Current Event 12/18/09
You can find the article on the right hand side of the page under current events
write 1/2 a page describing what the article is about 5 points
___ 5pts article is summarized properly with a quote or fact
___ 3pts article is summarized properly but no quote or fact is given
___ 1 pt article is not summarized properly
write 1/2 a page on whether the United States should give money to poorer nations to help curb climate change
___ 5pts student states an opinion and is backed up by information in the article. Information is given in a clear manner and the opinion is backed up properly
___ 3pts Student states an opinion with no backup from the article
___ 1 pts student states an opinion that is not clear
Thursday, December 17, 2009
Wednesday, September 2, 2009
Government Week 1 agenda 9/8/09
Government Week 1 Agenda
Journals
Would life be better or worse if there was no government? Please explain in detail why you think what you think
What is the purpose of constitutions? What are some items included in constitutions?
What is the difference between direct and representative democracy? Please give me examples of both kinds of democracy
Main Topics Covered
Different types of government
What is in a constitution
The purpose of government
The purpose of politicians
Assignments
Assignment 1 (Assigned 9/9/09) Due 9/14/09
Create a constitution
Part 1, 3pts
½ page
Describe in detail what kind of government there will be(examples: anarchy, monarchy, democracy, communist, socialist, ect) this should include the pluses and minuses of this type of government
Part 2, 4 pts
½ page
How will your government by structured, (will it be a dictatorship?) will you have a panel of elders that will discuss and vote on issues. How will people be nominated or voted into office?
Part 3, 3pts
½ page
Create a bill of rights
Bill of rights are set up to protect people against the government. You should set up rules to protect people against the government. This can be done in bullet format and there should be at least 8 rules and you need to explain them. Example: People have the right to be out on public property including streets and parks as long as they are not breaking any laws or being loud.
Current event 1
Journals
Would life be better or worse if there was no government? Please explain in detail why you think what you think
What is the purpose of constitutions? What are some items included in constitutions?
What is the difference between direct and representative democracy? Please give me examples of both kinds of democracy
Main Topics Covered
Different types of government
What is in a constitution
The purpose of government
The purpose of politicians
Assignments
Assignment 1 (Assigned 9/9/09) Due 9/14/09
Create a constitution
Part 1, 3pts
½ page
Describe in detail what kind of government there will be(examples: anarchy, monarchy, democracy, communist, socialist, ect) this should include the pluses and minuses of this type of government
Part 2, 4 pts
½ page
How will your government by structured, (will it be a dictatorship?) will you have a panel of elders that will discuss and vote on issues. How will people be nominated or voted into office?
Part 3, 3pts
½ page
Create a bill of rights
Bill of rights are set up to protect people against the government. You should set up rules to protect people against the government. This can be done in bullet format and there should be at least 8 rules and you need to explain them. Example: People have the right to be out on public property including streets and parks as long as they are not breaking any laws or being loud.
Current event 1
Wednesday, August 5, 2009
Government
2008 – 2009
Instructor Information: Contact Information:
Instructor: Mr. Brent Jandron Office Phone: (231) 720 – 2935
Class Room: A220 Muskegon High School Email: bjandron@mpsk12.net
Office Hours: 2:45 – 3:24 m-thur
Course Philosophy:
“Freedom is not Free” – F. Roosevelt
“An unexamined life is one not worth living”- Plato
“An educated mind will not allow the chains of enslavement”- Jacobs
Course Information: This course is designed to facilitate real life skills so you can be participating citizens in your community. The course begins by analyzing the social contract and the importance of a governing body. The Government section of the course concludes with an in-depth analysis of the US’s governmental structure and policies that are born from that structure. You will be able to demonstrate your understanding of the course though examinations, debates, simulations, presentations, and writing persuasive arguments. Moreover, the Economic portion of the course is designed to develop a greater understanding of basic economic theory. When the course concludes in June, you will have a solid foundation of the basic economic concepts.
Course Guidelines and Procedures:
Student learning is the first priority of the class.
I mark students tardy when they are not sitting in their assigned seat when the bell rings.
I explain procedures once.
I respect students
I listen and speak to students who behave and treat me with respect.
I call on students after they raise their hand, and I speak to only one student at a time.
I write hall passes when I am not giving instruction.
I am required to follow all MHS Student handbook procedures.
Course Grading Policy: Grading will include every facet of your involvement. I grade on behavior, assignments, quizzes, and tests. Some of the factors determining a grade include: neatness, following instructions, spelling, grammar, content, and effort.
Course Materials: Former students have found it helpful to bring a three ring binder / class folder, paper, pencil/pen, Grade Matrix, Transaction Register, class book and any assignments everyday to class.
Other requirements for the class: Extra Credit:
Will be assigned once per semester
Classroom participation Each student will be given 40 points at the beginning of the trimester, points will be taken away for: Being sent to RTC, sleeping in class, taking more than two bathroom passes, general bad behavior, or failure to cooperate.
