Week of 5/17

Only two weeks to Memorial Day, and less than three to graduation!!

We have a lot to cover in the next two weeks! Here are this week's plans:

Note: Grades and class participation points have been updated. If you are lacking participation points, you may complete a research project worth up to half (5) of the 10 participation points needed. Also, if you have turned in all work to date, and would like to earn some extra credit points to improve your grade, an extra credit project is also available. See me before class to discuss these options.

5/17 (Monday)--Spectrum of Political Media (cont.). We will continue our survey of the spectrum of political media by viewing and discussing some film clips featuring conservative talk show icons Rush Limbaugh and Glenn Beck and liberal media figures Keith Olbermann and Michael Moore. You will see first-hand how "news" has become inextricably intertwined with "entertainment," "ratings," "ideology," and "personality." We'll also examine and consider the role of "viral videos" on government and politics, such as the infamous "hair" clip of John Edwards that helped derail his 2008 bid for the Democratic nomination for U.S. President. Complete a "reaction" paper to these film clips for class participation credit.

5/18 (Tuesday)--Political Media History; Media and the Law. Today we'll examine several key moments in the history of government and political media, with special attention on the role of "Yellow Journalism" in promoting the Spanish-American War, as well as the Pentagon Papers, Watergate, and Clinton-Lewinsky scandals.

5/19 (Wednesday)--The Public Mind--Illusions of News. Mr. Fox will be your substitute today; I will be at school, but visiting other classes as part of the FHS cadre program. Today's lesson centers on a segment from the PBS video series The Public Mind. "Illusions of News" examines a disturbing trend in media that began to emerge in the 1980s: the tendency of news media to emphasize politics over government; to cater their coverage to the wishes of the candidates rather than the needs of the public for meaningful information and answers to hard questions. Complete the worksheet as you watch the film.

5/20 (Thursday)--Sources of Media Bias. At the beginning of the unit, we examined a broad spectrum of media coverage (along the classic liberal-conservative spectrum). While ideological considerations often affect coverage of a story, other sources of bias may have even a greater impact on the reliability and nature of the media report. Yesterday's film examined one of these sources: personal amity. Today we'll discuss several others, including monetary/economic influences, and the so-called "Watergate phenomenon" that motivates and drives investigative journalism.

5/21 (Friday)--Introduction to Monetary and Fiscal Policy. Today we'll begin examining the other "M" in Unit V--money! We'll discuss the two broad approaches that governments may take to regulating and influencing economic growth in the country they govern--monetary policy and fiscal policy. How has the United States government responded to the current recession? We will examine issues such as deficit spending to stimulate economic growth and tools the government uses to control interest rates and either promote or restrain growth in the economy.

Have a great week!

Week of 5/10

This week's plans:

5/10 (Monday)--The 2000 Presidential Election--Bush v. Gore. Today we will discuss the most controversial presidential election of your lifetime--the fascinating 2000 election between former Republican President George W. Bush and his Democratic opponent, Al Gore. This lesson will touch on many subjects previously studied, including federalism, the electoral college, and judicial review, and also examine the role of the media in government, which is the subject of Unit V, which we'll begin later this week. We will also examine how the controversy did help lead to several important reforms in voting procedures in many states.

5/11 (Tuesday)--Exam Review. Today we will go over the exam review sheet for the Unit IV test (to be given on Thursday). The test is worth 50 points, and includes matching, multiple choice, completion, and essay components. I will also conduct an extra study session before school on Wednesday if you need additional help or have questions about the test.

5/12 (Wednesday)--Final Exam Review; Introduction to Unit V. Bring any remaining questions about the material in Unit IV to class today. After we complete the exam review, we'll begin Unit V (Money and Media) by considering how the role of the media in covering government and politics has changed throughout U.S. history.

5/13 (Thursday)--Unit IV Exam. If you complete the exam early, begin reading Chapter 19, section 1 and work on the vocabulary terms in the Unit V Essentials Packet.

5/14 (Friday)--Spectrum of Political Media. Page 4 of your Essentials Packet includes a chart showing the spectrum of political media. We will discuss where the various cable channels, print media, and high-profile radio and television journalists fall on the liberal/conservative media spectrum, and view several media clips which highlight the differences in style and substance of these diverse media outlets. We'll also discuss the concept of infotainment (news broadcasts with a primary objective of entertaining as well as informing (and also drawing ratings and higher profits)!

Have a great week!

