Daily+Assignments+for+Civics

=**Daily Assignments for Civics** =

Quarter 3
16 January, Wednesday (Day 1)
 * In-class: Students shared their applications of the themes of geography to a movie they have recently seen. We also saw the BrainPop movie on Longitude and Latitude. Students then tested their knowledge on a quiz on the lines of longitude and latitude. Students worked in a map exercise using longitude and latitude.
 * HW: Complete your worksheet. DO NOT complete the second page.

Presidential Debates


 * Debate #3 on Foreign Policy
 * 10/22 9 PM at Lynn University in Boca Raton, FL
 * 10/23 11 AM Chamorro Standard Time
 * Watch it streaming on [|C-Span] or [|CNN]
 * Debate #2 Town Hall Meeting
 * 10/16 9 PM Eastern at Hofstra University in Hempstead, NY
 * 10/17 11 AM Chamorro Standard Time
 * Watch it streaming on [|C-Span] or [|CNN]
 * Vice-Presidential Debate
 * 10/11 9 PM Eastern Time at Centre College, Danville, Kentucky
 * 10/12 11 AM Chamorro Standard Time
 * Watch it streaming on CNN or [|C-Span]
 * Debate #1 on Domestic Policy
 * 10/03 9PM Eastern Time at the University of Denver
 * 10/04 11 AM Chamorro Standard Time
 * Watch it streaming on C-Span

Check out the Swing State Score Card App from NPR Check out the Obama v. Romney Electoral Map from the Huffington Post

Quarter 2 (2012-2013)
Please "like" the recycling video that the SJS Environmental Club took part in to win another $10,000 on top of the $7,500 they received for the Hyatt Thrive Grant. Tell your friends about it and have them "like" it too! You can "like" it on the Hyatt Facebook Page (you will need to scroll down and look for St. John's!) and on You Tube. Vote at least once a day until the end of the contest on 31 December 2012! media type="youtube" key="ZJc9kNKy_YM?rel=0" height="315" width="560"

12/4, Tuesday (Day 2)
 * In-class: We went over the information on Lesson 23: How does the Constitution protect freedom of expression? We took notes on the board and discussed the importance of the First Amendment and the limitations placed on the rights protected by the First Amendment.
 * HW: (we ended up doing this in class) Complete the Internet and the First Amendment "Quiz" sheet. Think about the questions carefully and make sure that you are ready to discuss this in class!

12/3, Monday (Day 1)
 * I n-class: We went over the information on Lesson 23: How does the Constitution protect freedom of expression? We took notes on the board and discussed the importance of the First Amendment and the limitations placed on the rights protected by the First Amendment.
 * HW: (we ended up doing this in class) Complete the Internet and the First Amendment "Quiz" sheet. Think about the questions carefully and make sure that you are ready to discuss this in class!

11/30, Friday (Day 2)
 * In-class: We listened to the NPR news story about President Morsi's suspension of judicial review.
 * media type="custom" key="21610478"Students noted civics elements discussed in the news story. We reviewed the three methods Justices employ when making a court decision. We had mini debates on the 5th Amendment cases.
 * HW: Answer the questions for "In the Court" by viewing the videos on the "In the Court" web quest.

11/29, Thursday (Day 1)
 * In-class: We listened to the NPR news article about the suspension of judicial review by President Morsi of Egypt. Students had to take notes about how the article related to civics elements we have studied. We discussed the news article. We reviewed the three methods Justices employ when making a court decision. We had mini debates on the 5th Amendment cases.
 * HW: Answer the questions for "In the Court" by viewing the videos on the "In the Court" web quest.

11/28, Wednesday (Day 2)
 * In-class: We read Lesson 22: How do the Supreme Court justices decide what the Constitution means? Students must make sure that they know the three different methods that were noted in the textbook. We also had mini-debates on 8th Amendment cases as we discussed what would be considered "cruel and unusual" punishment.
 * HW: Read through the cases for the 5th Amendment. Decide whether or not the defendant's 5th Amendment rights are being violated. Be prepared to debate your side on Thursday.

