Government

=Government =

@http://www.msnbc.msn.com/id/42853015/ns/world_news/t/timeline-osama-bin-ladens-life/

@http://www.eduplace.com/ss/wtp/testprep/studyskills.html - How to study for Social Studies

Government Activities, reading and study materials: Gov't_Preamble


 * **Work item** || **Resources** || **To do** || **Due date** ||
 * Unit 1 ||   ||   ||   ||
 * Preamble || Power Point || Compare what it meant then to the meaning today || August 25 ||
 * Key people and ideas Museum || Choose one from pdf || Research, provide visual and a description for gallery || August 30 ||
 * Museum - Gallery Walk || Gallery Walk summary || Take notes and begin synthesizing the information gathered by your classmates || August 31 and September 1 ||
 * Mind Map of Understanding || Guide how to create a mind map || Map out your understanding of the Roots of Government || September 1 ||
 * Unit 2 ||  ||   ||   ||
 * Bill of Rights || Technology and 200 year old Bill of Rights || Read the three articles, focus on Technology and the Law and answer the questions [[file:Technology and the Law -Upfront.docx]] || September 6 ||
 * Why the Proposal of Privileges || Why the Bill of Rights || Read article, answer questions and begin the Proposal activity. || September 6 ||
 * You be the Judge || 8 Scenario's of court cases || Read the Scenario, determine the Bill of Right that protects that right and your ruling. This is an activity. We will discuss each in detail and talk about the corresponding Supreme Court Case. || September 7 ||
 * Immigration and the Bill of Rights || Case Study || Research, study it and then be the judge. || September 10 ||
 * ~ == Unit 3 == ||~  ||~ == Our Current Government == ||~   ||
 * ||  || Upfront reading and questions || September 21 ||
 * ||  || Political Questions || September 22 ||
 * Branches of Government and who does what job on what level? || Project || Three branches of government and the people that do the jobs || October 7 ||
 * Investigating Candidates and Issues || Judging Candidates || Mesa County Sample BalletBlue Book ||  ||
 * Issues on 2010 Ballet || Health Care || Is Health Care Constitutional? [[file:HealthcareLesson.pdf]] || October 26 ||
 * || Medical Marijuana || [[file:amendment10_medicalmarijuana_student.pdf]] || October 27 ||
 * || Taxes || What does history say about taxes?

History of Lower Taxes Can you find other sites to add to this discussion? || October 28 ||
 * || Judges || Colorado Judges - Mesa County || November 1 ||
 * || VOTE || Complete your sample ballet and be prepared! Observe the voting process! || Nov. 2 ||
 * ||  || Reflection ||   ||
 * ~ = UNIT 4 = ||~  ||~ = RULE OF LAW = ||~   ||
 * **History of the American Law System** || History and Background || Rule of Law - History and Background || Nov. 8 ||
 * || Supreme Court Judges || @http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f051010_supremes
 * || Supreme Court Judges || @http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f051010_supremes