Week of 5/3

Here are this week's plans:

5/3 (Monday)--Review of Campaign Finance; Nominations. After a brief quiz on Friday's topic of campaign finance, today we will discuss nominating procedures. Like the electorate itself, which has grown tremendously throughout U.S. history, the methods we use to nominate candidates for political office have also changed and evolved. Today's nominating processes are (on the whole) far more democratic, particularly in the use of direct primaries instead of caucuses and conventions.

5/4 (Tuesday)--IDEAlog wrap-up; Presidential Primaries and National Conventions. We'll begin class by conducting a quick review of the results from the IDEAlog political ideology quiz we conducted at the beginning of the unit. Next, we will look at presidential primaries in more detail. Yesterday, we looked at several methods of nominating candidates for political office. We learned that primaries have come to be the dominant method. We will seek to deepen our understanding of the importance of primaries by looking more closely at the process by which we choose presidential candidates. Although there is a good deal of variation among the states, and between the Republican and Democratic parties, the principles which underlie the processes are very similar and share a common purpose: to select the best and most electable candidates for the White House.

5/5 (Wednesday)--Short Subject Films--(1) American Political Parties, (2) Primaries and Caucuses, and (3) Political Conventions. I will be out today to attend a professional development program. Since several students will be out for IB testing, today's lesson will focus on review rather than new material. Mr. Wilson will show a series of short subject films produced by C-Span. For each film, write down three bits of knowledge you did not previously know, and answer the three discussion questions on the board. Turn these in to Mr. Wilson at the end of class.

5/6 (Thursday)--Party Structure and Organization. Today we'll examine the structure and organization of the major political parties. The key characteristic is de-centralization--the central party organization (such as the national committee and national chairperson) do not closely manage or regulate state and local party organizations. Local party structure and organization may vary considerably from place to place. We will consider some of the reasons for (and advantages/disadvantages) for this decentralized structure in class.

5/7 (Friday)--Vocabulary Practice; Political Cartoons. Today's lesson will be a "Fun Friday" package of vocabulary review and application of learning through political cartoons. First, we will pair up and work on mastering the unit vocabulary terms by playing "Talk a Mile a Minute." When you are done with the vocabulary review, you and your partner should complete the two political cartoon activities.

Next week, plan for an exam review on Monday and a test on Unit IV on Tuesday. Then, it's on to your final unit of American Government--Political Media and Interest Groups!

Graduation is just around the corner. Let's bear down and finish strong!

Have a great week!

Week of 4/26

This week we delve into a fun and interesting unit: political parties and elections!

Becoming an informed and active voter is one of the most important civic responsibilities for citizens in a democratic republic such as the United States. Many citizens take these rights for granted, but as you will see, obtaining these rights has been a hard-fought struggle for many others.

This week's plans:

Note: If you were absent on Friday, please logon and complete the IdeaLOG lesson on political ideology and the associated quiz. The link to the activity is posted on last Friday's blog entry.

Also, please read Chapter 16 in your book this week.

4/26 (Monday)--Introduction to Political Parties and Systems. Today we will discuss what political parties are and what they do. We will also learn about single-party, two-party, and multiparty political systems. The United States is a two-party system, dominated by the Republican and Democratic parties. How would government in the United States be different if it were a true multiparty system? We will examine these and other questions.

4/27 (Tuesday)--Minor Political Parties. Although the United States is a "two-party" system, numerous minor political parties exist. Today we will examine some historical and modern examples of minor political parties, discuss a scheme to classify these minor parties, and consider the contributions these minor parties have made and continue to make to the United States political landscape.

4/28 (Wednesday)--Voting Rights; Alabama Literacy Test. Today we will discuss voting rights in America. Although in the modern United States, most adult citizens are eligible to vote, it took well over 150 years to achieve this status! Many southern blacks in particular were effectively denied the right to vote for more than 90 years after the 15th Amendment technically granted them the right to vote. You will personally experience some of the obstacles they faced by taking an actual literacy test administered in Alabama prior to the 1965 Voting Rights Act.

4/29 (Thursday)--Election History. In today's lesson, we will discuss several of the fascinating and controversial presidential elections from U.S. history. We will also discuss how the evolution and growth of political parties have influenced election procedures in the United States.

4/30 (Friday)--Money and Elections. Although many (perhaps most) politicians run for office for ideological reasons, and have a genuine desire to serve the public, the reality of modern politics is that large sums of money are necessary to win most elections beyond the city and county level. Along with the need for money comes the threat that deep-pocketed individuals or business interests could unfairly control the outcome of important elections. Today we will examine how campaigns are financed, including laws established by Congress and rules issued by the Federal Election Commission, the federal agency that regulates federal elections. We will also consider the recent Supreme Court decision in Citizens United v. Federal Election Commission, in which the Court overruled prior decisions banning corporate contributions to political campaigns. Be prepared to discuss whether this is a good change or bad policy!

