Government... · Web viewA variety of entities within the three branches of government, at all levels, address public policy issues which arise in domestic and international affairs.

MR. KIRSCH AMERICAN GOVERNMENTFIRELANDS HIGH SCHOOL 2013-14 ROOM 227EMAIL ADDRESS: [email protected] LUNCH A CONFERENCE PERIOD: 1st

I. CLASS SUPPLIES1. Notebook2. Pocket folder3. Loose leaf paper4. Pencil or Pen: Blue or Black Ink5. FLASH DRIVE

II. UNITS OF STUDY1. Civic Involvement

a. Opportunity for engagement with the structures of government are made possible through political and public policy processes.

b. Political parties, interest groups and the media provide opportunities for civic involvement through various means.

2. Civic Participation & Skillsa. Issues can be analyzed through the critical use of information from public records, surveys, research data

and policy positions of advocacy groups.b. The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution

of conflicts and differences3. Basic Principles of the U.S. Constitution

a. As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

b. Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices

c. The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States

d. The Reconstruction Era prompted Amendments 13-15 to address the aftermath of slavery and the Civil Ware. Amendments 16-19 responded to calls for reform during the Progressive Eraf. Four Amendments have provided for extensions of suffrage to disenfranchised groups (15, 19, 24 & 26)g. Five amendments have altered provisions for presidential election, terms and succession to address

changing historical circumstancesh. Amendments 11, 21 & 27 have addressed unique historical circumstances

4. Structure and Functions of the Federal Governmenta. Law and public policy are created and implemented by three branches of government; each functions with

its own set of powers and responsibilitiesb. The political process creates a dynamic interaction among the three branches of government in addressing

current issues5. Role of the People

a. In the United States, people have rights which protect them from undue governmental interference. Rights carry responsibilities which help define how people use their rights and which require respect for the rights of others.

b. Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation

6. Ohio’s State & Local Governmenta. As a framework for the state, the Ohio Constitution compliments the federal structure of government in the

United States.b. Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and

often controversial problems that directly affect their communities

mailto:[email protected]

7. Public Policya. A variety of entities within the three branches of government, at all levels, address public policy issues

which arise in domestic and international affairs.b. Individuals and organizations play a role within federal, state, and local governments in helping to

determine public policy, both foreign and domestic.8. Government and the Economy. The actions of government play a major role in the flow of economic activity.

Governments consume and produce goods and services. Fiscal and monetary policies, as well as economic regulations, provide the means for government intervention in the economy.

CONTENT STATEMENT 23: The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits

CONTENT STATEMENT 24:The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy.

9. Financial Responsibility and Money Management Responsible personal finance decisions are based upon reliable information and used to reach personal goals.

10. Personal Finance

III. ACADEMIC EXPECTATIONS1. GRADING POLICY in student handbook. 2. QUIZZES will be unannounced and be based on vocabulary.3. TESTS will be given at the end of each unit. 4. DAILY POINTS: 1 point for each class period and 2 points for each block period may be earned for participating in class and following class instruction. An additional 5 bonus points will be given if a student has earned all 45 points for the quarter. 50/50 participation points is equal to an A+ on a test or assignment! 5. ABSENCES:

a. You must have an excused blue slip in order to makeup any graded assignment and you have the same number of days as your absence to make up missing work

b. ALL ASSIGNMENTS ARE DUE ON THE ASSIGNED DUE DATE. SCHOOL ABSENCES ARE NO EXCUSE. IF NOT IN SCHOOL, EMAIL THE ASSIGNMENT or turn in with another student.6. MISSING/LATE WORK

a. YOU HAVE ONE WEEK TO MAKE UP ANY TESTS OR QUIZZESb. Missing Work will be accepted for 50% credit up to ONE WEEK LATEa. You must make up any quiz, test, or similar assignment during FAST period, your study hall or

during my conference period. YOU HAVE ONE WEEK TO MAKE UP ANY MISSED ASSIGNMENTS.

IV. PERSONAL EXPECTATIONS 1. ACCOUNTABILITY: Responsible to someone or for some action; answerable. 2. RESPONSIBILITY: The state or fact of being responsible, answerable, or accountable for something within

one’s power, control or management. 3. INTEGRITY: Adherence to moral and ethical principles; honesty. 4. COMMON SENSE: Sound practical judgment.