Why is the process of choosing a new justice so rigorous? How many justices have been appointed throughout history? What are the term limits of a justice? Can you identify the justice who has serviced the longest. Figure out the average years a justice services. Would you want to serve on the supreme court, why or why not? || Nov 15 Post your findings in discussions || The outline - || Nov. 16 || Hand Out 2 Hand Out 3 ||  || Look up Colorado laws on vehicles, how can you be prepared? How else could you use this site? Explain. ||  || What sort of information can be helpful on this site? Explain how this site/organization maybe helpful in your future? ||  || Use this Google Doc to guide your knowledge quest about the committees that make the laws that we live with. || 20 Jan || Who is talking, where are they from, what is their main point. Relfect on how our elected officials work for us. ||  || (20 points) || (10points) Feb 10 (10 Points) || (10 points) ||
 * **The Manner in which a Democratic Society Resolves Disputes** ||  || Take notes while I share information "lecture".
 * ||  || Courts in the movies - complete the graphic organizer in Google Spreadsheets. Courts in the Movies || Nov. 16 ||
 * ||  || Courts in the news - Find a current newspaper article that deals with a court case. Use the Google Doc and share it with me. Courts in the News || Nov 16 ||
 * **Journey of a Court Case** || Different types of court cases || Handouts with flow charts - using the example shared in class complete the rest of the charts, may complete in groups of two. || Nov. 17 ||
 * || Summary of a Supreme Court Case || Supreme Court Cases make sure you are logged into Gmail and make yourself a copy of my original, when you are finished share it with me || Nov. 18 ||
 * ~ = UNIT 5 = ||~  ||~ =How to __ a Court Case = ||~   ||
 * **Courtroom Etiquette** || **Discussion** || [[file:Courtroom Etiquette.docx]] || Nov. 29 ||
 * Objectively Analyze || You rule the case || What is objective? || Nov. 30 ||
 * Argue || Background Presentation || Synopsis Case: Soccer Team || Dec. 1 ||
 * Practice your Persuasive Skills ||  || @http://www.icivics.org/games/argument-wars - play this game and practice what you have learned. || Dec. 2 ||
 * ||  || =**Mock Trial - Buying a Used Car**= ||   ||
 * Colorado and Washington State laws -used car warranties ||  || Hand Out 1
 * ||  || IMPLIED WARRANTY NEGOTIATION ||   ||
 * Colorado Attorney General ||  || @http://www.coloradoattorneygeneral.gov/initiatives/consumer_resource_guide
 * Better Business Bureau || **Google the BBB** || **http://wynco.bbb.org/ This is Denver's BBB**
 * H**ow Many BBBs are out there? How do you know which site to use?
 * ||  || Mock Trial - Intellectual property ||   ||
 * ||  || Movie - about a court case ||   ||
 * ~ UNIT 6 ||~  ||~ LEGISLATION ||~   ||
 * Vocabulary ||  || //**Legislation** - is the process of making a law.////**Political Process** - The procedure for governing the nation// ||   ||
 * Legislative Process || Take notes using MindMap || Overview of the US legislative process - Create a MindMap of the process || 10 Jan ||
 * What are the Legislative Committees || Google Doc - knowledge quest || Colo. Legislative Committees
 * Vocabulary ||  || //**Legislation** - is the process of making a law.////**Political Process** - The procedure for governing the nation// ||   ||
 * Legislative Process || Take notes using MindMap || Overview of the US legislative process - Create a MindMap of the process || 10 Jan ||
 * What are the Legislative Committees || Google Doc - knowledge quest || Colo. Legislative Committees
 * Observing the US House of Representatives || Take Notes || @http://houselive.gov/ watch the US House of Representative -
 * ||  || Mock Legislation proceeding ||   ||
 * Communicate with your Legislator || Write a letter || Write a letter to your congressmen - follow the tips here Communicating with Elected Officials This will be the final for this section,. You need to show you understanding of how citizens can and do influence our elected officials || 27 Jan ||
 * ~ Unit 7 ||~  ||~ =Being A Citizen of the United States of America = ||~   ||
 * ||  || [[file:Civic Values.pptx]] || Feb 8
 * ||  || [[file:Civic Values.pptx]] || Feb 8
 * Current Events - Apply Critical Thinking Skills ||  || [[file:Current Events in Government.docx]] || 9 Feb
 * Airport Scanners - are they infringing on our rights? ||  || [[file:AirportScannerLesson.pdf]] Please some research about this issue before answering the questions! There are about 5 links to help guide you in the PDF. Use the reading in your answers to validity the questions (5 points). Then choose a side to agree or disagree with (5 points). Thanks! || 14 Feb
 * America's Challenges || America & the World: The Challenges Ahead

America's Challenges 2011 || Read these two articles, come up with a list of at least 10 questions, they need to show you are using your critical thinking skills!( 1 point each) Then write on an issue that is not talked about in these articles that you believe is a real challenge to America. This can be about a topic that you feel is not getting enough attention or the right attention from our government. (10 points thought provoking, strong facts and details, easy to follow and understand. More thank a few sentences points are deducted for anything less. || 16 Feb (20 points) || (10 Points) ||
 * ||  || Current Event on America's challenges || 17 Feb
 * ~ Unit 8 ||~  ||~ =Other Governments around the World= ||~   ||
 * Other types of Governments ||  || What are they, where are they, how to they function, are they successful? ||   ||
 * Other countries governments - how are they set up? ||  || Nicely done! ||   ||
 * Other countries challenges || Coming Soon! ||  ||   ||
 * Being a citizen of other countries ||  ||   ||   ||
 * TRAFFIC SAFETY and GOVERNMENT || @http://trid.trb.org/view.aspx?id=1083698 this is the abstract -
 * TRAFFIC SAFETY and GOVERNMENT || @http://trid.trb.org/view.aspx?id=1083698 this is the abstract -
 * TRAFFIC SAFETY and GOVERNMENT || @http://trid.trb.org/view.aspx?id=1083698 this is the abstract -

there is a link to the actual document! || This is a large document on the study of traffic safety in the US and other Countries. Your job is to break into 5 groups, each group chooses a chapter, please make sure each chapter is chosen. Remember when we studied the legislative branch of government and we talked about how committees researched information and made recommendations. Here is byproduct of all the work.