Have a great week!

Week of 4/19

This week's plans:

Note: The exam on Unit III will be this Thursday, April 22! Review will be on Tuesday, April 20, so please make a special effort to be in class! The exam is worth 60 points. It will consist of multiple choice, matching, completion, and short answer questions (totaling 50 points), plus one essay question worth up to 10 points. The exam will be closed book/closed note, so study, study, study!

4/19 (Monday)--Plea Bargain Wrap-Up; First Amendment Rights. Today we will finish our discussion of plea bargains, and then cover a few important aspects of the First Amendment that we have not yet covered.

4/20 (Tuesday)--Unit Exam Review. Today we will review for Thursday's exam. I will have an exam review sheet posted on Docushare, and we will play Jeopardy. Make sure you know the material in your Essentials package!!

4/21 (Wednesday)--Introduction to Unit IV; Questions About Exam (early release). Bring any questions about tomorrow's exam to class today, as this will be the final opportunity to clarify the material on the exam. For the remainder of the class, I will introduce Unit IV, which deals with political parties and elections. We will discuss requirements that must be met to be eligible to vote, why many citizens choose not to vote, and the most convenient way to vote! Being a responsible, informed voter need not be time-consuming!

4/22 (Thursday)--Exam on Unit III.

4/23 (Friday)--Political Ideology. Today we will go to the SSRC to complete an online lesson and quiz on political ideology--the set of values and beliefs that define each individual's place in the "conservative vs. liberal" political spectrum. You may find that the labels "conservative" and "liberal" do not fit as neatly as you may believe! We will examine a two-dimensional model of political ideology that more accurately describes the views of most Americans. The lesson and quiz are located here:

http://idealog.org/en/quiz/537e0399

Have a great week!

Week of 4/12

We're running a day behind from last week, so the schedule is being adjusted a bit. You should still be planning for an exam on Unit III towards the middle of next week.

This week's plans:

4/12 (Monday)--Landmark Supreme Court Cases. Today we will discuss the landmark Supreme Court cases included in your Essentials package for Unit III. Each group should be prepared to present the information about their chosen case to the class.

4/13 (Tuesday)--Landmark Cases Wrap-Up; Begin Student's Rights Discussion. We will conclude the discussion on landmark Supreme Court cases and begin discussing the scope and limits of students' rights under the Constitution, particularly the First Amendment. Make sure you have read the purple handout prior to class!

4/14 (Wednesday)--Complete Students' Rights Discussion. Wrap-up of students' rights.

4/15 (Thursday)--Criminal Due Process. Today we will take a closer look at the Bill of Rights provisions which protect those suspected or accused of crimes: the Fourth, Fifth, Sixth and Eight Amendments.

4/16 (Friday)--Criminal Due Process; Plea Bargains. Today we will wrap up our discussion of criminal due process, and spend the remainder of class discussing plea bargains. Would you be surprised to learn that in approximately 95% of felony convictions, the accused chooses to give up his/her right to a jury trial and instead pleads guilty, often to a lesser charge, fewer charges, or in return for a more lenient sentence? We will discuss the important role of plea bargaining in our criminal justice system, and also examine some of the pitfalls and problems with that system.

Have a great week!

Week of 4/5

Welcome back! I hope everyone had a wonderful spring break, and is geared up for the last quarter of high school!

We will be spending the next three weeks studying the judicial branch of government, the federal court system, and the vital protections for individual liberty found in the Bill of Rights, including how those rights apply in favor of students.

This week's plans:

Reading Assignment: Read Chapter 11 (all sections) and Chapter 12, section 1 this week. Also, read the handout on students' rights and be prepared to discuss on Friday.

4/5 (Monday)--Bill of Rights Overview; Incorporation Doctrine. Prior to the break, we watched a two-part film on the Bill of Rights. Today, we will examine the numerous individual rights embodied in the Bill of Rights in more detail, and discuss the important doctrine of incorporation, under which almost all the protections in the Bill of Rights have been extended to the individual states, not just the national government.

4/6 (Tuesday)--Structure of the Federal Courts. Today we will discuss the structure and operation of the federal court system. You will learn about jurisdiction--the power of a court to hear and decide a case--and about the difference between original and appellate jurisdiction.