5. EDUCATION: The act or process of acquiring or imparting knowledge or a particular skill set; to prepare oneself or others intellectually for mature life. 6. DISCIPLINE: Behavior in accord with rules of conduct. Daily activities used to improve a skill. 7. CONSEQUENCES: The effect result or outcome of something occurring earlier.

8. PLAGIARISM: An act or instance of using the language and thoughts of another without authorization and therepresentation of that author’s work as one’s own; as by not crediting the original author. 9. EXCUSES: To seek to remove the blame from. THESE ARE NOT ACCEPTABLE. Refer to the above character traits and you will have no need for excuses.

Topic: Civic Involvement

Tuesday 8/27 LESSON GOAL: Course introduction / unit Essential Question

1. Course introduction, expectations, syllabus

2. ESSENTIAL QUESTION: How can citizens participate in the political process to implement change in their community?

HW CONTENT STATEMENT 1 Vocabulary / Identify and briefly describe 3 major societal problems that need to be addressed

CONTENT STATEMENT 1: Opportunities for civic engagement with the structures of government are made possible through political and public policy processes.

VOCABULARY: Civic engagement Political process public policy

Wednesday 8/28 LESSON GOAL: Explain Content Statement 1 Assignment / Course Assessment

1.. Content Statement 1 Rubric (Common Core WHST CCR.1)2.. Course Pretest

HW: Finish Tuesday’s assignments

Thursday 8/29 LESSON GOAL: Understand and practice Cornell Note Taking / Understand and explain the differences between political processes and public policy processes.

1. Model Cornell Notes2. Content Elaborations Lecture

HW Content Statement 1 Paper / Content Statement 2 vocabulary

CONTENT STATEMENT 2: Political Parties, Interest Groups, & The Media provide opportunities for civic involvement through various means.

VOCABULARY Political parties / Interest groups / Media

Friday 8/30 LESSON GOAL: Identify, explain and provide examples of key terms1. Content Statement 1 Paper Due (50) 2. Vocabulary Exercise 3. Labor Day Lesson

Monday 9/2 Labor Day NO SCHOOL

Tuesday 9/3 LESSON GOAL: Explain the key concepts of the Content Elaborations and provide examples

1. Content Statement 2 Rubric 2. Content Elaborations Lecture

HW Presentation

Wednesday 9/4 LESSON GOAL: View political advertisements from groups with different perspectives along the political spectrum and compare the ads on the basis of media techniques employed.

1. Content Statement 2 Rubric Questions 2. Instructional Strategies

HW Presentation

Friday 9/6 LESSON GOAL: Strengthen oral communication skills via class presentation

1. Content Statement 2 Presentations (50)

HW Content Statement 3 vocabulary

TOPIC: CIVIC PARTICIPATION & SKILLSCONTENT STATEMENT 3: Issues can be analyzed through the critical use of information from public records, surveys, research data and policy positions of advocacy groups.

VOCABULARY:

Credibility / Reliability / Issues / Public records / Surveys / Research data / Advocacy groups / Lobbyists

Monday 9/9 LESSON GOAL: Identify, explain, and provide examples of Content Statement 3 vocabulary

1. Vocabulary exercise

2. Content Statement 3 rubric

Tuesday 9/10 LESSON GOAL: Analyze issues through the use of a variety of public information sources checking for credibility of sources and instances of limited perspective or bias

1. Content Elaborations Lecture

2. Instructional Strategies #1 (Common Core WHST CCR.7 & 8)

HW: Review notes / Content Statement 3 assignment

Wednesday 9/11 LESSON GOAL: Analyze issues through the use of a variety of public information sources checking for credibility of sources and instances of limited perspective or bias

1. PATRIOT DAY LESSON

2. Instructional Strategies #1

HW: Content Statement 3 assignment

Friday 9/13 LESSON GOAL: Analyze and compare class results of a Gallup Poll versus nationwide results

1. Content Statement 3 Paper Due (50)

2. Content Statement 3 Instructional Strategies #3


CONTENT STATEMENT 4: The processes of persuasion, compromise, consensus building and negotiation contribute to the resolution of conflicts and differences.

VOCABULARY

Persuasion / Compromise / Consensus building /Negotiation

Monday 9/16 LESSON GOAL: Understand, explain, and provide examples of Content Statement 4 vocabulary

1. Vocabulary Exercise

2. Content Elaborations

HW: Unit Test on Friday

TUESDAY 9/17 LESSON GOAL: Develop an appreciation of the U.S. Constitution

1. CONSTITUTION DAY LESSON DVD and discussion

HW: Unit test on Friday

Wednesday 9/18 LESSON GOAL: Recognize examples of using persuasion, compromise, consensus building and negotiation.

