Lesson on Tuesday, January 31, 2017

Aim: What is Freedom of Speech, the Press, and Assembly?

Bell Ringer: Watch video on the differences between Civil Rights and Civil Liberties.
https://www.youtube.com/watch?v=eTR9HmlOoFQ&list=PLcaTPl81xGXpm4yQ-Q3SNBr8ddAtU5pzv&t=1s&index=1

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2. Student will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3. Students will explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (10 min)

2. Complete Concept Map Presentations sections 3-5 (15 min)

3. Work in teams to create a comparison chart that distinguishes the differences between civil liberties (freedoms) and civil rights (government actions to secure freedoms). Have students generate examples to foster understanding. Have students explain why these rights are not absolute. (rest of class)

Home Learning: 

Journal 43 – Why was the Bill of Rights added to the Constitution?

Journal 44 – How do the 5^th and the 14^th Amendments of the Constitution protect due process? 

Lesson on Monday, January 30, 2017

Aim: What is Freedom of Speech, the Press, and Assembly?

Bell Ringer:  Journal 41 – Describe the topic that your group is presenting today. 

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3. Students will explain why rights have limits and are not absolute.

Agenda:

1.     Bell Ringer (10 min)

2.     Civil Rights & Civil Liberties Concept Map Presentations (sections 3-5) (rest of class)

Home Learning: Journal 42 – How did the Supreme Court gain status equal to the other two branches of the federal government? 

Lesson on Thursday, January 26, 2017

Aim: What is Freedom of Assembly?

Bell Ringer: Freedom of Assembly introductory video: https://www.youtube.com/watch?v=Ng4RcsgTkHw

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3. Students will explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (10 min)
2. Journal 40 – Describe Freedom of Assembly, and important cases regarding that freedom. (10 min)
3. Students are to work on their concept maps that will be presented tomorrow. (rest of class)


Home Learning: Complete Concept Maps

Lesson on Wednesday, January 25th, 2017

Aim: What is Freedom of the Press?

Bell Ringer: Read "Freedom of the Press" from A History of US Vol. 3, chapter 1.

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3. Students will explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (10 min)

2. Journal 39 – What are the origins of Freedom of the Press? (10 min)

3. Assign pairs of students to read one of the following sub sections from the Glencoe "United States Government Democracy In Action textbook (pages 366-382) and create a concept map to present to the class based on their assigned section. For more information and samples of concept maps: http://www.schrockguide.net/conceptmapping.html  (rest of class)

Below are the assigned topics and the names of students who signed up for those topics. 

1. Types of Speech 366 – Jarivette & Karla

2. Regulating Speech, Clear and Present Danger 367, 368 - Santiago

3. Schenck v. United States, Bad Tendency Doctrine, Preferred Position Doctrine 368 – Cynthia, Eduardo C., Vianny O.

4. Sedition Laws 369 – Luis L., Jeffrey, Manuel

5. Speech Not Protected 369 – Rocio, Jazmine, Yesenia

6. Prior Restraint Forbidden (two cases) 371, 372 – Camila & Gissel & Aileen A.

7. Fair Trials and Free Press (Gag Order, Press Access Trials, Protecting New Sources) 372, 373, 374 – Carlos & Luis C.

8. Free Press Trials (Radio and Television, Motion Pictures, E-mail and the Internet, Obscenity, Advertising) 374, 375 – Mari & Kimberly, Chris A.

9. Protecting Freedom of Assembly 376, 377, 378 – Erick  & Steven

10. Public Assembly and Disorder 378 – Peter & Eduardo B., Felix  

11. Protection and Labor Picketing 380, 381, - Angel & Aileen F.

12. Freedom of Association 382 – Elias, Tristan, Ricardo

Home Learning: Begin work on Concept Maps

Lesson on Tuesday, January 24th, 2017

Aim: What is Freedom of Speech?

Bell Ringer: Give students 10/15 minutes to transfer notes taken last week to the official unit notes.

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3. Students will explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (10/15 min)

2. Finish Civil Rights & Civil Liberties Concept map presentations (15 min)

3. Journal 37 – Define freedom of speech.

4. YouTube: https://www.youtube.com/watch?v=geMOuJZ20Ic  (10 min)

5. Journal 38 – How has freedom of speech been abridged in the past? Answer this journal while watching the introductory video to Freedom of Speech.

6. YouTube: https://www.youtube.com/watch?v=FEqFp0q60-U  (10 min)

Home Learning: Complete "Civil Rights & Civil Liberties" notes. 

Lesson on Friday, January 20, 2017

Aim: How did the Supreme Court extend many rights mentioned in the first 10 amendments to the Constitution?

Bell Ringer: Journal 36 – Describe the topic that your group is going to present today.

Objectives:

1.                        SS.912.C.2.6: Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2.                        SS.912.C.2.4: Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good. 3.

3.                        SS.912.C.2.7: Explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (10 min)

2. Civil Rights & Civil Liberties Concept Map Presentations

NO HOMEWORK! 

Lesson on Thursday, January 19, 2017

Aim: How did the Supreme Court extend many rights mentioned in the first 10 amendments to the Constitution?  

