2011-2012+Civics

Quarter 4 (2011-2012)
30 April, Monday
 * In-class: Students worked on their poems inspired by the Declaration of Independence.
 * HW: Students must research their MD
 * Find:
 * a video, photos, or other visual element relating to your MDG
 * targets for the MDG
 * statistics
 * interesting facts
 * Explain
 * why the goal is important
 * how it can be accomplished locally
 * what you can do to make this MDG a reality by 2015
 * Create
 * a Googledoc to store and share your information (make sure that you share the info with your partner and Mrs. Petra) Please do not forget to create a bibliography so that we know where you collected your information
 * a presentation, a site, a Prezi to spread the word about your MDG
 * a story about your MDG to share with elementary students

11 April, Wednesday
 * In-class: Students worked in groups on an activity that asked them to budget for living on $1 a day. Each group was given the statistics and price information for a country (Eritrea, China, Sri Lanka, Nigeria, Liberia).
 * HW: Type or write a response to the following prompt---Could you live on $10 a day? Explain and provide examples. Consider what you learned about wants and needs in the exercise we completed in class today.

29 March, Thursday
 * In-class: Students worked on the C-SPAN electoral college worksheets in class with their groups.
 * HW: Please finish answering the questions for your C-SPAN electoral college worksheet. You may want to consult the following sites for the maps.
 * [|270 to win ELectoral College 2012 Map]
 * [[image:http://www.c-spanclassroom.org/images/2012_Electoral_College_Map_Poster_Large.JPG caption="external image 2012_Electoral_College_Map_Poster_Large.JPG"]]

27 March, Tuesday
 * In-class: We read the articles from Cobblestone, "Origins of the Electoral College" and then answered questions about the electoral college. We also watched a short video about the[|electoral college.] Students began working on their homework assignments.
 * HW: Finish coloring the map on the 1800 election between Adams and Jefferson. We will discuss the importance of this election in shaping the presidential elections for the US.

Quarter 3
7 February, Tuesday
 * In-class: Students shared their news articles about the First Amendment. Students took a [|"quiz" on the First Amendment].
 * HW: Practice sharing your article. Everyone will share their article tomorrow.


 * In-class: We read the articles from Cobblestone, "Origins of the Electoral College" and then answered questions about the electoral college. We also watched a short video about the [|electoral college.] Students began working on their homework assignments.
 * HW: Finish coloring the map on the 1800 election between Adams and Jefferson. We will discuss the importance of this election in shaping the presidential elections for the US.

Quarter 3
7 February, Tuesday
 * In-class: Students shared their news articles about the First Amendment. Students took a [|"quiz" on the First Amendment].
 * HW: Practice sharing your article. Everyone will share their article tomorrow.

6 February, Monday
 * In-class: Students presented their explanations of their assigned cartoon. We also went over the handout, "First Amendment Rights in Everyday Life". We read the animated cartoon on the [|"Newsies"] (to get to the cartoon, click on "Big Ideas", then go to "Free Expression" and then choose "Protesting".
 * HW: Find the first amendment in everyday life by looking through newspapers and magazines as well as online news sources for articles dealing with First Amendment issues
 * [|PBS Newshour]
 * [|CNN]
 * [|National Public Radio]
 * [|Washington Post]
 * [|New York Times]

3 February, Friday
 * In-class: We discussed the homework assignment on the scenarios and the Lemon Test. Students turned in their work. Students worked in groups to analyze a cartoon dealing with the First Amendment.
 * HW: None

27 March, Tuesday

2 February, Thursday
 * In-class: We went over the cases from the handout and discussed how the Supreme Court justices made their decisions.
 * HW: Conduct the "Lemon Test" on the scenarios given on p. 105 (under "Problem-solving"). Boys should complete the odds and girls should complete the evens. Write neatly or type it up. Please make sure you clearly state your reasons for your decision. Use the "tests" to help you make your choice.

1 February, Wednesday
 * In-class: We discussed the different "tests" the Supreme Court Justices use to make their decisions about court cases. (Establishment Test, Lemon Test, Coercion Test, Preference Test)
 * HW: Read the situations given to you on the handout and state whether or not you think the law is constitutional. Explain how you came to that conclusion.

