Ch 6 - Activities

Ch 6 - Warm Up Activity

Copy a Venn diagram into your notebook. Label the two outside sections of the diagram as follows: "Decisions you make for yourself" and "Decisions Parents or Guardians Make for You." Label the center section "Decisions You and Parents/guardians make together." List three decisions in each section and then answer the following questions.
1. What types of decisions do your parents or guardians make for you? What types of decisions do you make for yourself? What types of decisions do you make together?
2. Why are some decisions shared while others are not?
3. What are the benefits of making decisions this way? What are the drawbacks?
4 How do you think this system of making decisions is similar to the way power flows between national and state governments?

Section 6.2
Copy another Venn diagram into your notebook. The outer two sections of this diagram should be labeled "Expressed Powers" and "Reserved Powers." The Center section should be labeled "Concurrent Powers." Provide a definition for each and list at least two examples of powers for each part of the diagram. Also, answer this question: What are the benefits and drawbacks of a federal system?

Section 6.3
Create a timeline in your notebook, and place each of these terms along it:
• Dual federalism
• Cooperative federalism
• Regulated federalism
• New federalism

1. For each term, include the approximate dates that this type of federalism existed and a simple illustration.

2. Also briefly explain how national and state powers were defined during each period.

3. What is the difference between Regulated and New Federalism?

4. What two ingredients were used in the creation of local and state government systems during Johnsons "Great Society."

Section 6.4
Answer these questions:
1. What do state constitutions show about how power is distributed in our federal system?
2. Create an illustration that will help you remember important information about the three branches of state government. On your illustration, record notes about the role of state legislatures, state governors, and state court systems.

Section 6.5
Create a table in your notebook, briefly describing the organization and purpose of each local government system. Make a table that is 3 columns wide and 6 rows high. Across the top of your table label the columns: "Local Government System," "How Is It Organized," "What Is Its Purpose?"

Down the left column fill in the following under the "Local Government System" to identify each row:
a. Counties, parishes, and boroughs
b. Mayor-council system
c. Commission system
d. Council-manager system
e. Special-purpose districts

New Jersey V T.L.O. (1985)

A high school girl was taken to the principal’s office for smoking in the lavatory. She denied smoking and claimed to be a nonsmoker. A search of her purse revealed not only cigarettes but also evidence that she was selling marijuana. In juvenile court, she said that the evidence came from an illegal search. Below are parts of the Supreme Court decision in her case.

After reading the case (copied below the questions ) answer the following questions:

1. Who's rights and needs (which two parties) did the courts seek to balance?

2. What new standard did the court set in this decision?

3. Based on this new standard, are random searches OK?

The following synopsis was taken from the New Jersey V T.L.O. (1985) Supreme Court decision.

We are faced initially with the question whether [the Fourth] Amendment’s prohibition on unreasonable searches and seizures applies to searches conducted by public school officials. We hold that it does . . .

To hold that the Fourth Amendment applies to searches conducted by school authorities is only to begin the inquiry into the standards governing such searches . . .

Students at a minimum must bring to school not only the supplies needed for their studies, but also keys, money, and the necessaries of personal hygiene and grooming. In addition, students may carry on their persons or in purses or wallets such nondisruptive yet highly personal items as photographs, letters, and diaries . . . There is no reason to conclude that they have necessarily waived all rights to privacy in such items merely by bringing them onto school grounds.

Against the child’s interest in privacy must be set the substantial interest of teachers and administrators in maintaining discipline in the classroom and on school grounds. Maintaining order in the classroom has never been easy, but in recent years, school disorder has often taken particularly ugly forms: drug use and violent crime in the schools have become major social problems . . .

How, then, should we strike the balance between the schoolchild’s legitimate expectations of privacy and the school’s equally legitimate need to maintain an environment in which learning can take place? . . .

We join the majority of courts that have examined this issue in concluding that the accommodation of the privacy interests of schoolchildren with the substantial need of teachers and administrators for freedom to maintain order in the schools does not require . . . that searches be based on probable cause . . . Rather, the legality of a search of a student should depend simply on the reasonableness, under all the circumstances, of the search . . . Under ordinary circumstances, a search of a student by a teacher or other school official will be . . . justified . . . when there are reasonable grounds for suspecting that the search will turn up evidence that the student has violated or is violating either the law or the rules of the school.