Bell Ringer: Journal 35 – What is the difference between Civil Rights and Civil Liberties? / Answer while watching the following videos…

Objectives:

1.                        Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights  

2.                        Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.  

3.                        Students will explain why rights have limits and are not absolute.

Agenda:

1.                        Bell Ringer (15 min) 

2.                        Students are to work on their concept maps that will be presented tomorrow. 

Home Learning: Complete extra research on concept map. 

videos used in today's lesson: 

Lesson on Wednesday, January 18, 2017

Aim: How did the Supreme Court extend many rights mentioned in the first 10 amendments to the Constitution?  

Bell Ringer:  Grade Judicial Branch Exam

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights  

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.  

3. Students will explain why rights have limits and are not absolute.

Agenda:

1.Bell Ringer (10 min) 

2.Journal 34 – Choose a right you have as an American and describe it. (10 min) 

3.YouTube: "Libertarianism Explained: What Are Rights? - Learn Liberty" https://www.youtube.com/watch?v=Fst0tesgrlY (5 min) 

4.Assign pairs of students to read one of the following sub sections from the Glencoe "United States Government Democracy In Action textbook and create a concept map to present to the class based on their assigned section. For more information and samples of concept maps: http://www.schrockguide.net/conceptmapping.html  

1. Human Rights vs Constitutional Rights 355, 356 

2. Incorporation 356, 357 

3. The 14^th Amendment  356, 357 

4. Origins of Freedom of Religion 358 (external research) 

5. The Establishment Clause 358 

6. Everson v. Board of Education 359 

7. State Aid to Parochial Schools 360 

8. Release Time for Students / Engel v. Vitale 361 

9. Equal Access Act 362 

10.                  Teaching the Theory of Evolution 362 

11.                  The Free Exercise Clause 363 

12.                  The Flag Salute Cases 363

Home Learning: Complete "Civil Rights" concept maps. Be ready to present them to class tomorrow. 

Lesson on Tuesday, January 17, 2017

Today the Judicial Branch Exam was given in class. Please see Mr. O to schedule a time for you to make up the exam if you were absent.

Short Answer Response Questions for Tuesday 1/17/17

Directions: Choose 5 out of the 9 questions listed below and research them. You will answer them on your exam on Tuesday. 5 points each (25 points total)

Critical Thinking

1. Synthesizing Information Why does the Constitution give federal courts jurisdiction in cases involving disputes between two states or between a state and a citizen of another state?

2. Stating an Opinion Some people maintain that all judges should be elected rather than appointed in order to make them more accountable to the people. Should this principle apply to Supreme Court justices? Explain why or why not.

3. Making Inferences What two actions could Congress take to undo a Supreme Court ruling that a federal law is unconstitutional? Explain the advantages and disadvantages of each action.

Understanding Concepts

4. Constitutional Interpretations Explain how and why the Supreme Court's ruling in the case of Marbury v. Madison increased the Court's power.

5. Comparison Describe the differences between criminal and civil law.

6. Evaluation Describe the Adversary System of Justice, and discuss the critism of this system and its alternative.

7. Description List and describe four elements of American Law.

8. Discussion Discuss the factors that influence Supreme Court decisions.

9. Discussion Discuss four limits on the Supreme Court.

Lesson on Friday, January 13, 2017

Aim: What is the organization and structure of the judicial branch, and what is the significance of the Supreme Court and judicial review in ensuring democracy and equity in the United States?  

 Bell Ringer:  Add essential vocabulary words to the test review.

Objectives:

1.Students will analyze the structures, functions, and processes of the judicial branch as described in Article III of the Constitution.

Agenda:

1.Bell Ringer (15 min) 

2.Bernie Sanders HW?

3.Judicial Branch Concept Maps Presentations

HOME LEARNING: STUDY FOR THE JUDICIAL BRANCH EXAM / check blog

Link

Hello Seniors! Use the link below to study for the exam taking place this Friday, January 13, 2017.

Judicial Branch Flash Cards

Lesson on Tuesday, January 10, 2017

NAME

DATE

ASSIGNMENT “BERNIE SANDERS TOWNHALL”

DIRECTIONS: CHOOSE THREE QUESTIONS FROM THE AUDIENCE AND ANALYZE BERNIE SANDERS’ RESPONSE. FOR EACH QUESTION ANSWER THE FOLLOWING:

A. WAS BERNIE SANDERS’ RESPONSE PROACTIVE OR COUNTERPROACTIVE?

B. SEARCH FOR A BETTER RESOLUTION FOR THIS QUESTION.

Below are questions that we already heard in class. Feel free to complete the video and choose from the remaining topics.

1.       How do you plan to protect Obamacare?

2.       Are you going to work with Trump to bring back jobs to rural communities like mine?

3.       What steps will you take to work with the Trump administration to abolish NAFTA? 14:00

4.       How can Democrats reframe their economic message without demonizing people at the top or alienating moderate Democrats? 19:00

5.       Will you oppose Jeff Sessions’ confirmation as Attorney General? 23:00

6.       What needs to happen to block Trump’s nominee Scott Pruitt from running the EPA? 26:00

7.       Why do you think providing free college is a better step than greatly reducing tuition costs nationally? 28:00