1. Instructional Strategies

HW: Unit test

Friday 9/20 LESSON GOAL: Formative Assessment

1. Unit Test (50)

HW: Read and summarize Enlightenment ideas of Hobbes, Locke, Rousseau, Montesquieu and Voltaire

TOPIC: FOUNDING DOCUMENTS

Monday 9/23 LESSON GOAL: Understand and explain key Enlightenment ideas which influenced the Founding Fathers.

1. World Revolutions Paper rubric

2. Enlightenment Ideas of Hobbes, Locke, Rousseau, Montesquieu and Voltaire

a. Primary Source Documents and Magruder text pages 8-11

HW: Read the Declaration of Independence and define the following terms: Impel / unalienable / derive / governed / alter / abolish / usurpations / despot / redress / tyrant / Divine Providence

Tuesday 9/24 LESSON GOAL: Historical evidence of the role of documents such as the Article of Confederation and the Northwest Ordinance to firmly establish the historical background leading to the establishment of the provisions of the Constitution and Bill of Rights

1. Franklin quote

2. Lee Resolution

3. Outline/contenti. Purpose of the Document

ii. Attempts at redressiii. Grievancesiv. Powers granted to a free and independent nation

Wednesday 9/25 LESSON GOAL: Link Enlightenment ideas to Declaration of Independence

1. Chart of Enlightenment Ideas

2. Read through the Declaration of Independence and identify specific parts/phrases from Enlightenment ideas

a. Natural Rights / Social Contract / Popular Sovereignty

3. Model Outlining of a document

HW: READ & OUTLINE the 1780 Massachusetts Constitution

Friday 9/27 NO SCHOOL

Monday 9/30 LESSON GOAL: Historical evidence of the role of documents such as the Massachusetts Constitution of 1780 firmly establish the historical background leading to the establishment of the provisions of the Constitution and Bill of Rights

1. 1780 Massachusetts Constitutiona. Purposeb. Contentc. Importance/influence

HW Read and outline the Northwest Ordinance

Tuesday 10/1 LESSON GOAL: Historical evidence of the role of documents such as the Article of Confederation and the Northwest Ordinance to firmly establish the historical background leading to the establishment of the provisions of the Constitution and Bill of Rights

1. Northwest Ordinancea. Purposeb. Contentc. Importance/influence

HW: Read and outline The Articles of Confederation

Wednesday 10/2 LESSON GOAL: Historical evidence of the role of documents such as the Article of Confederation and the Northwest Ordinance to firmly establish the historical background leading to the establishment of the provisions of the Constitution and Bill of Rights

1. Articles of Confederation a. Purposeb. Contentc. Weaknessesd. Importance/influence

Friday 10/4 LESSON GOAL: Historical evidence of the role of documents such as the Article of Confederation and the Northwest Ordinance to firmly establish the historical background leading to the establishment of the provisions of the Constitution and Bill of Rights

1. Link the ideals of the Enlightenment, Declaration of Independence, Massachusetts Constitution, Northwest Ordinance & Articles of Confederation

HW: Founding Documents Test

Monday 10/7 LESSON GOAL: Formative Assessment1. World Revolutions Paper Due (50)2. Founding Documents Test (50)


TOPIC: Basic Principles of the U.S. Constitution. ESSENTIAL QUESTION: How does the principle of “limited government” have applicability in the 21st Century?

Content Statement 5: As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

VOCABULARYConstitution Principles Representative DemocracyArticles Amendments GovernmentFederalism Republic Supremacy ClauseLimited Government Preamble

Tuesday 10/8 LESSON GOAL: Identify, explain and provide an example of vocabulary terms1. Unit introduction to topic and content statements2. Unit essential question3. Vocabulary exercise

HW: Locate and bring in 2 current events articles which illustrate the concept of checks & balances

Wednesday 10/9 LESSON GOAL: Understand and explain each of the basic principles of the U.S. Constitution

1. Content Elaborations2. Instructional strategies exercise (50)

a. Collect articles from students; put names on their articlesb. Students are to write the following

PARAGRAPH 1 Summary of the article

PARAGRAPH 2 Explanation of the constitutional principles found in the article(Common Core WHST CCR.4)HW Content Statement 5 assignment

Friday 10/11 LESSON GOAL: Explain the significance of the Youngstown v. Sawyer case in regards to separation of powers and checks and balances

1. Youngstown v. Sawyer DVDHW Content Statement 6 vocabulary

Content Statement 6: The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States.