4/7 (Wednesday)--The Supreme Court. Today we will finish up our discussion of the federal court system by taking a closer look at the Supreme Court. Although it is the most important court in the United States, you may be surprised to find that the Court only hears a small number of cases each year. However, each of these cases usually involves a very important principle of constitutional law, and the decisions often have far-reaching impacts.

4/8 (Thursday)--Important Supreme Court Decisions. In its 200+ year history, the United States Supreme Court has decided thousands of cases that impact virtually every aspect of life in America. Today, we will examine twelve of the most important cases the Court has issued, from the 1803 decision in Marbury v. Madison that established the principle of judicial review, to the 2005 decision in Kelo v. City of New London, which greatly expanded the powers of a local government to exercise the power of eminent domain (also known as condemnation). Take careful notes, as you will see these cases again!

4/9 (Friday)--Students' Rights. Although school life often seems dominated by rules and restrictions, students enjoy most of the same protections as adults under the Bill of Rights, although some of those rights are more restricted. Today we will discuss the Supreme Court's decision in Tinker v. Des Moines School District, which established the foundation and limits of students' rights under the First Amendment.

Next week, we will take a closer look at First Amendment rights, the rights of those accused or suspected of crimes, and the important concepts of equal protection and due process of law.

Week of 3/22

Just one more week to Spring Break! But before we get there, we have a few more tasks to accomplish.

3/22 (Monday)--Health Insurance Reform Wrap-up; Exam Review. Yesterday the House voted to approve the Senate version of health insurance reform legislation by a razor-thin margin of 219-212. For the first time in modern history, a major piece of social reform legislation was passed without a single Republican vote in favor. What are the implications of this new bill? What work remains to be done before the final bill becomes law? How are the states responding to the prospect of additional mandates from the federal government? Today we will consider and discuss these and other issues.

Note--Due to the power failure, we were unable to go through the Exam Review worksheet. The Exam Review worksheet is posted online at Docushare (in the Unit II folder), along with a pair of "Jeopardy" review games. Look through these and be prepared for a fast-paced exam review tomorrow!

3/23 (Tuesday)--Review for Unit II Exam. Today we will play the "Jeopardy" review game. Come prepared with any questions, and make sure you turn in class participation dollars!!

3/24 (Wednesday)--Unit II Exam. The test will consist of 25 matching and 35 multiple-choice questions. The test will be open-note only. Note--A substitute will administer the exam today. I will be working with other Social Studies faculty on a project that will last all day.

3/25 (Thursday)--Bill of Rights, Vol. 1. Today marks the beginning of Unit III, in which we will examine the Judicial Branch of government, the Bill of Rights, and the general topic of law in America, including the very interesting subject of students' rights. We will begin with a two-part film series on the Bill of Rights. This will provide a foundation for our more detailed discussions that will take place after Spring Break. I will be out today on personal business. Mr. Wilson will show the film.

3/26 (Friday)--Bill of Rights, Vol. 2. Continuation of yesterday's film.

Enjoy your Spring Break!!

Week of 3/15

This week we will be finishing up Unit II with a series of lectures and discussions on the powers and duties of the Executive Branch:

3/15 (Monday)--Qualifications and Presidential Roles. Today we will examine the Constitutional requirements a person must meet to be eligible to serve as President, as well as some "informal" qualifications and characteristics that help define and identify potentially successful candidates. We will also look at eight significant roles fulfilled by the President, ranging from Chief of State to Chief of Party to Commander in Chief.

3/16 (Tuesday)--Electoral College-The Basics. Today's subject is the often misunderstood and confusing system that we use to select our President: the electoral college system. Why did the Framers of our Constitution reject direct selection by the people, or selection by the members of Congress, in favor of a complex and poorly-understood system? You will see that there were sound reasons behind their choice, but that unforeseen factors, including the rise of political parties, have altered the function of the electoral college system from the original concept. Nonetheless, with a few noteworthy exceptions, the electoral college system has tended to serve as a close proxy (approximation) for a national popular vote for President.

3/17 (Wednesday)--Electoral College Reform Proposals. Yesterday we learned about several elections in which the President did not receive a majority of the national popular vote, and a few in which the President actually received fewer popular votes than one of his opponents. Many citizens think the system is flawed and needs to be reformed. What proposals have been made to alter the electoral college system? Today you will learn about four such reform proposals: the District Plan, the Proportional Plan, the National Bonus Plan, and finally, the National Popular Vote Interstate Compact. Each has advantages and disadvantages, and as you will see, each is a very long way from actually replacing the Electoral College system.