31 January, Tuesday
 * In-class: Students discussed their answers to the homework question regarding the freedom of speech. We also looked at the Skokie case and discussed the implications of the First Amendment. Students took a "quiz" on what they knew about their Firrst Amendment rights. We went over the court cases and reasoning behind the court decisions.
 * HW: None

30 January, Monday
 * In-class: The girls shared their chapter 23 notes with the boys. We discussed first amendment right to freedom of expression. We examined the Hazelwood School District v. Kuhlmeier case as it related to Tinker v. Des Moines.
 * HW: Students must respond in a typed paragraph to question #4 on p. 100-"A group dedicated to the belief that white people are superior to other races is planning a public meeting. Members of another organization which represents a minority group, have said that if this meeting is held, they will break it up. There is the possibility of a violent clash between the two groups. Should the government prohibit the group from meeting in public? Explain your answer." (//We the People//, Center for Civic Education)

27 January, Friday
 * SPORTS DAY NO CLASSES

26 January, Thursday
 * In-class: We went over the Bill of Rights and completed worksheets based on what rights/rules we would like to maintain if government was wiped out entirely.
 * HW: Girls will read and take note of chapter 23. Boys will read and take note of chapter 24.

25 January, Wednesday
 * In-class: Students took an open-note/book quiz on the Judicial branch.
 * HW: none

24 January, Tuesday
 * In-class: We played a game to review for the quiz on Wednesday on the Judicial Branch.
 * Study for quiz.

23 January, Monday
 * In-class:

17 January, Tuesday
 * In-class: We played the game [|Court Quest.] to review the different types of courts in the US Court system.
 * HW: none

Quarter 2
8 December, Thursday


 * In-class: Students shared their metaphors for the US government. We read the article,[| "Court Weighs president's Power to Recognize Nations"] and annotated it for civics elements. Read the article and think of how the information in the article relates to what we have studied in civics class this semester.
 * HW: Prepare for the In-class Write/Test tomorrow by choosing an article to respond to the following prompt---How does the article relate to the ideas and issues we have been studying in Civics class. Your essay should have at least three paragraphs in the body that deal with three different "civics" issues such as checks and balances, federal v. state governments, foreign policy powers of the Executive branch, etc.

5 December, Monday


 * In-class: We went over the "One Big Party" review sheet. We also discussed the opinionairre to determine where students stood on the political spectrum. We watched the following School House Rock video to review for the Lessons 18-20 Test on Wednesday.
 * media type="youtube" key="gLQg7G3hkGY?rel=0" height="315" width="420"
 * HW: In the School House Rock video, the separation of powers and checks and balance of the US government is described as being similar to a three-ring circus. Think of another appropriate metaphor to explain how the US government is organized. Jot down notes and be ready to explain your ideas to someone in class.

2 December, Friday


 * In-class: We looked at the political spectrum and watched the political typology again. Please finish taking notes on the political typology. Students also examined the advantages and disadvantages of the single-party, two-party, and multi-party systems of government.
 * HW: Finish worksheet on the different types of party systems.
 * HW: Finish worksheet on the different types of party systems.

1 December, Thursday


 * In-class: We went over the information sheet about political parties.
 * HW: Students must identify two candidates (other than Herman Cain and Newt Gingrich) who are running for the Republican Presidential Primary. You must be able to say who they are in class tomorrow.

30 November, Wednesday


 * In-class: Students took the executive departments quiz.
 * HW: Read and note lessons 21-22.

29 November, Tuesday
 * In-class: Students took notes on the discussion of the differences between the first two political parties---The Federalists and the Republicans. We also started to take notes on the following video about Political Typology from the Pew Research Trust.
 * HW: What do the political party symbols of the donkey and the elephant stand for? Explain the meaning behind the symbol.
 * We will have a quiz on the Executive Departments tomorrow---bring your notes. It is an open-note quiz.
 * Take a quiz to find out what your[| political typology] is by clicking on the link. Here's another quiz to find out what your [|political philosophy] is.
 * Take a quiz to find out what your[| political typology] is by clicking on the link. Here's another quiz to find out what your [|political philosophy] is.