VocabularyFederalist Anti-Federalist Federalist Papers Anti-Federalist PapersRatification Sovereignty Necessary & Proper ClauseSupremacy Clause Bill of Rights Limited Government

Monday 10/14 LESSON GOAL: Identify, explain and provide examples of content statement 6 vocabulary1. Vocabulary Exercise

HW: Read and summarize key points of assigned reading for R class

Tuesday 10/15 LESSON GOAL: Compare/contrast the positions of the Federalists and Anti-Federalists in regards to ratification of the U.S. Constitution

1. Content Elaborations LectureHW: Read and summarize key points of assigned reading for R class

Wednesday 10/16 NO CLASSES; FIELD DAY & TESTINGSenior Field Day

Compass Test / College Visit / Job Shadowing / Community Service

Junior Testing

Pre-ACT

Thursday 10/17 LESSON GOAL: Discuss/debate the merits of the disagreements between the Federalists and Anti-Federalists

1. Small group discussion on instructional strategies 2. Class debriefing

Friday 10/18 NO SCHOOL NEOEA DAY

Monday 10/21 LESSON GOAL: Take and defend your position over ratification of the Constitution in light of present-day circumstances

1. Content Statement 6 Instructional Strategies writing (50)HW Content Statement 7 vocabulary

CONTENT STATEMENT 7: Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices.

VOCABULARYConstitution Amendments Supreme Court LegislationInformal Judicial Review

ESSENTIAL QUESTION: How has constitutional government in the United States changed over time?

Tuesday 10/22 LESSON GOAL: Identify, explain and provide examples of content statement 7 vocabulary1. Essential Question 2. Vocabulary exercise

Wednesday 10/23 LESSON GOAL: Identify and explain various changes to the U.S. Constitution through Amendments and other processes.

1. Content Statement 7 Rubric (50) (Common Core WHST CCR.5)2. Content Elaborations Lecture

Friday 10/25 LESSON GOAL: Group amendments according to Constitutional principles from Content Statement 5.

1. Instructional Strategies #1 (Common Core WHST CCR.10)

HW content statement 8 vocabulary

CONTENT STATEMENT 8: The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States

VOCABULARYBill of Rights Ratification Constitution Limited GovernmentFederalism Federalists Anti-Federalists

Monday 10/28 LESSON GOAL: Identify, explain and provide examples of content statement 8 vocabulary1. Vocabulary Activity 2. DVD on the Bill of Rights

Tuesday 10/29 LESSON GOAL: Explain the purpose of the Bill of Rights as amendments to the U.S. Constitution


Wednesday 10/30 LESSON GOAL: Analyze the Bill of Rights as a primary source and develop persuasive arguments regarding the Bill of Rights

1. Bill of Rights lesson from Diverse Learners

Friday 11/1 LESSON GOAL: Discussion/debate on merits of Federalist and Anti-Federalist Papers regarding the necessity of the Bill of Rights

1. Instructional Strategies assignmentHW Content Statement 9 vocabulary

CONTENT STATEMENT 9: The Reconstruction Era prompted Amendments 13 through 15 to address the aftermath of slavery and the Civil War.

VOCABULARYReconstruction Civil War Abolition ConfederatesIndentured Servitude Amendment Slavery InfringementPopular Sovereignty

Monday 11/4 LESSON GOAL: Identify, explain and provide examples of content statement 9 vocabulary1. Vocabulary exercise 2. Content Elaborations

Tuesday 11/5 LESSON GOAL: Summarize how the 13th through 15th Amendments addressed the aftermath of slavery and the Civil War

1. Reconstruction Timeline

Wednesday 11/6 LESSON GOAL: Trace the development of Reconstruction1. Election Results 2. Primary Source Documents

a. Writingb. Discussion

Friday 11/8 LESSON GOAL: Explain the significance of the Yick Wo Supreme Court case in regards to the 14th Amendment

1. Yick Wo 14th AmendmentHW CONTENT STATEMENT 9 Assignment

Monday 11/11 LESSON GOAL: Develop an appreciation and understanding of the history and importance of Veterans Day

1. Veterans Day LessonHW CONTENT STATEMENT 10 Vocabulary

CONTENT STATEMENT 10: Amendments 16 through 19 responded to calls for reform during the Progressive Era.VOCABULARY

Progressive Era reform suffrage ProhibitionWoodrow Wilson Populism tariff party bosses

Tuesday 11/12 LESSON GOAL: Summarize how the 16th through 19th Amendments addressed the calls for reform during the Progressive Era.