Government pacing Guide
Week 1
Foundations of Civics and political life/ alternative forms of government
1.1.1 Identify roles citizens play in civic and private life, with emphasis on leadership.
1.1.2 Explain and provide examples of the concepts “power,” “legitimacy,” “authority,” and “sovereignty.”
1.1.3 Identify and explain competing arguments about the necessity and purposes of government (such as to protect inalienable rights, promote the general welfare, resolve conflicts, promote equality, and establish justice for all). (See USHG F1.1; F1.2; 8.3.2)
1.1.4 Explain the purposes of politics, why people engage in the political process, and what the political process can achieve (e.g., promote the greater good, promote self-interest, advance solutions to public issues and problems, achieve a just society). (See USHG F1.1; F1.2; 6.3.2; 8.3.1)
1.2.1 Identify, distinguish among, and provide examples of different forms of governmental structures including anarchy, monarchy, military junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.
1.2.2 Explain the purposes and uses of constitutions in defining and limiting government, distinguishing between historical and contemporary examples of constitutional governments that failed to limit power (e.g., Nazi Germany and Stalinist Soviet Union) and successful constitutional governments (e.g., contemporary Germany and United Kingdom). (See USHG 7.2.1; WHG 7.3)
1.2.4 Compare and contrast direct and representative democracy. (See USHG F1.1; F1.2)
Week 2,3,4
Origins of American Constitutional Government
2.1.1 Explain the historical and philosophical origins of American constitutional government and evaluate the influence of ideas found in the Magna Carta, English Bill of Rights, Mayflower Compact, Iroquois Confederation, Northwest Ordinance, Virginia Statute for Religious Freedom, Declaration of Independence, Articles of Confederation, and selected Federalist Papers (the 10th, 14th, 51st), John Locke’s Second Treatise, Montesquieu’s Spirit of Laws, Paine’s Common Sense.
2.1.2 Explain the significance of the major debates and compromises underlying the formation and ratification of American constitutional government including the Virginia and New Jersey plans, the Great Compromise, debates between Federalists and Anti-Federalists, debates over slavery, and the promise for a bill of rights after ratification.
2.1.3 Explain how the Declaration of Independence, Constitution and Bill of Rights reflected political principles of popular sovereignty, rule of law, checks and balances, separation of powers, social compact, natural rights, individual rights, separation of church and state, republicanism and federalism.
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
2.2.1 Identify and explain the fundamental values of America’s constitutional republic (e.g., life, liberty, property, the pursuit of happiness, the common good, justice, equality, diversity, authority, participation, and patriotism) and their refl ection in the principles of the United States Constitution (e.g., popular sovereignty, republicanism, rule of law, checks and balances, separation of powers, and federalism).
2.2.2 Explain and evaluate how Americans, either through individual or collective actions, use constitutional principles and fundamental values to narrow gaps between American ideals and reality with respect to minorities, women, and the disadvantaged. (See USHG 6.1.2; 6.3.2; 7.1.3; 8.3)
2.2.3 Use past and present policies to analyze conflicts that arise in society due to competing constitutional principles or fundamental values (e.g., liberty and authority, justice and equality, individual rights, and thecommon good). (See USHG 6.3.2; 8.2.4; 8.3.1; 9.2.2)
2.2.4 Analyze and explain ideas about fundamental values like liberty, justice, and equality found in a range of documents (e.g., Martin Luther King’s “I Have a Dream” speech and “Letter from Birmingham City Jail,” the Universal Declaration of Human Rights, the Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act). (See USHG F1.1; 8.3.2; 9.2.2)
3.1.7 Explain why the federal government is one of enumerated powers while state governments are those of reserved powers.
3.2.4 Explain the role of the Bill of Rights and each of its amendments in restraining the power of government over individuals. (See USHG F1.1)
Week 5,6,7,8
Structures and functions of the National Government
3.1.1 Analyze the purposes, organization, functions, and processes of the legislative branch as enumerated in Article I of the Constitution.
3.1.2 Analyze the purposes, organization, functions, and processes of the executive branch as enumerated in Article II of the Constitution.
3.1.3 Analyze the purposes, organization, functions, and processes of the judicial branch as enumerated in Article III of the Constitution.
Week 9,10
Political parties, Elections, Voting, and, Political Participation, Electoral College
3.5.1 Explain how political parties, interest groups, the media, and individuals can infl uence and determine the public agenda.
3.5.2 Describe the origin and the evolution of political parties and their infl uence.
(See Grade 5 SS; USHG 9.1.2)
3.5.3 Identify and explain the roles of various associations and groups in American politics (e.g., political organizations, political action committees, interest groups, voluntary and civic associations, professional organizations, unions, and religious groups).
