G: Lesson on Monday, October 23, 2017

THE LEGISLATIVE BRANCH 

Aim: How is the Legislative Branch of the United States structured? 

Bell Ringer: Journal 29 – What do you know about the Legislative Branch of the United States? 

Objectives: 

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

Agenda: 

1. 1. Bell Ringer (10 min) 

2. 2. Brainpop: Parliamentary System (6 min)  

3. 3. Complete "Activity" section (5 min)  

4. 4. Legislative Branch Powerpoint, slides 1-11 (rest of class)  

5. 5. While students view/listen to the powerpoint, they are to highlight the information covered on their copy of the United States Constitution, Article I. 

Home Learning: Journal 30 – What are the qualification prerequisites to become a member of Congress? 

E: Lesson on Monday, October 23, 2017

Today we completed the Law of Supply worksheet that we began working on Friday. It was collected for a LAB grade.

Home Learning: STUDY FOR TOMORROW'S TEST!!! <----TOMORROW!!!

G: Lesson on Thursday, October 19, 2017

Bell Ringer: Gather into your selected groups.

Objectives:

1. SS.912.C.2.15: Evaluate the origins and roles of political parties, interest groups, media, and individuals in determining and shaping public policy.
2. SS.912.C.2.2: Evaluate the importance of political participation and civic participation. Agenda: 1. Collect Political Cartoon/Interview

2. INTEREST GROUPS MISCELLANEOUS QUESTIONS PRESENTATIONS

Note: as each group presents, students are to answer each question as a journal. There are fifteen questions being covered, so fifteen journals should be completed by the end of the period.

Home Learning: NO HW! We begin a new unit tomorrow. Please bring your copy of the U.S. Constitution with you to class tomorrow.

E: Lesson on Friday, October 19, 2017

Aim: How can the supply curve be used as a "tool" for studying markets?

Bell Ringer: Journal 28 – How did Chenault's decision improve American Express? Do you agree with Chenault's claim that being adaptable to changes is the most important strategy for a successful business?

Objectives:
1. Students will define supply, demand, quantity supplied, and quantity demanded; graphically illustrate situations that would cause changes in each, and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.

2. Students will graph and explain how firms determine price and output through marginal cost analysis.

Agenda:

1.Bell Ringer (10 min)
2.Profiles in Economics (p. 102) (10 min) - to be completed behind the NTG.
3.Complete Concept Map and Supply note-taking guide presentations. (rest of class)
4.Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: Review your NTG as a study guide for Tuesday's test.

G: Lesson on Wednesday, October 18, 2017

Bell Ringer: Gather into your groups.

Objectives:

1.SS.912.C.2.2: Evaluate the importance of political participation and civic participation.

Agenda:

1.Students will research the questions assigned to their groups. Students only have today to answer the question. Tomorrow groups will present.

Note: search on YouTube for videos that you may want to show in class to add to your presentation. Videos cannot be more than 3 minutes long.

Home Learning: Prepare to present tomorrow in class.

E: Lesson on Wednesday, October 18, 2017

Aim: How can the supply curve be used as a "tool" for studying markets?

Bell Ringer: Journal 27 – What is causing the supply of organic products to fall short of meeting the demand? What changes need to take place for the supply or organic products to increase? (Use "Case Study" to answer the questions.

Objectives:

1. Students will define supply, demand, quantity supplied, and quantity demanded; graphically illustrate situations that would cause changes in each, and demonstrate how the equilibrium price of a product is determined by the interaction of supply and demand in the market place.

2. Students will graph and explain how firms determine price and output through marginal cost analysis.

Agenda:

1. Bell Ringer (10 min)
2. Case Study on page 126
3. Concept Map and Supply note-taking guide presentations. (rest of class)
4. Have students complete the note-taking guide as each group presents their designated topic

Home Learning: Read "Profiles in Economics" on page 131

G: Lesson on Tuesday, October 17, 2017

Bell Ringer: Review each of the 15 questions / share answers as a class. *Identify questions that have not been answered. Questions that have not been answered will be answered today.  

Objectives:  

1. 1. Students will evaluate the importance of political participation and civic participation.  

Agenda: 

1. 1. Bell Ringer (15 min) 

2. 2. Period 5 only (filing) 

3. 3. Answer any unanswered questions from Friday’s project in journals 14-16. Form groups to work on unanswered questions: 

1. * What are the major functions of the political parties?  

2. * Why does the United States have a two-party system?  

3. * What are the origins of the political parties in the United States?  

4. * How are parties organized at the state and local level?  

5. * What are the constitutional restrictions on the states’ power to set voting qualifications?  

6. * What are the universal voting requirements of the United States?  

7. * Why don’t people vote?  

8. * What is the difference between an open and a closed primary?  

9. * What are the federal laws that regulate campaign finances?  

10. * How does family and education shape public opinion?  

11. * What are the five steps in the polling process?  

12. * What is the role of the mass media in providing the public with political information?  

13. * What is the role of interest groups in influencing public policy?  

14. * What are the various types of interest groups?  

15. * How do political parties organize themselves to win elections? 

Home Learning: Interview a family member or friend about their political beliefs and behavior, e.g., voting, participation in campaigns, etc.  

OR  

Create a political cartoon showing how a particular interest group uses propaganda to persuade people to their point of view. Due: 10/19/2017