28 November, Monday
 * In-class: We listened to reports about the Department of Justice and the Department of Defense. Students were given time to read Lesson 20 (pp. 84-88)
 * HW: Read Lesson 20 (pp.84-88). Prepare your notes for the open-note quiz on Wednesday on the Executive departments.

15 November, Tuesday 29 November, Tuesday
 * In-class: We watched the videos about the Executive Branch.
 * Students began working on their executive department worksheet.
 * In-class: Students took notes on the discussion of the differences between the first two political parties---The Federalists and the Republicans. We also started to take notes on the following video about Political Typology from the Pew Research Trust.
 * media type="youtube" key="G-I2yCJK_Gc" height="315" width="560"
 * HW: What do the political party symbols of the donkey and the elephant stand for? Explain the meaning behind the symbol.
 * We will have a quiz on the Executive Departments tomorrow---bring your notes. It is an open-note quiz.
 * Take a quiz to find out what your[| political typology] is by clicking on the link. Here's another quiz to find out what your [|political philosophy] is.

28 November, Monday
 * In-class: We listened to reports about the Department of Justice and the Department of Defense. Students were given time to read Lesson 20 (pp. 84-88)
 * HW: Read Lesson 20 (pp.84-88). Prepare your notes for the open-note quiz on Wednesday on the Executive departments.

15 November, Tuesday > > 14 November, Monday > > 7 November, Monday > > 4 November, Friday > > 3 November, Thursday >> >> 14 November, Monday >> >> 7 November, Monday >> >> 4 November, Friday >> >> 3 November, Thursday
 * In-class: We watched the videos about the Executive Branch.
 * media type="youtube" key="43VpEsCjKyo" height="315" width="420"
 * media type="youtube" key="7Cda-u8acz8" height="315" width="420"
 * Students began working on their executive department worksheet.
 * HW: Typed response to question #2, p.83--- The idea of having one person serve as President was developed when our nation had less than four million people. Today we have more than 240 million people. Do you think it is still a good idea to have only one person head the executive branch? Why or why not? What alternatives can you suggest?
 * In-class: We discussed the organization of the executive branch (Lesson 19, p. 80). We also looked at the different powers given to the President of the United States. (see wkst)
 * HW: Finish the last page of the "All in a Day's Work" packet. The last page will help you with the other homework. Research and record the 15 Cabinet positions and state the name of the head of the department.
 * In-class: We discussed the differences between unitary governments, confederations, and federalism. We also discussed the powers shared by the federal/national government, the state governments, and the individual citizens. We saw the following video in class:
 * media type="youtube" key="WQMZ2PT7kr0" height="315" width="420"
 * HW: Read and answer the questions for the handout, "Regulating Health." Think about what conflicts may occur among federal/national government, state governments, and individual citizens as a result of the "regulations" on health.
 * In-class: We discussed the impact of the 7 billionth person being born on Earth. Students took a stand on issues relating to the impact of having 7 billion people. What kinds of laws and policies will governments pass in order to ensure the rights and general welfare of their citizens are protected?
 * media type="youtube" key="sc4HxPxNrZ0" height="315" width="560"
 * HW: none
 * In-class: Test on Unit Three
 * HW: none
 * *** HW: Typed response to question #2, p.83--- The idea of having one person serve as President was developed when our nation had less than four million people. Today we have more than 240 million people. Do you think it is still a good idea to have only one person head the executive branch? Why or why not? What alternatives can you suggest?
 * In-class: We discussed the organization of the executive branch (Lesson 19, p. 80). We also looked at the different powers given to the President of the United States. (see wkst)
 * HW: Finish the last page of the "All in a Day's Work" packet. The last page will help you with the other homework. Research and record the 15 Cabinet positions and state the name of the head of the department.
 * In-class: We discussed the differences between unitary governments, confederations, and federalism. We also discussed the powers shared by the federal/national government, the state governments, and the individual citizens. We saw the following video in class:
 * media type="youtube" key="WQMZ2PT7kr0" height="315" width="420"
 * HW: Read and answer the questions for the handout, "Regulating Health." Think about what conflicts may occur among federal/national government, state governments, and individual citizens as a result of the "regulations" on health.
 * In-class: We discussed the impact of the 7 billionth person being born on Earth. Students took a stand on issues relating to the impact of having 7 billion people. What kinds of laws and policies will governments pass in order to ensure the rights and general welfare of their citizens are protected?
 * media type="youtube" key="sc4HxPxNrZ0" height="315" width="560"
 * HW: none
 * In-class: Test on Unit Three
 * HW: none

