lesson 2 civics: citizenship and government. no. 11 use the information below to answer question xx....

LESSON 2

CIVICS: CITIZENSHIP AND GOVERNMENT

No. 11Use the information below to answer question XX.

Trainees WantedBranch Manager Trainee

Large commercial bank seeking qualified individuals for training program. Experience as a loan officer preferred. Upon completion of program, successful graduates will be assigned to a branch in the tri-parish area. Education: bachelor’s degree required. Starting Salary: $25,000–$30,000

A successful candidate for the job would most likely have a background in A. physical science.B. art and the humanities.C. political science. D. business and economics.

AGENDA 8.30.13

• BELLRINGER: LEAP TEST QUESTION (5)• INTRO: PP ON DEMOCRACY: DIRECT,

REPRESENTATIVE AND PARLIAMENTARY (15)

• I DO: MODEL KAGAN STRATEGY OF MATCH MINE (5)

• WE DO: MATCH MINE (15)• YOU DO: DOUBLE BUBBLE MAPS COMPARING

AND CONTRASTING PARLIAMENTARY AND REPRESENTATIVE DEMOCRACY (10)

• CLOSE: EXIT TICKET (5)

GLE 31

• EXPLAIN HOW THE LOUISIANA CONSTITUTION REFLECTS THE PRINCIPLES OF GOVERNMENT SET FORTH IN THE U.S. CONSTITUTION

CCSS 8.1

• Cite specific textual evidence to support analysis of primary and secondary sources.

OBJECTIVE

• BY THE END OF TODAY’S LESSON I WILL BE ABLE TO EXPLAIN HOW THE LOUISIANA CONSTITUTION REFLECTS THE PRINCIPLES OF GOVERNMENT SET FORTH IN THE UNITED STATES CONSTITUTION BY USING PRIMARY AND SECONDARY SOURCE TEXTS WITH 85% ACCURACY ON MY EXIT TICKET.

SYSTEMS OF GOVERNMENT

• Democracy: from two Greek words meaning “rule by the people.”

• The people are sovereign; they are the source of the government

• Several different types of democratic governments today

DEMOCRACY

• Direct Democracy: people gather in an assembly to vote on issues directly– Athens in Greece during 5th Century– Practiced in some New England towns today

• Republican or Representative Democracy: developed by the Ancient Romans– Citizens elected public officials (magistrates) to speak and

act on their behalf– Directly influenced framers of U.S. Constitution– Elections for President, Vice President and Congress

REPRSENTATIVE DEMOCRACY

• In U.S. power is shared among the 3 branches of government– Executive, Judicial, Legislative

• Power is also shared between national government and the state governments: federalism

PARLIAMENTARY DEMOCRACY

• People elect representatives to a legislature known as parliament

• All political power is given to single law-making body

• Great Britain, France, Canada, Germany, Japan

I DO

• WATCH, LISTEN AND PAY CLOSE ATTENTION AS I MODEL THE KAGAN STRATEGY OF MIX AND MATCH.

• STUDENTS WILL MIX AND PAIR. PARTNERS WILL QUIZ EACH OTHER. STUDENTS TRADE CARDS. STUDENTS THEN QUIZ NEW PARTNERS. TEACHER CALLS “FREEZE!” . STUDENTS “MATCH”

WE DO

• WE WILL NOW DO THE KAGAN STRATEGY OF MIX AND MATCH

YOU DO

• YOU WILL NOW CREATE A DOUBLE BUBBLE MAP COMPARING AND CONTRASTING A REPRESENTATIVE DEMOCRACY AND A PARLIAMENTARY DEMOCRACY

• EXIT TICKET: HOW IS DEMOCRACY REFLECTED IN LOUISIANA GOVERNMENT?

No. 12

• Historically, the oil industry has provided great economic benefits to individuals, businesses and the State of Louisiana. What has been a major economic cost of this industry to the citizens of Louisiana?