1. Vocabulary Exercise2. Content Elaborations

Wednesday 11/13 LESSON GOAL: Examine and write on a primary source document which was influential in the Progressive Era.

1. Primary Source Documents Writing (50) HW: Content Statement 11 Vocabulary

CONTENT STATEMENT 11: Four Amendments have provided for extensions of suffrage to disenfranchised groups.VOCABULARY

Suffrage franchise poll tax Jim Crow Laws Segregation

Friday 11/15 LESSON GOAL: Cite evidence to show the U.S. Constitution has been repeatedly amended to extend suffrage to disenfranchised groups.

1. Vocabulary Exercise 2. Content Elaborations Lecture


CONTENT STATEMENT 12: Five amendments have altered provisions for presidential election, terms and succession to address changing historical circumstances.

VOCABULARYExecutive Branch Lame duck administration term limitsPresidential electors succession disability vacancy

Monday 11/18 LESSON GOAL: Explain the historical circumstances surrounding the adoption of constitutional amendments pertaining to presidential election, terms and succession.

1. Vocabulary exercise 2. Content Elaborations Lecture

Tuesday 11/19 LESSON GOAL: Explain the pros and cons of the Electoral College1. Electoral College


CONTENT STATEMENT 13: Amendments 11, 21 & 27 have addressed unique historical circumstancesVOCABULARY

Judiciary lawsuit federal court jurisdictionProhibition ratification compensation

Wednesday 11/20 LESSON GOAL: Identify, explain and provide examples of content statement 13 vocabulary1. Vocabulary exercise 2. Content Elaborations Lecture

Friday 11/22 LESSON GOAL: Describe the unique circumstances surrounding the adoption of Amendments 11, 21 and 27


Monday 11/25 LESSON GOAL:1. Unit review DVD

Tuesday 11/26 LESSON GOAL: Basic Principles of the U.S. Constitution formative evaluation1. UNIT TEST (50)

HW CONTENT STATEMENT 14 VOCABULARY

WEDNESDAY 11/27 – SUNDAY 12/1 THANKSGIVING BREAK

UNIT TOPIC: Structure and Functions of the Federal Government. Three branches compose the basic structure of the federal government. Public policy is created through the making of laws, the execution of the laws and the adjudication of disputes under the laws.

ESSENTIAL QUESTION: How do the interactions among the three branches of government work to achieve a balanced and stronger federal government?

CONTENT STATEMENT 14: Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.

VOCABULARY

Law public policy Legislative branch Executive branch

Judicial branch oversight impeachment resolution

Budget executive orders writ of certiorari amicus curiae briefs

Monday 12/2 LESSON GOAL: Identify, explain, and provide examples of content statement 14 vocabulary

1. Essential Question


Tuesday 12/3 LESSON GOAL: Compare the powers and responsibilities of each branch of government as they pertain to law and public policy


Wednesday 12/4 LESSON GOAL: Compare the powers and responsibilities of each branch of government as they pertain to law and public policy



Friday 12/6 LESSON GOAL: Compare the powers and responsibilities of each branch of government as they pertain to law and public policy

1. Expectations for Learning; Article II advice & consent

a. Rand Paul filibuster

Monday 12/9 LESSON GOAL: Compare the powers and responsibilities of each branch of government as they pertain to law and public policy

1. Expectations for Learning

a. Clinton impeachment

Tuesday 12/10 LESSON GOAL: Compare the powers and responsibilities of each branch of government as they pertain to law and public policy


a. Supreme Court writs of certiorari

HW vocabulary content statement 15

CONTENT STATEMENT 15: The political process creates a dynamic interaction among the three branches of government in addressing current issues.

VOCABULARY

Checks & Balances Separation of Powers Expressed Powers Implied Powers

legislation veto Treaty Presidential appointments

lower courts Appellate jurisdiction original jurisdiction convene

Pardons reprieve commutation amnesty

Chief Justice interest group briefs political party media

Wednesday 12/11 LESSON GOAL: Explain the dynamic interaction among the three branches of government.