11/27, Tuesday (Day 1) 11/26, Monday (Day 2) 11/19, Monday (Day 1)
 * In-class: We read Lesson 22: How do the Supreme Court justices decide what the Constitution means? Students must make sure that they know the three different methods that were noted in the textbook. We also had mini-debates on 8th Amendment cases as we discussed what would be considered "cruel and unusual" punishment.
 * HW: Read through the cases for the 5th Amendment. Decide whether or not the defendant's 5th Amendment rights are being violated. Be prepared to debate your side on Thursday.
 * In-class:
 * HW:
 * In-class: We finished watching the documentary "Please Vote For Me" and we discussed the issues depicted in the film. Students responded to the following question: In your opinion, did the election for class monitor work as an exercise in democracy? What do you think the children learned from this experience? What did you learn from watching the movie? We also started talking about the judicial branch (terms to know: judicial review; null and void; Article VI; Marbury v. Madison).
 * HW: Read the Judicial branch handout, "Judicial Branch in a Flash."

11/15, Thursday (Day 1)
 * In-class: Students took the election/electoral process quiz. We watched the rest of the film, "Please Vote For Me."
 * HW: none

11/14, Wednesday (Day 2)
 * In-class: We played election bingo and started watching the film, "Please Vote For Me."
 * HW: Quiz on the Election and the electoral process on Thursday. Due to popular demand, here is the quizlet for the test. You do not have to memorize these answers, but be aware of the things we discussed many, many times in class. Please watch the videos (scroll down) about the electoral college that we watched in the past.
 * media type="custom" key="21429266"

11/13, Tuesday (Day 1)
 * In-class: We played election bingo and started watching the film, "Please Vote For Me."
 * HW: Quiz on the Election and the electoral process on Thursday. Due to popular demand, here is the quizlet for the test. You do not have to memorize these answers, but be aware of the things we discussed many, many times in class. Please watch the videos (scroll down) about the electoral college that we watched in the past.
 * media type="custom" key="21429266"

11/8, Thursday (Day 2)
 * In-class: Mrs. Petra was out sick today. Students finished up the worksheet on "One Big Party." Students started reading the "Political Spectrum" packet. Students should have dne all the exercises in the packet. Students then read the NYT article, "Divided US Gives Obama More TIme"; students should answer the questions based on the article in class. For videos and other media relating to the election, click on the link to the NYT article.
 * HW: Quiz on the electoral process and the election on Friday, 11/16. View the electoral college video below (see Day 1). Be ready to talk about the election on Wednesday!

11/7, Wednesday (Day1)
 * In-class:
 * HW: Quiz on the electoral process and the election on Thursday, 11/15.
 * media type="custom" key="21363062"

11/6, Tuesday (Day 2)
 * In-class: We went over the Electoral Process review sheet and discussed it with regard to the 2012 Presidential election. We also started reading the packet, "One Big Party?" We also watched a NY Times video about the last moments of the Presidential campaign.
 * media type="custom" key="21351328"
 * HW: Check out which political party best suits you by taking one of the following polls (or take both!):
 * Project Vote Smart
 * Where Do You FIt?

11/5, Monday (Day 1)
 * In-class: We went over the Electoral Process review sheet and discussed it with regard to the 2012 Presidential election. We also started reading the packet, "One Big Party?"
 * HW: Check out which political party best suits you by taking one of the following polls (or take both!):
 * Project Vote Smart
 * Where Do You FIt?

10/30, Tuesday (Day 1)
 * In-class: Students completed their in-class-write on Unit Three topics. We also discussed the project we are working onwith the 2nd grade classes later this week
 * HW: none Happy Halloween!

10/29, Monday
 * In-class: We went over the Electoral Process handouts and worksheet. We also discussed the campaign exercise we will be conducting with the 2nd graders for their elections. We listened to the following NPR news article:
 * media type="custom" key="21269692"
 * HW: Bring the Unit 3 notes booklet and the lesson 17 chart to class on Wednesday so that you can use it for the ICW on Wednesday.