• A. increased population• B. Air and water pollution• C. better standard of living• D. higher taxes

AGENDA 9.5.13

• BELLRINGER: LEAP QUESTION (5)• ]INTRO: MONARCHY, OLIGARCHY,

DICTATORSHIP (15)• I DO: MODEL MIX-N-MATCH (5)• WE DO: MIX-N-MATCH (10)• YOU DO: CIRCLE MAP OF OLIGARCHY,

MONARCHY, DICTATORSHIP (15)


GLE 31

• EXPLAIN HOW THE LOUISIANA CONSTITUTION REFLECTS THE PRINCIPLES OF GOVERNMENT SET FORTH IN THE U.S. CONSTITUTION

CCSS 8.1, 8.7

OBJECTIVE

• BY THE END OF THIS CLASS I WILL BE ABLE TO EXPLAIN HOW THE LOUISIANA STATE CONSTITUTION REFLECTS THE PRINCIPLES OF GOVERNMENT SET FORTH IN THE U.S. CONSTITUTION AND NOT THOSE OF A MONARCHY, OLIGARCHY AND DICTATORSHIP, BY COMPARING THESE VARIOUS FORMS OF GOVERNMENT, USING SECONDARY TEXTUAL EVIDENCE, WITH 85% ACCURACY ON MY EXIT TICKET

MONARCHY, OLIGARCHY AND DICTATORSHIP

• Monarchy: power is held by a royal family, headed by a king, queen, emperor or empress

– Some are constitutional democracies• Ruler is head of state, but political power from the people• Great Britain

• Absolute monarchies: the ruler does not share power with the people’s representatives

MONARCHY, OLIGARCHY AND DICTATORSHIP

• Oligarchy: from two Greek words meaning “rule by the few.”

• Power is shared by a very few influential rulers and people’s say in own government extremely limited

• China

MONARCHY, OLIGARCHY, DICTATORSHIP

• Dictatorship: power is held by a single individual who has total authority and control

• Adolf Hitler, Benito Mussolini

• Cuba today

• Theocracy is a special kind of dictatorship– Power is held by a group of religious leaders– Iran

I DO



WE DO


YOU DO/EXIT TICKET

• YOU WILL NOW CREATE A BUBBLE MAP OF THE 3 TYPES OF GOVERNMENT WE DISCUSSED TODAY: MONARCHY, OLIGARCHY, DICTATORSHIP

• EXIT TICKET: EXPLAIN HOW A MONARCHY, OLIGARCHY AND DICTATORSHIP ARE DIFFERENT FROM ONE ANOTHER AND HOW LOUISIANA’S GOVERNMENTAL SET UP REFLECTS THE PRINCIPLES OF THE U.S. CONSTITUTION AND NOT OF THOSE GOVERNMENT.

No. 13

• The Native Americans of the Poverty Point Culture are known for having built large earthen mounds. Archaeologists believe these mounds were used for:

• A. homes for all of the tribes families• B. protection from enemies• C. farming purposes• D. trading centers and religious gatherings

AGENDA 9.6.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: LOCAL, STATE AND

FEDERAL GOVERNMENT; EXECUTIVE BRANCH (15)

• I DO: MODEL MIX-N-MATCH (5)• WE DO: MIX-N-MATCH (10)• YOU DO: CREATE A FOLDABLE ON

EXECUTIVE BRANCH OF GOVERNMENT (15)


GLE 20

• IDENTIFY THE STRUCTURES AND POWERS OF THE THREE BRANCHES OF STATE GOVERNMENT, THE LIMITS ON THOSE POWERS AND KEY POSITIONS WITHIN EACH BRANCH

CCSS

• 8.1

• 8.7

OBJECTIVE

• BY THE END OF THIS CLASS I WILL BE ABLE TO IDENTIFY THE STRUCTURE OF THE BRANCHES OF THE STATE AND FEDERAL GOVERNMENT, SPECIFICALLY THE EXECUTIVE BRANCH, BY ANALYZING SECONDARY SOURCES WITH 85% ACCURACY ON MY FOLDABLE AND MY EXIT TICKET

LOCAL, STATE AND FEDERAL GOVERNMENT

• Federalism is the political system in which the national government shares power with state and local governments

• U.S. Constitution gives the national government certain powers: declare war; print and coin money; regulate interstate commerce

• U.S. Constitution reserves certain powers to the states: run elections, establish local governments; set up schools; license professional workers

LOCAL, STATE AND FEDERAL GOVERNMENT

• U.S. Constitution also sets up shared powers: making laws; setting and collecting taxes; borrowing money; establishing courts

THE THREE BRANCHES OF THE FEDERAL GOVERNMENT

• Executive, Legislative, Judicial

• Executive Branch: carry out the laws of the land– President is head of this branch– Recommends new laws to Congress, oversees

foreign affairs, appoints federal judges with approval of Senate, commander-in-chief of Armed Forces

I DO



WE DO


YOU DO/EXIT TICKET

• YOU WILL NOW CREAT A FOLDABLE FOR THE EXECUTIVE BRANCH.– YOU SHOULD DISTINGUISH THE FEDERAL

EXECUTIVE BRANCH FROM THE STATE EXECUTIVE BRANCH

• EXIT TICKET: IDENTIFY THE STRUCTURE AND POWERS OF THE EXECUTIVE BRANCH OF GOVERNMENT.