3. Content Statement 15 assignment rubric PRESENTATION (Instructional Strategies #1 or #2)

Friday 12/13 LESSON GOAL: Understand and explain the concept of an independent judiciary

1. DVD An Independent Judiciary

Monday 12/16 - Thursday 12/19 LESSON GOAL: Strengthen oral communications skills via presentations

1. PRESENTATIONS


1. UNIT TEST (50)


SATURDAY 12/21 – SUNDAY 1/5 CHRISTMAS BREAK

UNIT: Role of the People. The government of the United States protects the freedoms of its people and provides opportunities for citizens to participate in the political process.

ESSENTIAL QUESTION: How are the rights of minority groups protected in our country today?

VOCABULARY

Civil rights civil liberties enumerated rights due process Doctrine of incorporation

CONTENT STATEMENT 16: In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others.

Monday 1/6 LESSON GOAL: Identify, explain and provide examples of content statement 16 vocabulary



Tuesday 1/7 LESSON GOAL: Explain the various rights & responsibilities given to U.S. citizens under the U.S. Constitution


Wednesday 1/8 LESSON GOAL: Explain the components of 6th Amendments Rights of the Accused

1. Unit assignment Rubric; Instructional Strategies or CS 17 Instructional Strategies #3 (Common Core WHST.CCR 9)

2. DVD on Gideon v. Wainwright 6th Amendment

Friday 1/10 LESSON GOAL: Evaluate the actions of law enforcement officials in the wake of the Boston Marathon bombings of April 2013

1. 5TH Amendment

Boston bombings April 2013: “Police State?” or Martial Law

Ron Paul Quote

Videos of police/weapons/ searches without warrants

Discussion

HW CONTENT STATEMENT 17 VOCABULARY

CONTENT STATEMENT 17: Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

VOCABULARY

Majority rule minority rights civil rights

Marginalized ratification suffrage

Process of incorporation due process clause amendment

Monday 1/13 LESSON GOAL: Identify and explain Constitutional Amendments guaranteeing certain rights to groups that have been historically denied these rights.



Tuesday 1/14 LESSON GOAL: Explain the significance of the Ledbetter case in regards to equal pay for equal work for women

1. Video Ledbetter case

Wednesday 1/15-Thursday 1/16 MIDTERM EXAMS

1. Paper Due on 1/16 @ 230pm

END SEMESTER I

HW is content statement 18 vocabulary

FRIDAY JANUARY 18 NO SCHOOL / RECORDS DAY

MONDAY JANUARY 21 NO SCHOOL / MLK DAY

TOPIC: Ohio’s State & Local Government. The State of Ohio acts within the framework of the U.S. Constitution and extends powers and functions to local governments.

ESSENTIAL QUESTION: How does the Ohio Constitution complement the United States Constitution in our federal system of government?

CONTENT STATEMENT 18: The Ohio Constitution was drafted in 1851 to address difficulties in governing the state of Ohio

VOCABULARY

Constitution General Assembly governor debt

Executive officials retroactive prohibited uniform

District courts poll tax federalism Article VI U.S. Constitution

Tuesday 1/21 LESSON GOAL: Identify, explain and provide examples of content statement 18 vocabulary

1. Unit Essential Question


HW: Read and summarize the Ohio Constitution of 1803

Wednesday 1/22 LESSON GOAL: Identify and explain the weaknesses of the 1803 Ohio Constitution

1. 1803 Lecture Ohio Constitution

a. Purpose

b. Content

c. Weaknesses

HW: Read and summarize the 1851 Ohio Constitution

Friday 1/24 LESSON GOAL: Provide examples of how the 1851 Ohio Constitution addressed difficulties in governing Ohio at that time.

1. 1851 Lecture Ohio Constitution

a. Purpose

b. Content


CONTENT STATEMENT 19: As a framework for the state, the Ohio Constitution complements the federal structure of government in the United States.

VOCABULARY Federalism Article VI U.S. Constitution complement

Monday 1/27 LESSON GOAL: Explain the importance of Article VI of the U.S. Constitution within the framework of federalism


2. Article VI of the U.S. Constitution

a. Content

b. Purpose

c. Importance within the framework of federalism

Tuesday 1/28 LESSON GOAL: Compare/contrast the U.S. and State of Ohio Constitution’s in terms of structures, powers and relationships.