10/26, Friday
 * In-class: Students worked on reading Lessons 20-21 and answering the questions in the following pages:
 * p.88 girls answer odds and boys answer the evens
 * p.94 all answer #1, girls answer #2, boys answer #3
 * HW: Prepare for the ICW on Unit Three. Please make sure to bring your booklet for Unit Three (including the Lesson 17 chart)

10/25, Thursday >
 * In-class: Students took the test on the terms for Unit 1. Students read Lessons 18 and 19.
 * HW: Girls should take notes on Lesson 18 and boys should take notes on Lesson 19.
 * For information about the executive departments, go to the following site for the [|Executive Branch cabinet]. To find out more information about the [|Supreme Court,] click on the link.
 * Lesson 18 notes
 * unitary government
 * confederations
 * federalism
 * authority
 * sovereignty
 * federal system
 * How is power distributed? Create a chart with three columns. The three columns are: national/federal government, state government, and people---list the powers for each as stated in the text.
 * supremacy clause
 * Lesson 19 notes
 * George Washington
 * John Adams
 * Note the original three executive departments, their responsibilities, and their heads under Washington
 * List the 15 executive departments and their heads under the current administration
 * Article III
 * Supreme Court
 * Federal District Court
 * Appelate court
 * State Court
 * Bill of Rights

10/24, Wednesday
 * In-class: Students took test on the terms for Unit 1. Students read Lessons 18 and 19.
 * HW: Girls should take notes on Lesson 18 and boys should take notes on Lesson 19. For information about the executive departments, go to the following site for the [|Executive Branch cabinet]. To find out more information about the [|Supreme Court,] click on the link.
 * Lesson 18 notes
 * unitary government
 * confederations
 * federalism
 * authority
 * sovereignty
 * federal system
 * How is power distributed? Create a chart with three columns. The three columns are: national/federal government, state government, and people---list the powers for each as stated in the text.
 * supremacy clause
 * Lesson 19 notes
 * George Washington
 * John Adams
 * Note the original three executive departments, their responsibilities, and their heads under Washington
 * List the 15 executive departments and their heads under the current administration
 * Article III
 * Supreme Court
 * Federal District Court
 * Appelate court
 * State Court
 * Bill of Rights

Review for Unit Three Terms media type="custom" key="21196130" width="131" height="130" Quizlet for Days 1 and 2 for Unit Three Objective Test media type="custom" key="21146966"

18 October, Thursday (Day 1)
 * In-class: We read the handout entitled "The Electoral Process" and completed the calendar activity. We watched the two videos about the electoral college and how it works. Students worked in groups to write sentences using the vocabulary words from the quizlet list for Unit Three.
 * HW: Study quizlet and answer questions 1-5 for the Electoral College map questions.
 * media type="youtube" key="OUS9mM8Xbbw?rel=0" height="315" width="560"
 * media type="youtube" key="skojvOueqJw" height="315" width="560"
 * media type="youtube" key="ok_VQ8I7g6I?rel=0" height="315" width="560"

17 October, Wednesday (Day 2)
 * In-class: We went over the answers for Lessons 15 and 16. We watched the second Presidential Debate
 * HW:

16 October, Tuesday (Day 1)
 * In-class: Students worked on reading Lesson 17 and completing the guuided notes for Lesson 17.
 * HW: none

15 October, Monday (Day 2)
 * In-class: We discussed the answers to the questions for Lesson 15. We watched three short videos about the electoral college. We answered questions about the electoral college on the C-Span electoral college map.
 * HW: Read Lesson 16 (pp. 66-69) and complete notes for Lessons 15 and 16 in your booklet.

Quarter 1 (2012-2013)
11 October, Thursday (Day 1)
 * In-class: We discussed the answers to the questions for the Lesson 15 questions on p. 65. We also listened to the NPR news broadcast about the Supreme Court hearing the case regarding the use of affirmative action in college admissions. Students worked on their notes on Lessons 15 and 16.
 * HW: Look at the wiki for the quizlet to start studying for a test on Unit 3 on October 24.