1st Amendment

The First Amendment of the US Constitution

“ Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. ”

“The Establishment Clause” of the first Amendment states:

"Congress shall make no law respecting an establishment of religion"

“The Free Exercise Clause” includes:

“or prohibiting the free exercise thereof... ”

Using what we have learned about the 1^st amendment to the constitution and looking at the Pledge of Allegiance below, work with a partner, taking the role of lawyers defending students who are in trouble because they refused to say the pledge (which was against their schools policy) and develop an argument to defend them using both the “Establishment” clause and “The Free Exercise” clause of the constitution. Refer to both the constitution and the pledge as you develop your arguments.

"I pledge allegiance to the flag of the United States of America and to the republic for which it stands: one nation under God, indivisible, with liberty and justice for all."

Bonus Questions: How would you change the Pledge to make it less vulnerable to your arguments and why would your suggestion work?

CH 5 - Assignments

Ch 5.1 – The Bill of Rights

A high school principal has reason to suspect some students of bringing weapons onto campus. After receiving a tip from a teacher, the principal searches the lockers of three students and finds a knife and a small handgun in one student’s locker. The other two lockers turn up nothing.

1. In this situation, what rights do the students assigned to these lockers have?

2. What rights does the principal, acting on behalf of the student body, have?

3. On a high school campus, should authorities be allowed to search student lockers whenever they want?

Section 5.2

After reading the section, answer these questions:

1. Explain the difference between civil liberties and civil rights. Give at least two examples of each.

2. Discuss the significance of the Fourteenth Amendment and of Gitlow v. New York in terms of American civil liberties and civil rights.

3. What is the role of the Supreme Court today? What happens when the Court overturns a decision made by a lower court?

Section 5.3

Read the section. Then complete the first row of the table on Notebook Handout 5 as follows:

• List the basic rights protected or guaranteed by the First Amendment.

• List and describe at least one Supreme Court case that acted as a precedent and helped further define this amendment.

• Create or find a simple symbol, illustration, or image to represent one right that this amendment guarantees.

Sections 5.4 to 5.6

For each amendment discussed in these sections, complete that row of the table on Notebook Handout 5. A shaded box indicates that no Supreme Court cases are related to that amendment. Identify a current news story or event, or a situation from your own life, in which rights are in conflict—either between two individuals, between an individual and society, or between an individual and the government.

Then do the following:

1. Briefly describe the situation.

2. Identify the rights held by one of the parties.

3. Identify the rights held by the opposing party.

4. Based on what you know about the Constitution, whose rights should take priority? Why?

Ch 4 - Constitution Questions

Ch 4 - Constitution Fact Questions

On a separate piece of paper answer the following constitution questions. They can all be found either in Ch 4 or in the text of the Constitution. Write out your answers in full sentences and list what article and section of the constitution your answer came from.

1. Your uncle just celebrated his 30th birthday. Can he run for the House of Representatives?
2. A candidate you strongly support was just elected senator. How many years must pass until this candidate can be reelected?
3. The media are reporting a raise in federal income tax for the coming year. Where did the proposal for this new tax originate?
4. Troops from a foreign country have invaded Oregon. Which branch of government has the power to declare war against this aggressor?
5. The United States and another country recently agreed to a treaty on arms reductions. Who has the power to make such a treaty with a foreign country?
6. The president appointed a new ambassador to Haiti. Who must approve this appointment before it can take effect?
7. A Supreme Court justice has announced her retirement. Who has the power to nominate a replacement?
8. The presidential candidate you favor has been called the “youngest person ever to run for president.” How old must this candidate be to qualify for the presidency?
9. You are disappointed the morning after Election Day to discover that the new president was not who you voted for. In how many years can you vote again?
10. If a vice president were to commit a federal offense, who has the power to impeach him or her? Who has the power to try the impeached official?
11. Who has the power to regulate trade between states?
12. What is the vice president’s only constitutional responsibility?
13. An argument has arisen between two states. Who has the power to settle this dispute?
14. After law school, your hope is to someday serve on the Supreme Court. How long would your term of service be?
15. In the 2000 presidential election, George Bush won by only 5 electoral votes. Who appointed the electors who cast those votes?
16. Who is the commander in chief of the U.S. military forces?
17. A law in your state was recently passed that contradicts a previous law passed by Congress. Which law does the Constitution say is valid?
18. A state’s governor recently denounced the U.S. government publicly during a speech. Can this governor be tried for treason?
19. There has been talk of a new amendment allowing foreign-born citizens to run for president. Who would have the power to propose this amendment?
20. Who has the power to approve or veto legislation?
21. What is the major characteristic of a Federal system of government?