3/18 (Thursday)--Presidential Succession and Disability; Presidential Powers; The Vice-Presidency. Today we will conclude our notes on the Executive Branch by examining a number of very important topics. What happens if a President dies in office or resigns? What happens if he becomes disabled? Who decides if he is disabled? What powers does the President exercise? And what does the Vice-President do? We will discuss all of these subjects today.

For tomorrow, locate and read at least one article on the health insurance reform battle currently taking place in the House of Representatives. Tomorrow we will have a roundtable discussion on this very important current event.

3/19 (Friday)--Essentials Packet Review; Discussion on Health Insurance Reform. After going over the Essentials Packet for Unit II, we will watch a brief film clip that summarizes the year-long (and more) battle to adopt health insurance reform, and discuss the current bill that is likely to be decided in the House of Representatives this weekend. This real-world example of how Democrats and Republicans in the executive and legislative branches work to find solutions to problems in American society--sometimes collaboratively, but more often in a partisan fashion--serves as an excellent illustration of how lawmaking and government in Washington actually works.

Have a great week!

Week of 3/8

This week's plans:

3/8 (Monday)--"Clean Up" Day. Today is set aside as a "clean up" day for making up tests, retaking tests, completing outstanding assignments, etc. If you are not making up or retaking an exam, you may use the class period to work on completing your Final Position Statement for the Senate Debate simulation. Final Position Papers are due tomorrow!! Please review the sample Final Position Paper posted in the Senate Debate Simulation folder on Docushare if you are unsure about the requirements that should be included.

Reading Assignment: Read Chapter 6, sections 1 and 2, and Chapter 7, section 1 by Wednesday.

3/9 (Tuesday)--Congressional Reapportionment and Gerrymandering. This week most of your families will be receiving a census form in the mail. Did you know that one of the major purposes behind the census is to determine representation of each state in the House of Representatives? As we have previously learned, representation in the House is "proportional"--states with larger populations receive more seats than states with smaller populations. Because populations change over time, a census is conducted once each ten years to determine how many people live in each state. Seats in the House are then awarded according to a formula that we will study. Will Montana earn a second seat in the House? The census will help determine this, so PLEASE make sure your family completes and returns the census form!!

We will also discuss gerrymandering--the term used to describe the drawing of boundary lines for congressional districts that favor a particular group. We will look at how and why this is done, what limits apply to the practice, and consider how the problem might be dealt with.

3/10 (Wednesday)--Dynamic Legislative Process. Today we will go to the SSRC to complete an online interactive activity regarding the legislative (law-making) process. Your Essentials Packet outlines the steps by which laws are made, and we have simulated part of this process through last week's Senate Debate simulation. As today's lesson will show, the "real" legislative process is a bit more complicated, and not quite as "neat and tidy" as your book may suggest!

3/11 (Thursday)--Legislative Powers of Congress. Today we will take a closer look at specific legislative powers of Congress, including the expressed powers in Article I, section 8 and the implied powers under the Elastic Clause. You will learn about the very unique and important place of the "commerce clause" as a foundation for Congressional lawmaking.

3/12 (Friday)--Non-legislative Powers of Congress. Most people think of Congress as a body that makes laws. This is an accurate, but incomplete picture. Congress also fulfills many other important roles in governing our country that do not involve making laws. Today, we will learn about some of the more important non-legislative roles Congress performs, including investigations, oversight, and confirmation of treaties and appointments by the executive branch.

Next week, we will shift our focus from the legislative branch to the executive branch.

Have a great week!

Week of 3/1

Here are this week's plans:

3/1 (Monday)--Quiz on Federalism and the Constitution. The quiz is worth 30 points. Lecture notes are posted at Docushare under the Unit II folder, under these subfolders: "The Constitution" and "Federalism." Reading Assignment: Read Chapter 5, Sections 1-4 this week.

3/2 (Tuesday)--House and Senate--Structure, Organization and Operations. Today we will look at some of the "nuts and bolts" aspects of how Congress goes about making laws ... how leadership positions are filled, how committee appointments are made, how committees go about their work, and how Senators and Representatives decide how to vote on proposed legislation. Lecture notes for today's lesson are located on Docushare in the Unit II folder in the "Legislative Branch" subfolder. For tomorrow: Make sure you have read through Handout I of the Senate Debate simulation. We will begin the simulation tomorrow.