10 October, Wednesday (Day 2)
 * In-class: We discussed the compromises between the North and the South with regard to the passage of the Constitution. Students began working on the Lesson 13-14 notes on the study guide. Students also completed a sheet determining the specific and general powers of Congress.
 * HW: Read Lesson 15 and answer the questions on p. 65 (Girls-odds, Boys-evens)

9 October, Tuesday (Day 1)
 * In-class: We discussed the compromises between the North and the South with regard to the passage of the Constitution. Students began working on the Lesson 13-14 notes on the study guide. Students also completed a sheet determining the specific and general powers of Congress.
 * HW: Read Lesson 15 and answer the questions on p. 65 (Girls-odds, Boys-evens)

4 October, Thursday (Day 1)
 * In-class: In groups students answered a questions about the Philadelphia Convention and the issues and compromised made there in 1787. We watched the first Presidential debate on CNN.
 * HW: Read Lesson 13 (pp. 53-56) and girls will answer question 1, p. 56; boys will answer question 2 on p. 56.

3 October, Wednesday (Day 2)
 * In-class: We finished going over the powerpoint presentation on voting rights. We also listened to the following NPR radio broadcasts about voting rights
 * [|"Voting Laws in Several States Remain Unsettled"]
 * ID Laws Bring New Attention to Voting Rights Act
 * media type="custom" key="21021134" width="49" height="49" align="left"


 * HW: Read Lesson 11 and 12. Your picture representing Guam and your questions must be emailed to me by Friday.

2 October, Tuesday
 * In-class: Students wrote their ICW on the two questions they were given last Thursday. Their notes and preparation materials were also collected. We finished going over the Voting Rights power point presentation.
 * HW: Read Lessons 11 and 12

1 October, Monday (Day 2)
 * In-class: Students wrote their ICW on the 2 questions they were given last Thursday. Their notes and preparation materials were also collected. We talked about the new project we are starting with a St. john's Alumna who is serving as a Peace Corps volunteer in Malawi. We started to go over the power point presentation on voter rights.
 * HW: Take a picture of something, some place, or someone that you think represents Guam. Write a brief explanation of how the person, place, or thing represents the island. Email this to me at epetra@stjohnsguam.com On the email, also include questions you might have for Kay (our Peace Corps volunteer) about serving in the Peace Corps, her experiences in malawi, etc. You can also include questions you have about Malawi and its people and culture---these questions can be directed to her 9th and 11th grade students. This is due by Friday.

28 September, Friday (Day 1)
 * In-class: Students took the Unit Two terms quiz. We discussed problems with the Articles of Confederation and completed a worksheet trying to determine which article may have contributed to the issues the Confederation Congress faced. We also discussed how to prepare for the in-class write which will take place on Tuesday.
 * HW: Prepare for your in-class write by reading and preparing an answer for the two questions you were given. During the in-class write (ICW) you will be allowed to use those notes as well as the worksheets and the book. Please prepare your answers by writing an outline, or creating a chart, or drawing a web. You will have only 50 minutes to write both answers.

27 September, Thursday (Day 2)
 * In-class: Students took the Unit Two terms quiz. We discussed problems with the Articles of Confederation and completed a worksheet trying to determine which article may have contributed to the issues the Confederation Congress faced. We also discussed how to prepare for the in-class write which will take place on Monday.
 * HW: Prepare for your in-class write by reading and preparing an answer for the two questions you were given. During the in-class write (ICW) you will be allowed to use those notes as well as the worksheets and the book. Please prepare your answers by writing an outline, or creating a chart, or drawing a web. You will have only 50 minutes to write both answers.

26 September, Wednesday (Day 1)
 * In-class: We went over the problems the US had under the Articles of Confederation. We discussed the necessity in finding a just right government that was not tyrannical but also not so weak that it was ineffective. We talked about the new project we are starting with a St. John's Alumna who is serving as a Peace Corps Volunteer in Malawi.
 * HW: Study for the quiz on the civics terms for Unit 2 (see the cards on 20 Sept). By 4 October, please complete the following assignment:
 * Take a picture of something that you think represents Guam. The picture can be of a place, a plant, an animal, a person (or group of people), a food, a tree, etc.
 * Send the picture to me (epetra@stjohnsguam.com) as an attachment and include your questions for Kay (our Peace Corps Volunteer) and your questions for the students she is teaching (9th and 11th graders).
 * With your picture, write a brief explanation of how the picture you took represents your island.