Voting in America

We The People…
An Exercise in Democracy

America has long prided itself on being a democracy guided by the rule of law. This emphasis on being a democracy governed by the “rule of law” has long been foundational to the notion that this country is and always has been based on equality giving all people the same rights. This project is designed to examine one aspect of this impression: Voting. Students need to research each of the legal actions below - a progression of actions in the history of the United States. Make sure you include statements about all of the significant elements of these actions, what each part did to or for people’s rights, why this action was justified or needed, how people reacted to it/what problems remained unresolved after the passage of the action.

We will be in the Media Lab 3 days. Students may work individually or in groups of up to three. No further class-time will be provided to complete this assignment.

Research/study/learn the following items:

Preamble to the Constitution
The Dred Scott Decision
14th Amendment
15th Amendment
17th Amendment
19th Amendment
Indian Citizenship Act of 1924
24th Amendment
26th Amendment

In groups students need to:
•Research and describe each item including all of the significant elements of these actions, what each part did to or for people’s rights, why this action was justified or needed, how people reacted to it/what problems remained unresolved after the passage of the action.

Individually students need to:
•Create a time-line that includes all of these events. Make sure that it is accurate and neat and with the events placed on the timeline correctly.
•Write a paragraph that compares/juxtaposes the timeline of these events with the first three words of the Preamble to the US Constitution.
•The first sentence of your essay must be the topic sentence for your paragraph.
•Instead of an essay, students may create a cartoon that captures your thoughts on this theme – you must include a caption for the cartoon that helps explain things.

Ch 4 - The Constitution

Ch 4 - The United States Constitution
Essential Question: How and why did the framers distribute power in the Constitution?


PREVIEW
Examine the outline of the Constitution as seen in your textbook chapter 4. Then answer these questions on a separate piece of paper and turn in:

1. What observations can you make about the way the framers organized the Constitution?
2. Which branch of government did the framers give the greatest number of specific (expressed) powers to? What might be some reasons for that?
3. What inferences can you make about how the framers intended to distribute power within the federal government?

Terms
Read the definitions in the book and then rewrite the definitions in your own words. Make sure you capture the essence of the texts definitions in your definition.

due process republican government
checks and balances federalism
independent judiciary strict construction
loose construction judicial review

Sections 4.2 and 4.3
Read Sections 4.2 and 4.3. Then do the following:

1. Create a diagram (table) that explains the purpose of each of the three main parts of the Constitution. Then list an example from the Constitution that illustrates the purpose of each part.

Below is an example of the elements that need to be included.

Constitution (this is the tables name)
Preamble Articles Amendments

Purpose: Purpose: Purpose:

Example: Example: Example:

2. Explain the difference between enumerated and implied powers and describe how the Constitution establishes both.
3. Discuss why each branch of government has a different set of responsibilities and powers. List at least two powers of each branch.
4. Create a simple flowchart that illustrates the most common method of amending the Constitution.

What new information did this section address with regard to our Essential Question: How and why did the framers distribute power in the Constitution?


Section 4.4
1. After reading this section of your textbook, create a table that includes the following things. 5 principles found with-in the content of the constitution and list the principles in the left column. Complete the second and third columns by creating a simple illustration to represent that principal, and then a brief explanation of your symbol in your own words.

Below is an example of the elements that need to be included.

Guiding Principles of the Constitution (this is the tables name)
Principle Symbol or illustration Brief Explanation Example from the Constitution


2. Again after reading Section 4.4, you now need to identify at least one place in the Constitution that illustrates each principle. This information gets listed in the fourth column of your table. Give the exact location in the Constitution as well as the exact text that exemplifies each principle.

What new information did this section address with regard to our Essential Question: How and why did the framers distribute power in the Constitution?


Section 4.5
Read Section 4.5 and then do the following:
1. Explain the difference between strict and loose construction of the Constitution.
2. On a piece of paper that you can turn in, complete a write-up of the three landmark cases discussed in the section.
• Enter the case’s name and the year it was decided.
• List two or three main facts of the case.
• Write a brief summary of the Supreme Court’s decision. (4 or 5 sentences)
• Describe the significance of the decision in terms of its effects on the government and on the interpretation of the Constitution.