2 November, Wednesday
 * In-class: Students completed the crossword puzzle, "A Just Right Government"
 * HW: Study for the test on Unit Three. The test will consist of term identification (see the quizlet cards), short answers, and questions identifying Federalist/Anti-Federalist ideals/people. You should make sure to know what compromises were made to ensure that the Constitution was ratified.
 * media type="custom" key="11130772"

1 November, Tuesday
 * In-class: We played a game to review for the test on Thursday, 11/3.
 * HW: Study for the test on Thursday, 11/3.

31 October, Monday
 * In-class: We finished the Federalists/Anti-Federalists chart.
 * HW: Study for the test on Thursday, 11/3.

28 October, Friday
 * In-class: Current events quizzes
 * HW: Study for your test next week!

27 October, Thursday
 * In-class: 7th graders will work the Haunted House.
 * HW: none

26 October, Wednesday
 * In-class: We went over the chart for Lesson 17 (Federalists/Anti-Federalists).
 * none

25 October, Tuesday
 * In-class: Students worked on their worksheets for Lessons 13-17
 * HW: Finish the worksheets at home. We will work on the chart in class tomorrow.

24 October, Monday
 * In-class: Students presented lessons 15 and 16 to the class.
 * HW: Typed response--Explain what you think were the best reasons for ratification. Then explain what you think were the best reasons against ratification. Make sure that you explain your arguments.

20 October, Thursday
 * In-class: Students presented lessons 13 and 14 to the class.
 * HW: None. Presentations will continue on Monday.

19 October, Wednesday
 * In-class: Students worked with their groups on the lesson presentations.
 * HW: Presentations begin tomorrow.

18 October, Tuesday
 * In-class: We took notes on the preamble and the seven articles of the Constitution.
 * HW: Group chapter assignments. Take notes on your chapter. Develop ideas for how to present it. Brainstorm ideas for a short activity to reinforce the ideas presented.
 * Lesson 13: Charline, Leia, Chan, Estelle
 * Lesson 14: Alexander, Jolani, Dominic, Rina
 * Lesson 15: Justin, Anna, Jessica H., Keion
 * Lesson 16: Jenna, Derek, Riho, Jessica Y., Nadine

17 October, Monday
 * In-class: We discussed and took notes about the Articles of Confederation and the problems that the early American government encountered as a result of having a weak central government.
 * HW: Write (neatly) or type a response to the following prompt---Is it more fair for every state to have the same amount of power or for states with more people to have more power? Why? Think about your answer and defend your opinion. This should be at least a paragraph in length.

14 October, Friday
 * In-class: Notes for lessons 11-12 were turned in. Students took a current events quiz and we went over it in class. Students read articles about cheating in groups.
 * HW: None...enjoy your weekend!

13 October, Thursday
 * In-class: Open notes quiz on chapters 9-10. We discussed the homework and students were given time to work on their notes for lessons 11-12.
 * HW: Finish notes for lessons 11-12.

12 October, Wednesday
 * In-class: Pros and cons of adopting each type of government. We discussed each type of government after students filled in the chart.
 * HW: Complete the worksheet, "Quick! We need a new government!"

11 October, Tuesday
 * In-class: Students took a current events quiz. Papers for the Declaration of Independence were returned. Notes completed in class for Lessons 9/10 were also returned. We read the handout, "From King to Constitution" and in groups, students completed the "Quick! We need a new government!" worksheet.
 * HW: For those who have not done so already, finish your lessons on chapters 9 and 10.