25 September, Tuesday (Day 2)
 * In-class: Students finished the activities for "Hey, King: Get off our backs!"--- a look at the reasoning behind the Declaration of Independence. We also discussed the news about their Presidential candidates.
 * HW: Study for the quiz (Friday, 9/28) on Unit 2 terms Read pp. 40-44 and take notes on the following elements of Lesson 10:
 * Describe the Confederation Congress.
 * What were the achievements of the Articles of Confederation?
 * What were the problems under the Articles of Confederation?
 * If the role of the government (according to Locke) is to protect people's natural rights, how does Shay's Rebellion show that the new American government under the Articles of Confederation was not fulfilling its role?

24 September, Monday (Day 1)
 * In-class: Students finished the activities for "Hey, King: Get off our backs!"--- a look at the reasoning behind the Declaration of Independence. We also discussed the news about their Presidential candidates.
 * HW: Study for the quiz (Friday, 9/28) on Unit 2 terms Read pp. 40-44 and take notes on the following elements of Lesson 10:
 * Describe the Confederation Congress.
 * What were the achievements of the Articles of Confederation?
 * What were the problems under the Articles of Confederation?
 * If the role of the government (according to Locke) is to protect people's natural rights, how does Shay's Rebellion show that the new American government under the Articles of Confederation was not fulfilling its role?

21 September, Friday (Day 2)
 * In-class: We discussed the news students found about their Presidential candidates. We started working on the review worksheets about the events that lead to the Declaration of Independence.
 * HW: Finish up worksheets. Start studying for the unit quiz on Thursday (objective section only)
 * media type="custom" key="20921652"

20 September, Thursday (Day 1)
 * In-class: We read the reasons for the Declaration of Independence. We discussed the right to free speech and the limits that should/should not be imposed on the right to free speech.
 * HW: Read and note news about your Presidential candidate. Start studying for unit quiz on Friday (objective section only)
 * media type="custom" key="20921668"

17 September, Monday (Day 2)
 * In-class: We went over the advantages and disadvantages of the Massachusetts constitution. We also discussed the effects of granting voting rights only to landed men in the Massachusetts. We listened to an NPR news broadcast about voter ID regulations in Pennsylvania. We finished filling in the pop-up sheet on the 5 influential documents. Students also finished their document illustration activity.
 * HW: none

14 September, Friday (Day 1)
 * In-class: Students shared their findings about the Declaration of Independence (questions 1-4 on p. 31). We defined the "big ideas" that influenced the Founding Fathers. Students started to work on the review sheet for the documents and ideas that influenced the establishment of American Government.
 * HW: Read Lesson 8 (pp. 32-35) and answer either question #3 or 4 from p. 35. Your answer must be written in paragraph form.

13 September, Thursday (Day 2)
 * In-class: Students shared their findings about the Declaration of Independence (questions 1-4 on p. 31). We defined the "big ideas" that influenced the Founding Fathers. Students started to work on the review sheet for the documents and ideas that influenced the establishment of American Government.
 * HW: Read Lesson 8 (pp. 32-35) and answer either question #3 or 4 from p. 35. Your answer must be written in paragraph form.

12 September, Wednesday (Day 1)
 * In-class: Students answered the following questions based on the information they found about their chosen candidates:We also discussed the Kids' Bill of Rights.
 * What is the most interesting piece of information your found out about your candidate? Explain why this is of interest to you.
 * Complete the following statement and explain: "I agree/disagree with your candidate's name views on (campaign issue) ." Explain why you feel this way.
 * HW: Read Lesson 7 (pp. 29-31). On p. 31, there are 4 questions at the bottom of the page. The girls should answer the odd-numbered questions; the boys should answer the even-numbered questions.
 * HW: Read Lesson 7 (pp. 29-31). On p. 31, there are 4 questions at the bottom of the page. The girls should answer the odd-numbered questions; the boys should answer the even-numbered questions.