NO. 14

• In 1998, California had 45 representatives in the U.S. House of Representatives while Louisiana had 7. What accounts for the difference in those numbers?

• A. area of the states• B. population of the states• C. numbers of parishes or counties in the

states• D. wealth of the states

AGENDA

• BELLRINGER: LEAP QUESTION (5)• INTRO: PPT ON LEGISLATIVE AND

JUDICIAL BRANCHES (15)• I DO: MODEL MIX-N-MATCH (5)• WE DO: MIX-N-MATCH (10)• YOU DO: FOLDABLE ON LEGISLATIVE

AND JUDICIAL BRANCHES (15)• CLOSE: EXIT TICKET (5)

GLE 20

• Identify the structure and powers of the three branches of the state government, the

limits of those powers, and key positions within each branch

CCSS

• 8.7

OBJECTIVE

• BY THE END OF THIS CLASS I WILL BE ABLE TO EXPLAIN THE STRUCTURES, POWERS AND LIMITS OF POWER OF THE BRANCHES OF GOVERNMENT WITH 85% ACCURACY ON MY EXIT TICKET

THE LEGISLATIVE BRANCH

• Congress forms this branch of the federal government

• The two houses, the Senate and the House of Representatives, make the laws

• Each state has 2 senators, who hold office for 6-year terms

• Number of state’s representatives is determined by population

• Members of house hold office for terms of 2 years

JUDICIAL BRANCH

• Enforces and evaluates the fairness of the laws

• Supreme Court is at the top of this branch, with a Chief Justice and 8 Associate Justices

• President appoints members of the Supreme Court who are confirmed by the Senate

I DO

• WATCH, LISTEN AND PAY ATTENTION AS I MODEL THE STRATEGY OF MIX-N-MATCH

WE DO

• WE WILL NOW USE THE MIX-N-MATCH STRATEGY TO ANSWER QUESTIONS

YOU DO/EXIT TICKET

• CREATE A FOLDABLE OF THE LEGISLATIVE AND JUDICIAL BRANCHES OF GOVERNMENT

• EXIT TICKET: EXPLAIN THE STRUCTURE AND POWERS OF THE LEGISLATIVE AND JUDICIAL BRANCHES OF GOVERNMENT AND HOW THEY WORK TO BALANCE ONE ANOTHER.

BALANCE OF POWERS: CHECKS AND BALANCES

• In this system, each branch limits or checks the powers of the other two branches

• Legislative branch powers are checked by executive branch powers of recommending legislation, calling special sessions, and the veto

• Also limited by the judicial power to declare laws unconstitutional through judicial review


• Executive Branch powers are checked by the legislative power to remove the President from office; to refuse to ratify treaties or approve presidential appointments; and to overrule the president’s veto

• Judicial branch limits executive powers by declaring executive acts unconstitutional and through judicial service for life


• Judicial branch powers are checked by executive powers to appoint federal judges and grant pardon to federal offenders

• Legislative branch has power to impeach judges and deny judicial appointments

No. 18

• How can a judge ensure that the right of a person to a fair trial is secured?

• A. by selecting the first jurors who arrive at court• B. by selecting jurors who are not biased about

the case• C. by selecting jurors who already have

information about the case• D. by selecting jurors who have enough time to

hear the case

AGENDA 9.16.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: STATE AND LOCAL GOVERNMENTS

(15)• I DO: MODEL STRATEGY OF MIX-N-

MATCH(5)• WE DO: MIX-N-MATCH (10)• YOU DO: LOUISIANA AND US

CONSTITUTIONS CHART (15)• CLOSE: EXIT TICKET (5)

GLE 18, 19

• Identify the powers of state government as defined in the Louisiana Constitution and compare/contrast those powers to the powers of the federal government (C-1A-M3)

• Explain the purposes of state constitutions and describe the relationship of the

• Louisiana Constitution to the U.S. Constitution

OBJECTIVE

• By the end of this class, I will be able to explain the purposes of state constitutions and compare and contrase the powers of the Louisiana Constitution and U.S. Constitution, by analyzing the text of both documents, with 85% accuracy on my exit ticket?