Quarter 1
4 October, Tuesday
 * In-class: We discussed the issue of the fine balance between the rights of the individual and the common welfare as it relates to the article we read from the New York Times. We also looked at ways to integrate quotes. See the Power Point presentation below. Students were given their drafts and also given time to work on their papers.
 * [[file:CivicsQuoteIntegration.pptx]]
 * HW: Final draft of the Declaration of Independence paper is due on Thursday, but you can turn it in tomorrow.

3 October, Monday
 * In-class: Students turned in drafts of their essay on the importance and relevance of the Declaration of Independence. We discussed the opportunities for becoming a [|Junior Ranger with the National Parks Service]. We also discussed the theme for [|National History Day 2012]. Students read the article from the New York Times, "[|Judging a Long Deadly reach."]
 * HW: Think about the Constitutional issues brought up in the New York Times article. Do you agree with the US government position? Do you agree with those who oppose the US government action because they believe it is a violation of the rights protected by the Constitution? Think about these issues as well as the reasons behind your opinions and be ready to discuss it in class tomorrow.

30 September, Friday
 * In-class: Students were given a detailed outline to follow for their essay on the importance of the Declaration of Independence. We went over the information that they must include in the essay. Students were given time in class to work on their essays.
 * Detailed outline [[file:Declaration Essay.docx]]
 * HW: Draft (either hand-written or typed) is due on Monday, October 3.

29 September, Thursday
 * In-class: Students started writing their essay on the importance of the Declaration of Independence. They turned in their drafts at the end of the period.
 * HW: No homework! You will have your drafts returned to you on Friday.

28 September, Wednesday
 * In-class: We discussed the sources of the Declaration.
 * HW: Write three reasons why you think the Declaration of Independence is important. Write three reasons why you think the Declaration of Independence is still relevant today.

27 September, Tuesday
 * In-class: Students will work in their groups to clarify the text they read. Together, the students will complete the chart comparing the Declaration of Independence with the text they were assigned for homework. We read through the Declaration of Independence in class and students discussed the influences on the document. We also watched the following videos:
 * media type="youtube" key="yb7MI8NQLoo" height="251" width="448"
 * media type="youtube" key="jYyttEu_NLU" height="315" width="420"
 * HW: Read the [|"kid version" of the Declaration of Independence]. Reread you primary source document and try to make the connections between the works of Locke, the Slave Petition, the Malden Declaration, or the George Mason document and the Declaration of Independence. Make sure that you have completed your portion of the chart for analyzing the Declaration.

26 September, Monday
 * In-class: Students took a quiz on their notes. We went over the main points of Lessons 7 & 8.
 * HW: Students must read and take notes on their copies of the Declaration of Independence and one of the following documents---
 * excerpt from John Locke's 2nd Treatise
 * excerpt from George mason and the Virginia Declaration of Rights
 * Slave Petition to the Governor, Council, and House of Representatives of the Province of MA
 * Instructions from the town of Malden, Massachusetts, for Declaration of Independence
 * Please make sure that these documents are read before you come to class. Take notes on how the documents listed above influenced Jefferson as he wrote the Declaration of Independence.

23 September, Friday
 * In-class: We went over the main ideas of Lesson 6. Students who had missing work completed it during class.
 * HW: Read and note Lessons 7 and 8

22 September, Thursday
 * In-class: Students read to the Kinder, 1st and 2nd graders

21 September, Wednesday
 * In-class: We worked on preparing the peace activity (peace tree decorations) for the Peace Project.
 * HW: Please make sure that you cut out your decorations/peace symbols for the Peace Tree activity.

20 September, Tuesday
 * In-class: The other groups presented their Peace Day Projects.
 * HW: Think of the message that you would like the students to learn from your presentation. What questions could you ask that would help the students relate to the ideas presented in your presentation?

19 September, Monday
 * In-class: Students turned in their notes on lesson 6. Students presented their stories and activity for the Peace Day presentations.
 * HW: Make revisions to the Peace Day presentations and activities.

16 September, Friday
 * In-class: We had a Constitution Day snack celebration and students completed the Constitution Day crossword as a group.
 * HW: Read and note Lesson 6: What experiences led to the American Revolution? (pp. 24-28).