3.5.4 Explain the concept of public opinion, factors that shape it, and contrasting views on the role it should play in public policy.
3.5.5 Evaluate the actual influence of public opinion on public policy.
3.5.6 Explain the significance of campaigns and elections in American politics, current criticisms of campaigns, and proposals for their reform.
3.5.7 Explain the role of television, radio, the press, and the internet in political communication.
Week 11, 12
State, Local, and City Governments (Advocacy project)
3.3.4 Describe how state and local governments are organized, their major responsibilities, and how they affect the lives of citizens.
3.3.5 Describe the mechanisms by which citizens monitor and influence state and local governments (e.g., referendum, initiative, recall).
6.1.4 Address a public issue by suggesting alternative solutions or courses of action, evaluating the consequences of each, and proposing an action to address the issue or resolve the problem.
6.1.5 Make a persuasive, reasoned argument on a public issue and support using evidence
(e.g., historical and contemporary examples), constitutional principles, and fundamental values of American constitutional democracy; explain the stance or position.
6.2.7 Participate in a service-learning project, reflect upon experiences, and evaluate the value of the experience to the American ideal of participation.
6.2.10 Participate in a real or simulated public hearing or debate and evaluate the role of deliberative public discussions in civic life.
6.2.11 Identify typical issues, needs, or concerns of citizens (e.g., seeking variance, zoning changes, information about property taxes), and actively demonstrate ways citizens might use local governments to resolve issues or concerns.
2008 – 2009
Instructor Information: Contact Information:
Instructor: Mr. Brent Jandron Office Phone: (231) 720 – 2935
Class Room: A220 Muskegon High School Email: bjandron@mpsk12.net
Office Hours: 2:45 – 3:24 m-thur
Course Philosophy:
“Freedom is not Free” – F. Roosevelt
“An unexamined life is one not worth living”- Plato
“An educated mind will not allow the chains of enslavement”- Jacobs
Course Information: This course is designed to facilitate real life skills so you can be participating citizens in your community. The course begins by analyzing the social contract and the importance of a governing body. The Government section of the course concludes with an in-depth analysis of the US’s governmental structure and policies that are born from that structure. You will be able to demonstrate your understanding of the course though examinations, debates, simulations, presentations, and writing persuasive arguments. Moreover, the Economic portion of the course is designed to develop a greater understanding of basic economic theory. When the course concludes in June, you will have a solid foundation of the basic economic concepts.
Course Guidelines and Procedures:
Student learning is the first priority of the class.
I mark students tardy when they are not sitting in their assigned seat when the bell rings.
I explain procedures once.
I respect students
I listen and speak to students who behave and treat me with respect.
I call on students after they raise their hand, and I speak to only one student at a time.
I write hall passes when I am not giving instruction.
I am required to follow all MHS Student handbook procedures.
Course Grading Policy: Grading will include every facet of your involvement. I grade on behavior, assignments, quizzes, and tests. Some of the factors determining a grade include: neatness, following instructions, spelling, grammar, content, and effort.
Course Materials: Former students have found it helpful to bring a three ring binder / class folder, paper, pencil/pen, Grade Matrix, Transaction Register, class book and any assignments everyday to class.
Other requirements for the class: Extra Credit:
Will be assigned once per semester
Classroom participation Each student will be given 40 points at the beginning of the trimester, points will be taken away for: Being sent to RTC, sleeping in class, taking more than two bathroom passes, general bad behavior, or failure to cooperate.
Government pacing Guide
Week 1
Foundations of Civics and political life/ alternative forms of government
1.1.1 Identify roles citizens play in civic and private life, with emphasis on leadership.
1.1.2 Explain and provide examples of the concepts “power,” “legitimacy,” “authority,” and “sovereignty.”
1.1.3 Identify and explain competing arguments about the necessity and purposes of government (such as to protect inalienable rights, promote the general welfare, resolve conflicts, promote equality, and establish justice for all). (See USHG F1.1; F1.2; 8.3.2)
1.1.4 Explain the purposes of politics, why people engage in the political process, and what the political process can achieve (e.g., promote the greater good, promote self-interest, advance solutions to public issues and problems, achieve a just society). (See USHG F1.1; F1.2; 6.3.2; 8.3.1)
1.2.1 Identify, distinguish among, and provide examples of different forms of governmental structures including anarchy, monarchy, military junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.
1.2.2 Explain the purposes and uses of constitutions in defining and limiting government, distinguishing between historical and contemporary examples of constitutional governments that failed to limit power (e.g., Nazi Germany and Stalinist Soviet Union) and successful constitutional governments (e.g., contemporary Germany and United Kingdom). (See USHG 7.2.1; WHG 7.3)
1.2.4 Compare and contrast direct and representative democracy. (See USHG F1.1; F1.2)
Week 2,3,4
Origins of American Constitutional Government
2.1.1 Explain the historical and philosophical origins of American constitutional government and evaluate the influence of ideas found in the Magna Carta, English Bill of Rights, Mayflower Compact, Iroquois Confederation, Northwest Ordinance, Virginia Statute for Religious Freedom, Declaration of Independence, Articles of Confederation, and selected Federalist Papers (the 10th, 14th, 51st), John Locke’s Second Treatise, Montesquieu’s Spirit of Laws, Paine’s Common Sense.