11 September, Tuesday (Day 2)
 * In-class: Students answered the following questions based on the information they found about their chosen candidates:
 * What is the most interesting piece of information your found out about your candidate? Explain why this is of interest to you.
 * Complete the following statement and explain: "I agree/disagree with __your candidate's name__ views on __(campaign issue)__ ." Explain why you feel this way.
 * We also discussed the Kids' Bill of Rights.
 * HW: Read Lesson 7 (pp. 29-31). On p. 31, there are 4 questions at the bottom of the page. The girls should answer the odd-numbered questions; the boys should answer the even-numbered questions.

10 September, Monday (Day 1)
 * In-class: Students finished up their illustration and short answer for the influence of English government on building the American republican government. Students read the article, [|"What's at Stake"] and worked in groups to research information about their US Presidential candidate.
 * HW: To complete the "Who are the candidates?" chart, please read through the following resources:
 * NY Times Topic Pages on [|Barack Obama] and [|Mitt Romney]
 * Interactive Timelines for[|Barack Obama]and [|Mitt Romney]
 * Official Candidate Profiles for [|Barack Obama] and [|Mitt Romney]
 * [|On the Issues] charting the differences between the two candidates
 * For your interest:
 * This is a political poll quiz that will help to determine which candidate best suits your beliefs: [|iSideWith]
 * Another site from USA Today to help you determine which candidate best suits your beliefs: [|Candidate Match]
 * Check out how your candidate is doing based on projected electoral votes: [|The Electoral Map]

7 September, Friday (Day 2)
 * In-class: Students finished up their illustration and short answer for the influence of English government on building the American republican government. Students read the article, [|"What's at Stake"] and worked in groups to research information about their US Presidential candidate.
 * HW: To complete the "Who are the candidates?" chart, please read through the following resources:
 * NY Times Topic Pages on [|Barack Obama] and [|Mitt Romney]
 * Interactive Timelines for[|Barack Obama] and [|Mitt Romney]
 * Official Candidate Profiles for [|Barack Obama] and [|Mitt Romney]
 * [|On the Issues] charting the differences between the two candidates
 * For your interest:
 * This is a political poll quiz that will help to determine which candidate best suits your beliefs: [|iSideWith]
 * Another site from USA Today to help you determine which candidate best suits your beliefs: [|Candidate Match]
 * Check out how your candidate is doing based on projected electoral votes: [|The Electoral Map]

6 September, Thursday (Day 1)
 * In-class: Students worked on the rewrites for the short answer responses. Students worked on illustrations for limited government, representative government, separation of powers, balance of power as seen in the English government.
 * HW: None

5 September, Wednesday (Day 2)
 * In-class: Students worked on the rewrites for the short answer responses. Students worked on illustrations for limited government, representative government, separation of powers, balance of power as seen in the English government.
 * HW: Read and note Lesson 6 (pp. 24-28); please keep the following ideas in mind when taking notes:
 * Identify the 5 basic ideas of the English Constitutional government. (Lesson 6)
 * Identify the 6 British actions that led to the Revolution. (Lesson 6)
 * How did the colonists first show their resistance? (Lesson 6)

4 September, Tuesday (Day 1)
 * In-class: We discussed how to answer short answer questions. Students can look at the power point presentation attached below to review the ideas we talked about. We also wrote sample short answer responses in pairs and shared the responses with the class.
 * [[file:AnsweringShortAnswers.ppt]]
 * HW:Prepare for the rewrites.

31 August, Friday (Day 2)
 * In-class: We discussed how to answer short answer questions. Students can look at the power point presentation attached below to review the ideas we talked about. We also looked at the [|Pew Trust political party quiz]. Click on the link and find out where you stand.
 * [[file:AnsweringShortAnswers.ppt]]
 * HW: Read through your short answers. You will have a chance to write a better answer on Wednesday during class. Please look at the comments written on your test.