1. Create a chart comparing/contrasting the U.S. and OH Constitution in terms of its structure, powers and constitutional principles

HW: Finish chart / Content Statement 20 vocabulary

CONTENT STATEMENT 20: Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.

VOCABULARY National Guard initiative referendum recall

Wednesday 1/29 LESSON GOAL: Identify, explain and provide examples of content statement 20 vocabulary


a. Contemporary examples

2. Content statement 20 rubric

Friday 1/31 LESSON GOAL: Identify and explain roles Ohio’s citizens can play in helping state and local government address problems facing communities.

1. Content Elaborations / HW Ohio State & Local Government Test

Monday 2/3 LESSON GOAL: Formative Assessment

1. Unit Test on Ohio State & Local Government (50)

HW: content statement 21 vocabulary

UNIT TOPIC: Public Policy. Federal, state, and local governments address problems and issues by making decisions, creating laws, enforcing regulations and taking action.

ESSENTIAL QUESTION: How can citizens affect change on the federal level through various government channels?

CONTENT STATEMENT 21 VOCABULARY

Public policy Domestic policy foreign policyExecutive State department embassyLegislative Congressional Budget Office budgetOhio General Assembly Judicial abatement

Tuesday 2/4 LESSON GOAL: Identify, explain and provide examples of content statement 21 vocabulary1. Vocabulary exercise2. Essential Question

Wednesday 2/5 LESSON GOAL: Identify and explain examples of public policy at different levels of government1. Content Elaborations2. Assignment Rubric

a. Expectation for LearningHW: Compose a list of potential topics for paper

Friday 2/7 LESSON GOAL: Research information for paper 1. Library research

HW: Paper due on Monday 2/10 Content Statement 22 vocabulary

CONTENT STATEMENT 22: Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy.

VOCABULARYCandidate Lobbyist Testimony Briefs Domestic policy Foreign policy

Monday 2/10 LESSON GOAL: Identify, explain and provide examples for content statement 22 vocabulary 1. Vocabulary exercise2. Content Elaborations

HW: Compose a list of potential debate topics and opponents

Tuesday 2/11 LESSON GOAL: Assign and explain debate project1. Assign/explain debate project

a. Topic selectionb. Debate opponentsc. Position arguedd. DEBATE FORMAT

Wednesday 2/12 LESSON GOAL: Defend a position on a contemporary public policy issue1. Library research2. Finalize debate topics and opponents3. Select date/time of debate


Monday 2/17 NO SCHOOL

WEEK OF TUESDAY 2/18 LESSON GOAL: Defend a position on a contemporary public policy issue1. Debates2. (Common Core WHST CCR.6)

HW: Content Statement 23 Vocabulary

UNIT TOPIC: GOVERNMENT AND THE ECONOMY. The actions of government play a major role in the flow of economic activity. Governments consume and produce goods and services. Fiscal and monetary policies, as well as economic regulations, provide the means for government intervention in the economy.

ESSENTIAL QUESTION: How does the federal government influence the economy of the United States?

VOCABULARY

Fiscal Policy Monetary Policy Regulatory actions

Expansionary policy Contractionary policy Aggregate demand

Entitlement programs Discretionary spending Inflation Recession

Budget




Tuesday 2/25 LESSON GOAL:Explain and provide examples of fiscal policy

1. Lecture on fiscal policy

Wednesday 2/26 LESSON GOAL: Prioritize federal spending obligations

1. Video on Fiscal Policy

2. Textbook pages 426-427

a. Rank in order of importance the federal departments in terms of budgetary needs


Monday 3/3 LESSON GOAL: Analyze Depression era fiscal policies

1. Hoover and FDR’s fiscal policy during the Depression

Tuesday 3/4 LESSON GOAL: Compare/contrast Hoover v. FDR fiscal policy to stimulate U.S. economy during the Depression

1. Compare/contrast programs of Hoover and FDR

Wednesday 3/5 LESSON GOAL: Compare/contrast the Bush Administration with the Obama Administration fiscal policy

1. Cooperative Learning

a. Groups will be assigned the last Bush Administration budget and others will receive the last Obama Administration budget

b. Identify the top expenditures

c. Identify the smallest expenditures

d. Bush Administration tax policy

e. Obama Administration tax policy

Friday 3/7 LESSON GOAL: Compare/contrast the Bush Administration with the Obama Administration fiscal policy

1. Class debriefing from W/R lesson

HW: content statement 24 vocabulary

Monday 3/10 – Friday 3/14 OGT WEEK

CONTENT STATEMENT 24: The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy.