What new information did this section address with regard to our Essential Question: How and why did the framers distribute power in the Constitution?


Higher Order Thinking

The framers developed the U.S. Constitution more than 200 years ago with the hope that it would remain relevant and effective for future generations. One way they sought to accomplish that was through the provisions of Article V, which spell out how the Constitution can be changed.

In recent years, Congress has fielded many proposals for changes to the Constitution, including the following:
• Requiring the federal government to balance the national budget
• Restricting the amount of money that can be spent during national electoral campaigns
• Abolishing the Electoral College and having the president and vice president elected by popular vote
• Lowering the age restriction for public offices such as senator and representative
• Repealing the Twenty-second Amendment, which sets presidential term limits
• Guaranteeing all citizens access to quality health care
If you had the opportunity to change the Constitution in one way in order to improve it, what would you propose? In a short paragraph, explain your proposal and discuss why you think the Constitution will be a stronger, better document with this change.

Summative Assignment
Write a one-paragraph essay addressing our Essential Question: How and why did the framers distribute power in the Constitution?

CH 3 - Assignments

Ch 3 – Gov – Objectives

Consider the new content from this section as it pertains to our Chapter 3 essential question: What ideas gave birth to the worldʼs first modern democracy?


Section 3.2 – Ideas that Shaped Colonial Views of Government
Consider the new content from this section as it pertains to our Chapter 3 essential question: What ideas gave birth to the worldʼs first modern democracy? What new information does this section add to your understanding of the ideas that gave birth to the American Democracy.

List two ideas that shaped colonial views on government for each of the following 4 influences: Religious and classical roots, English roots, English enlightenment, French Enlightenment.


Section 3.3 – From Ideas to Independence: American Revolution
Consider the new content from this section as it pertains to our Chapter 3 essential question: What ideas gave birth to the worldʼs first modern democracy? What new information does this section add to your understanding of the ideas that gave birth to the American Democracy.

Create a time-line that extends from 1619 to 1776. Plot the following events:

Mayflower Compact
Virginia House of Burgesses
French and Indian War
Stamp Act
Battles at Lexington and Concord
Declaration of Independence

Section 3.4 – Putting Ideas to Work: Framing New Constitutions
Consider the new content from this section as it pertains to our Chapter 3 essential question: What ideas gave birth to the worldʼs first modern democracy? What new information does this section add to your understanding of the ideas that gave birth to the American Democracy.

After reading the section, answer these questions:
1. How did state constitutions lay the groundwork for the U.S. Constitution?

2. What were the main weaknesses of the Articles of Confederation? What did these weaknesses mean for the national government?

3. What were three of the major challenges that the Constitutional Convention delegates faced, and how was each resolved.

Sections 3.5 - Ratifying the Constitution and 3.6 – Adding the Bill of Rights
Consider the new content from this section as it pertains to our Chapter 3 essential question: What ideas gave birth to the worldʼs first modern democracy? What new information does this section add to your understanding of the ideas that gave birth to the American Democracy.

Create a T-chart to compare the main arguments of the Federalists and the Anti-Federalists. Identify at least three arguments for each side. Then answer this question: How was the debate over the ratification of the Constitution resolved?

Chapter 3 - Overall Application of Content and Understanding

Higher Order Thinking
Write three journal entries from the perspective of a delegate to the Constitutional Convention. Date each entry. Address each of these topics in one or more of your entries:

• Which ideas from outside America most influenced you in the development of the Constitution? Where did these ideas come from?

• What were the greatest challenges in developing the Constitution? How were these challenges resolved?

• Do you think the states should ratify the Constitution? Why or why not?

Final Assessment
Using information from each of this chapters sections, write an essay that addresses our essential question: What ideas gave birth to America, the worldʼs first modern democracy?

Be prepared for a test of this information!!!

Chapter 2 Assignments

Government Chapter Two Assignments

Government Timeline Assignment

Make a timeline of the following events. As you read the section in your textbook, record the date and name of each event and place it in the approximately correct location on your timeline (the larger the gap between an event the greater number of years between them). Also write a one sentence explanation of the main feature of the Government associated with each event.