2.1.2 Explain the significance of the major debates and compromises underlying the formation and ratification of American constitutional government including the Virginia and New Jersey plans, the Great Compromise, debates between Federalists and Anti-Federalists, debates over slavery, and the promise for a bill of rights after ratification.
2.1.3 Explain how the Declaration of Independence, Constitution and Bill of Rights reflected political principles of popular sovereignty, rule of law, checks and balances, separation of powers, social compact, natural rights, individual rights, separation of church and state, republicanism and federalism.
2.1.4 Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
2.2.1 Identify and explain the fundamental values of America’s constitutional republic (e.g., life, liberty, property, the pursuit of happiness, the common good, justice, equality, diversity, authority, participation, and patriotism) and their refl ection in the principles of the United States Constitution (e.g., popular sovereignty, republicanism, rule of law, checks and balances, separation of powers, and federalism).
2.2.2 Explain and evaluate how Americans, either through individual or collective actions, use constitutional principles and fundamental values to narrow gaps between American ideals and reality with respect to minorities, women, and the disadvantaged. (See USHG 6.1.2; 6.3.2; 7.1.3; 8.3)
2.2.3 Use past and present policies to analyze conflicts that arise in society due to competing constitutional principles or fundamental values (e.g., liberty and authority, justice and equality, individual rights, and thecommon good). (See USHG 6.3.2; 8.2.4; 8.3.1; 9.2.2)
2.2.4 Analyze and explain ideas about fundamental values like liberty, justice, and equality found in a range of documents (e.g., Martin Luther King’s “I Have a Dream” speech and “Letter from Birmingham City Jail,” the Universal Declaration of Human Rights, the Declaration of Sentiments, the Equal Rights Amendment, and the Patriot Act). (See USHG F1.1; 8.3.2; 9.2.2)
3.1.7 Explain why the federal government is one of enumerated powers while state governments are those of reserved powers.
3.2.4 Explain the role of the Bill of Rights and each of its amendments in restraining the power of government over individuals. (See USHG F1.1)
Week 5,6,7,8
Structures and functions of the National Government
3.1.1 Analyze the purposes, organization, functions, and processes of the legislative branch as enumerated in Article I of the Constitution.
3.1.2 Analyze the purposes, organization, functions, and processes of the executive branch as enumerated in Article II of the Constitution.
3.1.3 Analyze the purposes, organization, functions, and processes of the judicial branch as enumerated in Article III of the Constitution.
Week 9,10
Political parties, Elections, Voting, and, Political Participation, Electoral College
3.5.1 Explain how political parties, interest groups, the media, and individuals can infl uence and determine the public agenda.
3.5.2 Describe the origin and the evolution of political parties and their infl uence.
(See Grade 5 SS; USHG 9.1.2)
3.5.3 Identify and explain the roles of various associations and groups in American politics (e.g., political organizations, political action committees, interest groups, voluntary and civic associations, professional organizations, unions, and religious groups).
3.5.4 Explain the concept of public opinion, factors that shape it, and contrasting views on the role it should play in public policy.
3.5.5 Evaluate the actual influence of public opinion on public policy.
3.5.6 Explain the significance of campaigns and elections in American politics, current criticisms of campaigns, and proposals for their reform.
3.5.7 Explain the role of television, radio, the press, and the internet in political communication.
Week 11, 12
State, Local, and City Governments (Advocacy project)
3.3.4 Describe how state and local governments are organized, their major responsibilities, and how they affect the lives of citizens.
3.3.5 Describe the mechanisms by which citizens monitor and influence state and local governments (e.g., referendum, initiative, recall).
6.1.4 Address a public issue by suggesting alternative solutions or courses of action, evaluating the consequences of each, and proposing an action to address the issue or resolve the problem.
6.1.5 Make a persuasive, reasoned argument on a public issue and support using evidence
(e.g., historical and contemporary examples), constitutional principles, and fundamental values of American constitutional democracy; explain the stance or position.
6.2.7 Participate in a service-learning project, reflect upon experiences, and evaluate the value of the experience to the American ideal of participation.
6.2.10 Participate in a real or simulated public hearing or debate and evaluate the role of deliberative public discussions in civic life.
6.2.11 Identify typical issues, needs, or concerns of citizens (e.g., seeking variance, zoning changes, information about property taxes), and actively demonstrate ways citizens might use local governments to resolve issues or concerns.
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