VOCABULARY

Federal Reserve System Open market operations Discount rate

Reserve requirement



Tuesday 3/11 LESSON GOAL: Identify and explain monetary tools of the Fed


Wednesday 3/12 LESSON GOAL: Discuss the reasoning behind the use of specific monetary tools in a given economic situation


Thursday 3/13 LESSON GOAL: Compare/contrast monetary v. fiscal policy

1. Compare/contrast monetary and fiscal policy


1. Government and the Economy unit formative assessment (50)

ECONOMICS & FINANCIAL LITERACYWe will be using the ODE Model Curriculum on Economics & Financial

Literacy for the remainder of the course.

UNIT: WORKING & EARNING. Employment provides a means of creating personal income.

CONTENT STATEMENT 11 Income is determined by many factors including individual skills and abilities, work ethic and market conditions.

VOCABULARYIncome Market conditions Economic factors Social factorsCultural factors Political factors White collar job Blue collar job

Monday 3/17 LESSON GOAL: Identify, explain, and provide examples of content statement 11 vocabulary1. Unit introduction2. Vocabulary exercise

Tuesday 3/18 LESSON GOAL: Explain the many factors that determine an individual’s income1. Content Elaborations

Wednesday 3/19 LESSON GOAL: Research three professions and create a table based on results.1. Instructional Strategies (50)2. Lab research

Friday 3/21 LESSON GOAL: Discuss the data and trends from W/R research1. Small group and class debriefing on instructional strategies activity

HW Content statement 12 vocabulary

CONTENT STATEMENT 12: Employee earning statements include information about gross wages, benefits, taxes and other deductions.

VOCABULARY

Salary Gross income Net Income

Health Insurance Pension Annuity

FICA Union dues Deductions



Tuesday 3/25 LESSON GOAL: Analyze the various parts of an employee earnings statement (paycheck)


Wednesday 3/26 LESSON GOAL: Describe information that would be included in an employee’s earning statement.



Friday 3/28 LESSON GOAL: Formative assessment on Working & Earning

1. Unit Test on Working & Earning (50)


UNIT FINANCIAL RESPONSIBILITY & MONEY MANAGEMENT. Responsible personal finance decisions are based upon reliable information and used to reach personal goals.

CONTENT STATEMENT 13: Financial decision making involves considering alternatives by examining costs and benefits.

CONTENT STATEMENT 14: A personal financial plan includes financial goals and a budget, including spending on goods and services, savings and investments, insurance and philanthropy.

VOCABULARY

Monday 3/31 LESSON GOAL


Tuesday 4/1 LESSON GOAL


a. Cost-benefit analysis

Wednesday 4/2 LESSON GOAL:

1. Content Statements 13 & 14 rubrics

a. Content statement 13 instructional strategies

b. Content Statement 14 instructional strategies #1

Friday 4/4 LESSON GOAL

1. Lab work on content statements 13 & 14


CONTENT STATEMENT 15: Different payment methods have advantages and disadvantages.

VOCABULARY





Wednesday 4/9 LESSON GOAL

1. Video



1. Unit Test on Financial Responsibility & Money Management (50)

SPRING BREAK

UNIT: SAVING & INVESTING. Saving and investing strategies help individuals achieve personal financial goals.

CONTENT STATEMENT 16: Saving and investing strategies help individuals achieve personal financial goals.

CONTENT STATEMENT 17: Savings can serve as a buffer against economic hardships.

VOCABULARY




2. Vocabulary


1. Vocabulary Exercise


Friday 4/25 LESSON GOAL

1. Content Statement 16 Instructional strategies IN LAB

HW: Content Statements 18 & 19 vocabulary

CONTENT STATEMENT 18: Different costs and benefits are associated with saving and investing alternatives.

CONTENT STATEMENT 19: Banks, brokerages and insurance companies provide access to investments such as certificates of deposit, stocks, bonds and mutual funds.

VOCABULARY







2. Video


1. Unit test on Saving & Investing (50)

HW Content statements 20-21 vocabulary

WEEK OF MONDAY 5/5 CONTENT STATEMENTS 20-21




Tuesday 5/27-Wednesday 5/28 SENIOR EXAMS

Thursday 5/29 Senior Breakfast / Graduation Practice

Friday 5/30 No school for seniors