First city-states arise in Sumer

Sargon of Akkad formed empire

Roman Republic formed

Athens formed direct democracy

Roman Empire formed

Feudalism began in Europe

Rise of absolute monarchies

Glorious Revolution in England

American Revolution

French Revolution

Rise of totalitarian dictatorships

Types of Government - Table 1

Read section 2.3 (pg 24) - Make a table of the forms of government described in section 2.3 of your textbook. Down the left hand side of your table should be the forms of government discussed in your text (list them with the first discussed at the top etc). Along the top of your graph, moving from the left side toward the right side, write out the definition, the pro and the con for each type of government.

Term	Definition	Pros	Cons
Monarchy
Dictatorship
Theocracy
Single Party State
Direct Democracy
Parliamentary Democracy
Presidential Democracy

Types of Systems – Table

Read section 2.4 - Make a table of the type of systems described in section 2.4 of your textbook. Down the left hand side of your table should be the types of systems discussed in your text (list them with the first discussed at the top etc). Along the top of your graph (moving from the left side toward the right side) write out the definition, the pro and the con for each type of system.

Term	Definition	Pro	Con
Unitary System
Federal System
Confederal System

Types of Economies

Read section 2.5 - Make a table of the type of systems described in section 2.5 of your textbook. Down the left hand side of your table should be the types of economies discussed in your text (list them with the first discussed at the top etc). Along the top of your graph (moving from the left side toward the right side) write out the definition, the pro and the con for each type of economy.

Term	Definition	Pro	Con
Tradiational Economy
Market Economy
Command Economy

Government Syllabus

Thomas Edison High School

US Government

Course Overview and Requirements

Teacher: Jon Linne

Phone Number: 668-1300

E-mail: jlinne@mpls.k12.mn.us

Year: 2009-2010

Room: #223

Course Description: Study will be focused on the branches of government, as well as the rights guaranteed to citizens through the Constitution. This course is an 18-week course, which is one semester. We will be focusing on the following units in that time:

1) Introduction: What is government? What is democracy?

2) The Constitution

3) The Bill of Rights

4) The Judicial Branch

5) The Legislative Branch

6) The Executive Branch

7) Floating unit

Graduation Requirements: Senior Economics is a required course for graduation. Each student must pass one semester of Senior Government in order to graduate.

Homework: Homework will be assigned periodically throughout the week. It will typically be do the next day. The Homework Policy here at Thomas Edison High School is homework loses value for every day it is late. After a lengthy period of time it will no longer be taken for grade. If you are unable to comply with the expectations of 
the late work policy you must make arrangements with your teacher prior 
to the due date.

Class work and Group work: Students will often be expected to complete work in and out of class. Sometimes students will be required to work individually, sometimes students will be required to work with a partner or a group, and sometimes students will have a choice. Class work must be completed as directed and in a timely manner (refer to the homework policy). If extra time is needed students must contact the teacher before the assignment is due to get permission to make arrangements. Students are expected to participate in whatever assignments or activity is occurring when they are in class.

Cornell Notes: Students will be required to write in the class. Students will be required to use the “Cornell Notes” method, which will be explained and modeled throughout the first week.

Assessments: Each unit will be assessed on its own or in combination with another unit. Grades will be earned based on a percentage of the total available points earned. These assessments will be but not limited to:

· Worksheets

· Vocabulary Quizzes

· Tests

· Essays

· Written Exams

· Projects

· Oral Exams

· Cornell Notes

· Participation

· Daily Written Reflections

Students who repeatedly come to class late will lose points for participation.

Grading: Grades will be earned based on a percentage of the total available points earned. The grading scale will be as followed:

A 93

A- 90

B+ 87

B 83

B- 80

C+ 77

C 73

C- 70

D+ 67

D 63

D- 60

F 59 and below

Work will be completed with quality prior to turning it in. Incomplete work will be returned to be completed before it will be graded. Please refer to late work policy.

Extra Credit: Students are expected to complete the required class work. For this reason, there will not be any additional assignments for students to complete as extra credit. However, students will occasionally have the opportunity to do extra work on regular assignments or assessments for extra credit.

Supplies: Students are required to have the following supplies for every class:

Ø Folder

Ø Pen or Pencil

Ø Paper

Ø Classroom Textbook

Failure to bring required supplies will result in loss of daily class points.

Parent Involvement: It is my mission for students, parents and staff to work together to ensure students success. To make this happen I would like to keep an open line of communication between families and myself. Please feel free to contact me whenever you have a question or concern.

I have read through this course description with a parent or guardian and understand the
information in it.

Student Signature________________________________________________________

Parent/Guardian Signature________________________________________________