30 August, Thursday (Day 1)
 * In-class: Students took the test. Those who finished early started the homework assignment.
 * HW: Read and note lesson 5 (pp.19-23) and Lesson 6 (pp. 24-28). You should pay particular attention to the following when taking notes:
 * What is the feudal system and who were the three groups that made up the feudal system?
 * What is the Magna Carta? ---2 important ideas from the Magna Carta
 * What are the beginnings of representative government in the English government?
 * English Bill of Rights
 * passed when?
 * gave rights to whom? limited whose rights?
 * gave what kind of rights?
 * how did it limit the monarchy's power?
 * Identify the 5 basic ideas of the English Constitutional government. (Lesson 6)
 * Identify the 6 British actions that led to the Revolution. (Lesson 6)
 * How did the colonists first show their resistance? (Lesson 6)

29 August, Wednesday (Day 2)
 * In-class: Students took the test. Those who finished early started the homework assignment.
 * HW: Read and note lesson 5 (pp.19-23). You should pay particular attention to the following when taking notes:
 * What is the feudal system and who were the three groups that made up the feudal system?
 * What is the Magna Carta? ---2 important ideas from the Magna Carta
 * What are the beginnings of representative government in the English government?
 * English Bill of Rights
 * passed when?
 * gave rights to whom? limited whose rights?
 * gave what kind of rights?
 * how did it limit the monarchy's power?

28 August, Tuesday (Day 1)


 * In-class: We took a mini-quiz to see how much of the terms the students knew. We discussed the importance of civic virtue in creating a safe, strong, and productive community. We talked about the upcoming test. For the test, the first part will be an identification portion where you will have to match the term with the definition. To study for this, please look at the flashcards from August 16. There will also be a short answer portion. Please know what civic virtue is and how it is promoted in modern American society. You should know what the three different branches are and how their powers are checked and balanced. You should also think about how a social contract is a compromise. Think of examples of the conflict that may occur because of the tension between individual rights and common welfare.
 * HW: Please study for the Unit one test on Thursday, 30 August.

27 August, Monday (Day 2)
 * In-class: Students performed their skits about civic virtue. We discussed the importance of civic virtue in creating a safe, strong, and productive community. We talked about the upcoming test. For the test, the first part will be an identification portion where you will have to match the term with the definition. To study for this, please look at the flashcards from August 17. There will also be a short answer portion. Please know what civic virtue is and how it is promoted in modern American society. You should know what the three different branches are and how their powers are checked and balanced. You should also think about how a social contract is a compromise. Think of examples of the conflict that may occur because of the tension between individual rights and common welfare.
 * HW: Please study for the Unit one test on Wednesday, 29 August.

22 August, Wednesday (Day1)
 * In-class: We discussed the civics issues in the news article from NPR. Students then worked in groups to analyze one news article that they found. Students turned in the news article analysis sheet at the end of the period.
 * HW: Other than in a civics class, how does our society promote civic virtue? Think of shows, books, advertisements, etc. which help to promote civic virtues such as staying in school, voting, serving in the military, volunteering, etc. Come to class with at least one concrete example that you can discuss and share with the class.

21 August, Tuesday
 * In-class: Students copied notes for Lessons 3/4 from the posters created by their classmates. We discussed the characteristics of higher law and constitutions. We also discussed the importance of the separation of powers and checks and balances. We read the news article "Higher Court Bars Mandatory Life Terms for Juveniles."
 * HW: Reread the article and mark the text for "civics" elements. Where do you see the ideas we have studied in Civics in the news article. Think about common welfare v. individual rights, separation of powers, constitution, state of nature, etc.

20 August, Monday (Day 1)
 * In-class: Students discussed and synthesized their notes on Lessons 3 and 4. Students copied notes for the lessons they did not note. We discussed characteristics of a constitution and the importance of separation of powers and check and balances. We read and discussed the NPR article "Higher Court Bars Mandatory Life Terms for Juveniles."
 * HW: Reread the article and mark the article for information that can be connected to a civics concept you have learned. Think about how the article can be connected to what we learned about natural rights, role of government, common welfare, social contract, constitution, separation of powers, checks and balances, etc. Be sure to mark and write down these civics connections on the copy of the article given to you. Be ready to discuss these in class on Wednesday.