15 September, Thursday
 * In-class: We watched a short video about the US Constitution. Students answered questions based on the video and their own opinions.
 * HW: Presentations for the Peace Project begin tomorrow. Bring your Constitution Day snacks to class tomorrow.

14 September, Wednesday
 * In-class: Students worked on planning their Peace Project with their group members.
 * HW: Work on your Peace Projects and please make sure that you are knowledgeable about the Peace Hero you have chosen. Think of your CONSTITUTION day snack contribution---remember that it has to be a snack that starts with one of the letters from the word, constitution.

13 September, Tuesday
 * In-class: We finished our Peace Pinwheels and discussed the Peace Project. Students who did not have books were able to choose from the books brought in from the Agana Public Library.
 * HW: Come to class with ideas for how to complete your peace project. You will present to the class on Friday.
 * Know your peace hero
 * basic facts
 * influences
 * contribution to peace
 * achievements
 * legacy
 * Tell a story
 * How will you tell the story?---Practice it!
 * How will you engage your audience?---Prepare!
 * How will you show and tell the message of peace?---Present!
 * Do an activity
 * How will they remember what was said?
 * How will you know they understand?

12 September, Monday
 * In-class: We discussed the significance of the 9/11 conflict by listening to NPR article, "Tennessee Town Grapples with Sept. 11 Legacy." Students had to examine the conflicts between ideas, religions, and rights. We also looked at the pictures of the memorial celebrations. We also discussed the civics peace project and what to include in the presentations.
 * HW: Typed response- Four ideas that were very important to the Founding Fathers were limited government, representative government, the balance of power and separation of powers. Explain how English government may have influenced the Framers.

9 September, Friday
 * In-class: In the first half of class we corrected our answers for the "Roots of Democracy" worksheet. We went to the library to look for books for our sharing peace day project. Students will work in groups to read a story to elementary students about a person who has contributed to creating peace in our world. Students will read their book and design an activity that will help younger students understand the importance of the work of people such as Martin Luther King, Jr., Gandhi, Mother Teresa, the Freedom Riders, etc. Students will present to LS classes next week.
 * HW: Read your book.

8 September, Thursday
 * In-class: We finished reading "The Roots of Democracy." We discussed individual rights at great length.
 * HW: Please complete the worksheet for "Roots of Democracy."

7 September, Wednesday
 * In-class: Students wrote their questions on an index card. Other students answered their short answer question. The question writers then graded the answers. We started reading "Roots of Democracy" and discussed it in class as we read.
 * HW: On a sheet of paper, write or type the names of three people who have contributed to creating peace in the world. Write about who each person is and what his/her contribution has been. Watch the Peace One Day video now!
 * media type="custom" key="10379762"

6 September, Tuesday
 * In-class: We went over the powerpoint presentation on how to answer a short answer question. Below is the powerpoint presentation.
 * [[file:AnsweringShortAnswers.ppt]]
 * HW: Write/Create three different short answer questions using the following verbs (list, explain, compare, describe, name, identify, discuss). Answer your question using complete sentences. Make sure that your answers are clear, insightful and show what you actually know.

2 September, Friday
 * In-class: Students finished their table maps. We went over the test.
 * HW: None

1 September, Thursday
 * In-class: Students worked on creating table maps.
 * HW: Read and note Lesson 5.

31 August, Wednesday
 * In-class: Students took the Unit one test
 * HW: None

30 August, Tuesday
 * In-class: We read the article about Alberto Fujimori and how he took control of the government of Peru by eliminating the checks and balances that a constitution provides. Students also viewed a powerpoint presentation about the limits of governmental power.
 * HW: Test on Unit 1 tomorrow!

