shared) power. Use the Wordwall Group Sort activity to place each power in the appropriate section. Be prepared to explain your answer. Enter your first and last name when completing the assignment.
Homework:
1. Read American Politics Today pages 68-79
2. Define/Contextualize through Cooperative federalism Objective:
SWBAT support a claim with evidence and reasoning, as well as search for consensus by weighing multiple perspectives.
Warm-up:
Respond to this Menti Survey using the instructions below or by following this link.
Classwork:
Step 3: Clarification of Topic and Assigned Roles
Step 4: (a) With your table, select and record the two best reasons supporting your initial side. Summarize the reasoning in your own words. (7-10 minutes) (b) Federalists present and Anti-Federalists take notes. Then, Anti-Federalists present, and Federalists take notes. (5-7 minutes) Step 5: (a) Highlight the best reason you heard from the other side above. (b) Then, develop a question or rebuttal based on the arguments presented. (5 minutes) (c) Pose your question or rebuttal and take notes when the other side responds. (5-7 minutes) Step 6: Small Group Free Discussion (5-7 minutes) Exit Slip:
Grab a post it note from the middle of the table and write one argument presented by the opposing side that stood out as particularly convincing. Leave the post it note on the counter adjacent to the door as you leave the classroom.
Homework:
1. Read American Politics Today pages 66-68
2. Define/Contextualize through Concurrent powers Objective:SWBAT demonstrate an understanding of terms and concepts related to the Constitution and the Founding, as well as develop a claim regarding the ratification of the Constitution. Warm-up:Go to Quizlet.live, then enter the code provided, and register your first name with last initial when prompted. Vocabulary Quiz:
Classwork:Work with members of your state delegation to develop a claim that includes a line of reasoning that hints at the evidence. Describe the evidence, then explain how and why it supports your claim. We are preparing for a deliberative discussion that will highlight the best evidence and consider the opposing viewpoints. Have a wonderful weekend:)Objective:
SWBAT compare and interpret Federalist and Anti-Federalist views on central government and democracy as reflected in the US foundational documents.
Warm-up:
Respond to this Menti Survey using the instructions below or by following this link.
Classwork - Defending and Attacking the Constitution:
You have 15 minutes to work with your group to identify threats posed by the Constitution (Brutus) or protections embedded in the Constitution (Federalist 10 and 51). Try to come up with a diversity of responses so each member can represent a different attack or defense. Create a sword or shield that describes the threat or protection, provides evidence from the document, and connects to a specific part of government.
Classwork - The Federalist and Anti-Federalist Debate:
Using the swords and shields to prompt discussion, we will complete the graphic organizer at the bottom of our document analysis. In the 2nd column describe the arguments of the Federalists and the Anti-Federalists (citing the specific documents in your answer), followed by reasons why they held those beliefs in the 3rd column.
Homework:
Study Chapter 2 Vocabulary using 2 Quizlet methods then test yourself. If you score below 70% repeat the process.
Chapter 2 Vocabulary Quiz and Textbook/Vocabulary Check Tomorrow:)Objective:SWBAT compare and interpret Federalist and Anti-Federalist views on central government and democracy as reflected in the US foundational documents. Warm-up:Classwork:Antifederalist states were assigned Brutus 1 while Federalist states were divided between Federalist 10 and 51. No matter which document your state was assigned, the instructions remain the same. Read the excerpts provided, respond to the guided questions in your own words, and highlight support for your answers within the text. Access this week's Resource folder for an infographic and video explanation of your required document. Homework:1. Complete InQuizitive (alternative assignment: Outline/Chapter Notes)
Objective:SWBAT create a poster which demonstrates an understanding of a Constitution Principle, as well as highlights relevant details regarding the Constitution. Warm-up:Go to Quizlet.live, then enter the code provided, and register your first name with last initial when prompted. Classwork:Work collaboratively with your group to finish your poster about your Constitutional Principle. Use the notes you have taken over the last couple of days to inform your final product. Everyone in your group will be sharing information from your posters so that the class can take notes on the highlights of your Constitutional Principle. Exit Slip:Homework:1. Read American Politics Today pages 53-59
2. Define/Contextualize through Implied powers Objective:
SWBAT describe the structure, function, and powers of the U.S. government as established in the Constitution, as well as create a poster which demonstrates an understanding of a Constitution Principle and highlights relevant details regarding the Constitution.
Warm-up:
Respond to this Menti Survey using the instructions below or by following this link.
Classwork:
Meet with your color group to analyze the remaining Articles of the Constitution. After about 15 minutes, check your analysis by accessing the Annotated Constitution for your Principle in the Schoology Resource Folder for this week. Once you have made any corrections or additions work collaboratively with your group to create a poster designed to teach your peers about your Constitutional Principle. Use the notes you have taken over the last couple of days to inform your final product.
Resources:Homework:
1. Read American Politics Today pages 47-53
2. Define/Contextualize through Judicial review 3. Summer Assignment Discussion Board Comments Due at 11:59pm Objective:
SWBAT explain the structure, function, and powers of the U.S. government as established in the Constitution, as well as research and teach one Constitution principle.
Warm-up:
Respond to this Menti Survey using the instructions below or by following this link.
Classwork - Constitutional Principles:
Complete the tasks described in collaboration with your group according to the directions provided.
Resources:Homework:
Comment on the Summer Assignment Discussion Board
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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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