3/3 (Wednesday)--Senate Debate Simulation, Part I. Today we will complete Steps 1 through 4 of the Senate Debate simulation, as outlined in Handout 1. Step 1 has already been completed--determining party affiliation and experience. Step 2 is for the Democratic and Republican caucuses (groups) to meet and select party leaders. Each caucus will pick a floor leader and a "whip" (assistant to the floor leader). Step 3 is to assign senators to the three committees that are part of the simulation: Education, Environmental Affairs and Armed Services. There will be six Democrats on each committee and four Republicans on each committee, reflecting the approximate make-up of the real-life Senate. The committees will then choose a chairperson, who must be a member of the majority party (Democrat) and in most instances will be the most senior Senator on the committee (the longest-serving member). Finally, in step 4, each senator will make a preliminary determination of how he or she currently plans to vote on each of the three bills to be considered: S.1 (high school exit exams), S.2 (recycling for foreign companies), and S.3 (women in combat). A sample Preliminary Position Statement is posted on Docushare in the "Senate Debate Simulation" subfolder in the "Legislative Branch" folder. Use this sample as a guide to prepare your own statements. Be sure to consider your constituent profile, your personal views and those of your party leadership in deciding how to vote!! These preliminary positions are not binding when you cast your final vote. Complete your Preliminary Position Statement as homework and have it ready by the beginning of class tomorrow. The Preliminary Position Paper will be worth 20 points (out of 50 total) on this simulation.

3/4 (Thursday)--Senate Debate Simulation, Part II. Today is Committee Work Day. Each senator will meet with the other members of his/her committee (Armed Services, Education, or Environmental Affairs). Under the direction of your committee chair, you will consider the testimony of various experts, discuss the merits of the bill as written, consider possible amendments, and ultimately report a final version of the bill for consideration by the full Senate.

3/5 (Friday)--Senate Debate Simulation, Final--Today is the culmination of the Senate Debate simulation. We will spend approximately 10-15 minutes debating and voting on the final version of each bill. You may change your vote from that stated in your Preliminary Position statement if the amendments (if any), the expert testimony, or matters discussed during the debate have swayed your opinion. For the final graded component of the simulation, prepare a Final Position Statement. The final position statement should (i) restate the preliminary position, (ii) state how you finally voted, and (iii) explain how and why you voted as you ultimately did. If you changed your position, you should cite the specific reasons why (e.g., amended version of the bill was acceptable; persuaded by evidence presented during debate, etc.). The Final Position paper is worth 30 points, and will be due by next Tuesday (March 9).

Week of 2/22

This week's plans:

2/22 (Monday)--Film--The United States Constitution. I will be in Helena today to help with the We the People competition. Mr. Wilson will show a film which reinforces and elaborates on the structure and principles of the Constitution. Complete the worksheet that accompanies the film and be prepared to turn it in tomorrow. Assignment: Read Chapter 4, section 1 for tomorrow.

2/23 (Tuesday)--Introduction to Federalism. Yesterday's film explored a number of powers the Constitution expressly gives to Congress. Many of these powers are exclusive, meaning only the national government has them. Today, we will build on this knowledge by examining several other concepts of government power. We will learn about implied and inherent powers (those which are not expressly granted to the national government, but which nonetheless exist); concurrent powers (those which are shared by the national and state governments); and the reserved powers (those which are not granted to the national government and also not denied to the states). Understanding these terms is critical to understanding the concept of federalism--the division of power between the national government and the state governments. We will also discuss the important Supreme Court case of McCullough v. Maryland, in which the Court affirmed the supremacy of federal law, and took a broad view of Congress' implied powers under the Elastic Clause.

2/24 (Wednesday)--Cooperative Federalism. Although the Constitution gives Congress a great deal of power, it has found ways to stretch that power even further, allowing the federal government to shape and control the behavior of state governments beyond the technical boundaries established by the Constitution. How? Through something called grants-in-aid. Under these programs, the federal government provides funding to support programs operated by the states, but attaches "strings" to these programs that states must comply with to obtain the funds. Today we will learn about the different types of grants-in-aid programs, and discuss whether their pros and cons.

2/25 (Thursay)--Interstate Relations. The Constitution not only defines the scope of federal and state power, it also defines certain obligations that the states owe to each other. Today, we will discuss these duties, including concepts such as "full faith and credit" and "privileges and immunities." We will also discuss the growing importance of interstate compacts--agreements between or among states (and sometimes even foreign countries) which Congress may authorize the states to enter.

2/26 (Friday)--Review for Quiz. On Monday, we will have a 30-point quiz on the first half of Unit II, covering the Constitution and federalism. Lecture notes for the material covered by the quiz are posted on Docushare in the Unit II folder, under the subfolders "Constitution" and "Federalism." A review sheet will be provided. The test will be open note, so make sure you bring your notes to class on Monday!
Have a great week!