29 August, Monday
 * In-class: Students will discuss their answers to the current events worksheet. We will view the powerpoint review on the limits of power as stated in constitutions.
 * HW: Review for the Unit 1 test by using the [|Unit One flashcards] on quizlet. Here are the flashcards
 * media type="custom" key="10293935" width="110" height="110"

26 August, Friday
 * In-class: We finished the presentations of the 5 elements of constitutions or higher law. We then discussed examples of autocracies. Students received a copy of one of the NPR news articles/stories to use for the current event worksheet.
 * HW: Finish up the worksheet for the news article you were assigned. If you would like to listen to the audio recording of the NPR news story, click on the links below that will take you to the site.
 * Article 1 - [|"Clinton: Nations Will 'Pay Price' For Restricting Web"]
 * Article 2 -[| "Morocco Votes to Curb the King"]

25 August, Thursday
 * In-class: Students finished working (finding examples of the elements in the US Constitution) on the 5 elements of constitutions or higher law. The groups started presenting their findings.
 * HW: None. You may want to begin studying for the test on Unit 1 on Wednesday, 31 August.

24 August, Wednesday
 * In-class: Students worked on the following activity from the textbook, p. 14 --- In groups, students chose one of the five important characteristics of higher law and worked on an explanation of the importance of this characteristic as well as looked for examples from the US Constitution. Students will present their findings to the class.
 * HW: none

23 August, Tuesday
 * In-class: Students finished sharing their explanations of the "Rules of Civility." Students took an open-notes quiz on Lesson 3.
 * HW: Please read and take notes on Lesson 4 (pp. 16-18).

22 August, Monday
 * In-class: Students were given one of the quotes from George Washington's "Rules of Civility and Decent Behavior" to explain and illustrate. Students shared their explanations and discussed how the rules promoted civic virtue.
 * HW: Please read and take notes on Lesson 3 (pp. 12-15)

19 August, Friday
 * In-class: We listened to the NPR radio broadcast of a news story about people's rights to cell phone service. The article was entitled [|"BART Defends Cutting Off Cell Phone Service in Subway."] We discussed the issues raised in the article as well as examined the conflict between natural rights and common welfare. Students worked on their current events worksheets in class.
 * HW: Finish your current events assignment.

18 August, Thursday
 * In-class: Students continue to work in groups to decipher and categorize George Washington's[| "Rules of Civility and Decent Behavior."] Students will talk about the rules that they believe are still relevant today. They chose three rules that they believe are the most important in today's society. They will write about these three rules and explain how their chosen rules promote civic virtue for an assignment later this week.
 * HW: Find an article to discuss for a current event. It should be an article that relates to the ideas we have learned in class. Please read it before you come to class.

17 August, Wednesday
 * In-class: Students read and categorized the [|George Washington's "Rules of Civility and Decent Behavior."] Students discussed how civility and decency help to promote civic virtue.
 * HW: none

16 August, Tuesday
 * In-class: We had an open-note quiz on Lesson 2. We then listed actions and behavior that would be considered "good character," "civic virtue," and "good manners." We compared our list to that of George Washington's list of "Rules of Civility and Decent Behavior."
 * HW: Define terms to know for Lesson 2.

15 August, Monday
 * In-class: Students presented their current events articles in groups. We also discussed basic rights and state of nature and how these terms related to the articles. We started to read Lesson 2: What is a republican government? (pp. 7-11) and we also started to take notes on the chapter.
 * HW: Finish reading the lesson (pp. 7-11) and take notes as you read.

12 August, Friday
 * In-class: Students worked in groups of four to complete the current events worksheet. Student groups will present their findings on Monday.
 * HW: Finish answering the questions for the current events if you did not do so in class.

11 August, Thursday
 * In-class: We discussed how to write the current events assignment. The class read the article about the debt crisis from PBS Newshour and then as a class we filled in the form for the current events assignment.
 * HW: Complete the worksheets for "Why government?"

10 August, Wednesday
 * In class: We finished "The Story of John Locke" and shared the drawings with the rest of the class. Students took notes on lesson 1: Why do we need government?
 * HW: None

9 August, Tuesday 8 August, Monday
 * In-class: We finished the basic civics quiz and corrected it. We talked about what the basic rights of a person are and listed them on the board. Then students worked on "The Story of John Locke" activity.
 * Read pp. 4-6 of the text. Define the "terms to know".
 * In-class: The class went over the Civics syllabus and expectations. Students received their text books.
 * HW: Please cover your text books. In a paragraph, answer the following questions: As a human being, what are your rights? What are the things that you should be allowed to do?