Be thinking about how this is something the country you have focused on should use or does not need. || Final 3rd quarter ||
 * Get to know it - in fact be prepared to teach me all about it by Thursday this week.**
 * ~ =Unit 9= ||~  ||~ =Political Cartoons= ||~   ||
 * ||  || "I like nonsense, it wakes up the brain cells." -- //Theodor Seuss Geisel (1904-1991)// ||   ||
 * Interpret a current cartoon. || QUESTIONS || Why did the artist draw it? What message is he or she trying to get across? How effective do students think this cartoon is in making its point? ||  ||
 * Read this link ||  || @http://www.pbs.org/independentlens/politicaldrseuss/political.html ||   ||
 * Discuss ||  || What are some advantages of political cartoons over plain text articles? What are some of the purposes and outcomes of political cartoons? ||   ||
 * Vocabulary || Review and discuss as a group || * **Fascism:** a political philosophy that glorifies the state and confers supreme power to a dictatorial leader while forcibly suppressing opposition and individual expression. Nazi Germany was an example of a fascist state.
 * **Anti-Semitism:** prejudice against Jews.
 * **America First Movement:** a movement during World War II that advocated isolationism and nonintervention in Europe. Pilot Charles Lindbergh was involved in this movement.
 * **Japanese American Internment:** the forced removal of Japanese Americans from their homes to internment camps during World War II.
 * **Left-Wing:** during World War II, members of the political left were against racism and anti-Semitism, opposed to Hitler, against isolationism and the America First movement, and pro-labor, but many distrusted the Japanese and condoned the internment of Japanese Americans. ||  ||
 * Watching the Video || Segment 01:20:11 – 01:26:55 of THE POLITICAL DR. SEUSS || Answer these questions:
 * How did Dr. Seuss respond to Hitler and Mussolini, the Holocaust, and the Japanese American internment?
 * Why did Dr. Seuss choose to write for //PM//? ||  ||
 * Graphic Organizer used to help analyze cartoons || @http://www.pbs.org/independentlens/politicaldrseuss/gallery.html || Make charts with three columns. Label the first column "Cartoon Title," the second "Topic" and the third "Dr. Seuss's View"
 * first column: write the name of the cartoon
 * second column: write the historical event or situation the cartoon addresses (e.g. "the America First movement during World War II")
 * third column: write the viewpoint Dr. Seuss takes in this cartoon. What is he trying to say in his drawing?
 * **America First Movement:** a movement during World War II that advocated isolationism and nonintervention in Europe. Pilot Charles Lindbergh was involved in this movement.
 * **Japanese American Internment:** the forced removal of Japanese Americans from their homes to internment camps during World War II.
 * **Left-Wing:** during World War II, members of the political left were against racism and anti-Semitism, opposed to Hitler, against isolationism and the America First movement, and pro-labor, but many distrusted the Japanese and condoned the internment of Japanese Americans. ||  ||
 * Watching the Video || Segment 01:20:11 – 01:26:55 of THE POLITICAL DR. SEUSS || Answer these questions:
 * How did Dr. Seuss respond to Hitler and Mussolini, the Holocaust, and the Japanese American internment?
 * Why did Dr. Seuss choose to write for //PM//? ||  ||
 * Graphic Organizer used to help analyze cartoons || @http://www.pbs.org/independentlens/politicaldrseuss/gallery.html || Make charts with three columns. Label the first column "Cartoon Title," the second "Topic" and the third "Dr. Seuss's View"
 * first column: write the name of the cartoon
 * second column: write the historical event or situation the cartoon addresses (e.g. "the America First movement during World War II")
 * third column: write the viewpoint Dr. Seuss takes in this cartoon. What is he trying to say in his drawing?

Then read this analysis of The Lorax. @http://www.endicott-studio.com/rdrm/forseus.html Compare what you found in the movie and compare it to the Heinz Insu Fenkl's interpretation. ||  || To complete this project you must write, on a separate sheet of paper, captions to explain what you are trying to say, and why you've chosen to create a cartoon on this issue. ||  || A //policy// is typically described as a principle or rule to guide decisions and achieve rational outcome(s) ||   ||
 * Follow the link provided and "Enter the Gallery". Look at each cartoon and analyze it using the chart described above.** ||  ||
 * Another perspective || [|http://historymatters.gmu.edu/mse/sia/cartoon.htm] || Go through the exercise. Look at the cartoon and answer ask the questions as listed above. Then see how the cartoonist, Thomas Nast felt about the issues as he drew them out. ||  ||
 * Group Discussion || Using notes from video and website talking about these questions. || * How did Dr. Seuss's cartoons reflect his own political views?
 * How did Dr. Seuss respond to the Japanese internment? How did this response differ from his reaction to other acts of racial and ethnic discrimination?
 * How effective do you think Dr. Seuss's political cartoons are in communicating his viewpoints?
 * How important do you think the work of political cartoonists is in general? Do you think they still play an important role in shaping public opinion? Why or why not? ||  ||
 * Watch the Lorax by Dr. Suess ||  || Identify the propaganda elements you recognize in this film in a list.
 * Assessment || Make your own political cartoon: collage with labels and your own text || Choose a current topic that we have been following in class. (1) Make a collage rather than an original drawing, but you must write your own text to show the point you're trying to illustrate. The catch is that you cannot use any other political cartoons. (2) Draw your own political cartoon, using your own text and labels to show the point you are trying to make.
 * =Unit 10= ||  || = Policy Making: =
 * =Unit 10= ||  || = Policy Making: =
 * Different Types of Policy || @http://www.ushistory.org/gov/11.asp - || read this section on Policy Making and take notes on each section a-d. ||  ||
 * ||  || read the article about how the press has started watching the Presidents ||   ||