Week of 2/15

This week's plans:

2/15 (Monday)--President's Day--No school.

2/16 (Tuesday)--Exam Review--Unit I. The exam will be worth 50 points--30 multiple choice questions, plus a 20-point essay question.

2/17 (Wednesday)--Unit I Exam. For tomorrow, read Chapter 3, sections 1 and 2.

2/18 (Thursday)--Introduction to Unit II; Structure and Principles of the Constitution. Today we will examine the overall structure and organization of the Constitution, and discuss the six key principles embodied within it and the government it creates: (i) popular sovereignty, (ii) federalism, (iii) separation of powers, (iv) checks and balances, (v) judicial review, and (vi) limited government.

2/19 (Friday)--Work on Essentials Packet for Unit II. Today we will go to the SSRC to work on completing the charts and vocabulary sections of the Essentials Packet for Unit II.

Have a great week!

Week of 2/8

Here are this week's plans:

2/8 (Monday)--Articles of Confederation. We will discuss the chaotic and troubled period of U.S. history between the end of the Revolutionary War in 1781 and the adoption of the United States Constitution in 1789. During this time, the governing document of the United States was the Articles of Confederation. We will learn about the weaknesses of this government, and why a new and more powerful central government was required. Assignment: Google "Daniel Shays" and/or "Shay's Rebellion." Learn two facts about these topics and be prepared to share them in class tomorrow.

2/9 (Tuesday)--Shay's Rebellion. Today we will learn about Daniel Shays, the rebellion among western Massachusetts farmers in 1786 that bears his name, and how that event galvanized (set into motion) the call for the Constitutional Convention of 1787. Why would a Revolutionary War hero take up arms against elected officials in his home state? The answer, as you will learn, is not so different from the reasons we just studied for why the colonies revolted against King George and declared independence!

2/10 (Wednesday)--Constitutional Convention and the "Great Compromise." Today we will examine the key events of the Constitutional Convention that took place in Philadelphia in the summer of 1787. In particular, you will watch a film that dramatizes the key event of the convention: the "Great Compromise." Without this critical achievement, the Constitutional Convention might well have failed! We will also learn about a few other key steps on the road to the Constitution. Assignment: Read the Federalist No. 51 handout, and be prepared to answer the discussion questions in class tomorrow. This will be an individual writing assignment!

2/11 (Thursday)--Writing Activity--Federalist No. 51. Today we will analyze one of the essays from the Federalist Papers, a series of essays written by James Madison, Alexander Hamilton, and John Jay to encourage ratification (adoption) of the newly-drafted Constitution of the United States in the state of New York. In this famous essay, Madison discusses the advantages of a key provision of the government contemplated by the new Constitution: separation of powers. Answers to the discussion questions are due tomorrow by the end of class!

2/12 (Friday)--Ratification of the Constitition; Establishment of Federal Government. We will conclude our study of Unit I by examining the fight to ratify the Constitution, and the initial establishment of the central (federal) government after the Constitution was ratified in 1789, including the adoption of the Bill of Rights in 1791.

Next week, after a Monday holiday, we will review for the unit exam on Tuesday, then take the unit exam on Wednesday. On Thursday and Friday, we will begin Unit II by examining the structure of the Constitution (Thursday) and the concept of federalism (Friday).

Have a great week!

Week of 2/1

Here are this week's plans:

2/1 (Monday)--Complete Declaration of Independence Discussion. We will finish our discussion on the sources and meaning of the Declaration of Independence. The lecture notes for this material are posted on Docushare (as both a Word document and in the original PowerPoint) in the "Declaration of Independence" folder. Remember to turn in your signed syllabus for 5 extra credit points. Assignment: Read the Common Sense excerpt and be prepared to discuss and answer the questions in class tomorrow.

2/2 (Tuesday)--Thomas Paine's Common Sense. Answers to the discussion questions are due tomorrow (10 points). We will discuss the excerpt and answer the questions in class. Assignment: Read Chapter 1, sections 1 and 2.

2/3 (Wednesday)--Principles of Government. Today you will learn about (i) elements of a "state" or "nation-state," (ii) theories on the evolution of the state, and (iii) forms of government. Assignment: Finish reading Chapter 1.

2/4 (Thursday)--Wrap-up on Unit 1; Review for Quiz. Today we will finish up our discussion on government principles. Tomorrow, we will have a quiz on the Declaration of Independence and the principles of government we have studied this week. We will spend about half the class reviewing for the quiz. The quiz will be worth 30 points.