17 August, Friday (Day 2) > media type="custom" key="20592232" > > 16 August, Thursday
 * In-class: Students read and analyzed the excerpts from the //Blue Back Speller//. We discussed how civic virtue is promoted. Students synthesized their Lessons 3/4 notes.
 * HW: Read and complete the "Roots of Democracy" handout. We will have a test on Unit 4 on August 27th, so please start reviewing. Use the flash cards below to review. Rewrites for the writing assignment on rights is due on Tuesday (August 21).
 * In-class: Students read the "Roots of Democracy" handout. In groups students examined the primary source "Black Blue Speller for examples of how the citizens of the new country tried to promote civic virtue. Students completed review worksheets for Lesson 2. Students began working on notes for Lessons 3 and 4.
 * Lesson 3:
 * Define the term "constitution"
 * List the elements of a constitutional government
 * What are the characteristics of higher law / constitution?
 * Define "autocratic/dictatorial government"
 * Lesson 4:
 * Define "separation of powers"
 * List and define the three branches
 * Define "checks and balances"
 * Give an example of checks and balances in action
 * media type="custom" key="20592232"
 * HW: Read lessons 3 and 4. Bring to class a news article which you can relate to a Civics concept you learned in class. We will have a test on Unit 4 on August 28th, so please start reviewing. Use the flash cards above to review. Rewrite of the writing assignment on rights will be due on Monday (Aug 20).

15 August, Wednesday (Day 2 Section)
 * In-class: Students finished the John Locke activity and vocabulary sheet. We discussed the expectations for written responses. Students answered the Thomas Hobbes questions in class.
 * HW: Everyone must read Lessons 3 and 4 (pp. 12-17). The girls will take notes on Lesson 3 and the boys will take notes on Lesson 4 . When you take your notes, please make sure to write about the following elements:
 * Lesson 3:
 * Define the term "constitution"
 * List the elements of a constitutional government
 * What are the characteristics of higher law / constitution?
 * Define "autocratic/dictatorial government"
 * Lesson 4:
 * Define "separation of powers"
 * List and define the three branches
 * Define "checks and balances"
 * Give an example of checks and balances in action

14 August, Tuesday (Day 1 Section)
 * In-class: Students will use their John Locke story to complete the vocabulary worksheet. Students will also complete the Hobbes worksheet about the state of nature. We discussed the expectations for the essays and responses that students turn in.
 * HW: Finish reading Lesson 2 (pp. 7-11) and take notes on the lesson. When you take notes on Lesson 2, keep the following things in mind:
 * What influenced the Founders?
 * What are the benefits of a republican government?
 * Who was Cinncinnatus and why is he an important figure?
 * Montesquieu believed that to ensure that government would serve the common welfare...
 * How were the values of the republican government promoted?
 * Rewrite for the "My Rights" assignment is due on Monday, 8/20. Please type your response and staple it to the original.

13 August, Monday (Day 2 Section)
 * In-class: Students discussed the assignment about rights. Students took notes from the discussion of rights (for lesson 1). In groups, students worked on the John Locke drawing activity.
 * HW: Read Lesson 2 (pp. 7-11) and take notes on the lesson. Keep the following things in mind as you take notes:
 * What influenced the Founders?
 * What are the benefits of a republican government?
 * Who was Cinncinnatus and why is he an important figure?
 * Montesquieu believed that to ensure that government would serve the common welfare...
 * How were the values of the republican government promoted?

10 August, Friday (Day 1 Section)
 * In-class: Students will discuss the homework assignment. Students will work in groups on the John Locke story activity. This exercise will help them review the vocabulary from Lesson 1.
 * HW: None

9 August, Thursday (Day 2 Section)


 * In-class: We discussed the Civics and Geography syllabus. We talked about the rights of students and citizens. We read Lesson 1: Why do we need a government?
 * HW: In 2-3 well-written paragraphs, write about a right you have, the advantages and disadvantages of the right, and how life would be different if that right were not protected. Please make sure to cover your book by next Monday.

8 August, Wednesday (Day 1 Section)
 * In-class: We discussed the Civics and Geography syllabus. We talked about rights of students, citizens, and humans in general. We read Lesson 1: Why do we need a government?
 * HW: In 2-3 well-written paragraphs, write about a right you have, the advantages and disadvantages of the right, and how life would be different if that right were not protected. Please make sure to cover your book by next Monday.