2/5 (Friday)--Quiz on Declaration of Independence and Principles of Government. After the quiz, we will have time for discussion of current events.

Next week, we will begin studying the tumultuous period from the end of the Revolutionary War to the Constitutional Convention of 1787. You will see that America's grand experiment in democratic government got off to a very rocky start! These problems eventually led to the Constitutional Convention and the ratification of the Constitution, a remarkable governing document that has guided us through 220 years of drastic social, economic and international change.

Week of 1/25

First day of class: Tuesday, January 26.

Note: The attendance incentive is back! Come to class regularly and avoid the dreaded "semester final!"

Here is an overview of planned activities for the week:

1/26 (Tuesday)--Textbooks; Syllabus; Class Expectations and Participation. Our first task will be to check out new textbooks from the bookroom. The new government text is not only updated, but user-friendly, including online access! We will spend the balance of class going over the syllabus, discussing class rules and expectations, and conducting a student interest inventory.
Assignment: Read the first two sections of the Declaration of Independence (p. R39 in your textbook).

1/27 (Wednesday)--Docushare; Introduction to Declaration of Independence; Preview of State of the Union Address. Today I will show you how to access class materials (exam review sheets, class assignments, etc.) online from the district's Docushare site. We will begin looking at the Declaration of Independence, which embodies many key principles on which our system of government is based. Finally, we will preview President Obama's State of the Union message.
Assignment: Watch the State of the Union message and be prepared to discuss in class tomorrow! Start earning your Class Participation points!

1/28 (Thursday)--Discuss State of the Union Message.

1/29 (Friday)--Continue Declaration of Independence Discussion.

Class Rules and Expectations

Please observe the following Rules and Expectations for this class:

Mr. Antley’s Classroom Rules and Expectations

The Golden Rule: Treat yourself and others with respect.

The Primary Expectation: Every one of you will pass this class!

Specifics:

1. Be in class, in your seat, on time, and ready to work. Bellwork and/or journaling will be waiting for you most days.

2. Help ensure accurate attendance. If you are not in your seat at the beginning of class when roll is checked, you may be marked absent. It is your responsibility to come to me and see that such mistakes are corrected. No changes in attendance records will be made after the end of the day when the absence/tardy occurred!

3. Minimize class disruptions. This means bringing your book, folders, notebooks, papers, writing instruments to class every day, unless told otherwise. Bring any snacks or drinks to class with you; you will not be given a pass to the Student Store during class!

4. Keep the room and your desk neat. Snacks are allowed if you clean up after yourself. Do not bring glass or other breakable items into the room. I follow a zero-tolerance policy on this! Violation equals loss of privilege!

5. Questions are encouraged; interruptions are not. Raise your hand and be recognized. Do not interrupt others.

6. Take notes. Taking notes is essential to success in this and most other classes. Open note tests will be given occasionally.

7. No sleeping. Studies show that consciousness is required for virtually all learning!

8. Clear known absences and obtain assignments in advance. I post class plans, assignments and deadlines on DocuShare and Blogger. You can access and work on most assignments even if you miss class. Please write me a note or send me an e-mail if you are going to be absent.

9. Fill out school-sponsored activity forms for me to sign. This saves a great deal of class time!

10. IPods and other electronic devices are not to be used during class. Exceptions to this policy may be announced from time to time; otherwise, you should not have devices on or be using/wearing earbuds during class.

11. On-task behavior is expected at all times. You are expected to be productively engaged in work pertaining to this class!

12. This is a learning community. Disruptions that interfere with learning by the community will not be tolerated.

In all other respects, class procedures, rules, disciplinary policy and expectations will conform to the FHS Student Manual.

Violations of the foregoing rules will bear the following consequences:

First offense: Verbal reminder.

Second offense: Extra homework.

Third offense: Detention.

Subsequent offenses: Referral.

Please see me if you have any questions about these policies.

Let’s Have a Great Year Together!!

Welcome!

Welcome to American Government!!

I will post reminders, due dates, and other pertinent information pertaining to the class here throughout the semester.

Please bookmark this site and check it at least weekly, and whenever you miss class.

No matter what career path and future interests you pursue, the actions of national, state and local governments affect you!! A solid foundational knowledge of the Constitution and the processes by which laws are made, interpreted and enforced will help you stay informed and prepare you to lead an active, involved role in shaping government policy and contributing to the growth and prosperity of our nation!

I look forward to a fun and stimulating year!