CCSS 8.7

STATE AND LOCAL GOVERNMENTS

• State constitutions set out outline for state government

• Resemble the U.S. Constitution in that provide for 3 branches of government: executive, legislative, judicial

• Follow principles of popular sovereignty, separation of powers, and checks and balances

• Unique in that they also handle how elections are to be conducted and how local governments set up and operated


• Pay for schools, police protection and road repair

• Setting and collecting taxes at the state level, including personal income, property, gasoline and sales taxes

I DO


WE DO

• WE WILL NOW ANSWER QUESTIONS WITH PARTNERS USING THE STRATEGY OF MIX-N-MATCH

YOU DO/EXIT TICKET

• USING YOUR NOTES FROM THIS AND PREVIOUS LESSONS, AND YOUR TEXTBOOK AND LEAP PREP BOOK TO COMPLETE THE BRANCHES OF GOVERNMENT LOUISIANA AND U.S. CONSTITUTIONS CHART

• EXIT TICKET:

NO. 19

• A conflict has broken out between two countries. One of the countries threatens to attack the other country. What organization would work to resolve the conflict?

• A. Republican Party• B. Supreme Court• C. House of Representatives• D. United Nations

AGENDA 9.17.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: STATE AND LOCAL

GOVERNMENTS (15)• I DO: MODEL MIX-N-MATCH(5)• WE DO: MIX-N-MATCH (10)• YOU DO: COMPLETE A PARISH MAP(15)• CLOSE: EXIT TICKET(5)

GLE 21

• . Describe the various forms of local government in Louisiana

OBJECTIVE

• By the end of this lesson, I will be able to explain the various forms of government in Louisiana by analyzing various forms of text, with 85% accuracy on my exit ticket.

CCSS8.7


• Executive Branch: Governor and Lieutenant Governor

• Legislative Branch: all, except one, divided into two houses like the U.S. Congress

• Judicial Branch: district court, court of appeals, Supreme Court


• Local governments at parish, city or town level provide services such as schools, police and fire protection, road maintenance, clean water, public transportation

• State of Louisiana divided into 64 parishes

• Parish government overseen by parish board or “police jury”

• Parish law enforcement official is Sheriff.

• District attorney prosecutes those charged with a crime


• Chief Executive of a city or town is the mayor

• Mayor-Council system, the mayor and city council members are elected

• In commission system, city is governed by group of commissioners elected

• In council-manager system, the voters elect council members who hire a manager

I DO


WE DO


YOU DO/EXIT TICKET

• YOU WILL NOW COMPLETE THE LOUISIANA PARISH MAP

• EXIT TICKET:

No. 20• Thomas Jefferson said, “If a nation expects to be ignorant and

free…it expects what never was and never will be.” What does this statement say about being a citizen?

• A. it is important to maintain secrecy about some government affairs

• B. Citizens need to be informed about what their government is doing.

• C. citizens do not need to participate in government• D. government can exist without citizens taking part in it

AGENDA 9.18.13

• BELLRINGER: LEAP QUESTION(5)• INTRO: HOW A BILL BECOMES A

LAW(15)• I DO: MODEL MIX-N-MATCH(5)• WE DO: MIX-N-MATCH(10)• YOU DO: READING COMPREHENSION

(15)• CLOSE: EXIT TICKET (5)

GLE 25

• Explain how a bill becomes law at the state leve

OBJECTIVE

• By the end of this class, I will be able to explain how a bill becomes a law at the state and federal government level, by using textual evidence to support my answer, with 85% accuracy on my exit ticket.

CCSS 8.1

RULES AND LAWS

HOW A BILL BECOMES A LAW

• A bill is a proposed law

• Ideas come from individual legislators, or from citizens or special groups who write to congressperson with suggestions, or ideas presented by the President

HOW A BILL BECOMES LAW

• 1. bill is introduced in either the House or the Senate where it is given a number and a title

• 2. a smaller group, either a standing or permanent committee, considers the bill

• 3. if approved by majority members of the committee, sent to floor of the House or Senate for debate and vote

HOW A BILL BECOMES LAW

• 4. if wins passage in both houses, changes and compromise maybe required to create one law. Done in conference committee

• 5. if final version again wins approval of both houses, sent to president to be signed into law

• 6. president signs bill it becomes law; if vetoes bill, returned to Congress for further consideration; if 2/3 members of both houses vote to override veto, it becomes law

I DO


WE DO


YOU DO/EXIT TICKET

• YOU WILL NOW READ A SELECTION ON HOW A BILL BECOMES A LAW. READ THE SELECTION AND ANNOTATE THE SELECTION AS NEEDED. THEN ANSWER THE QUESTIONS THAT FOLLOW.

• EXIT TICKET:

No. 21

• It is said that the citizens of the United States elect the president. In reality, what body casts the official vote?

• A. the Supreme Court• B. the Congress• C. the Electoral College• D. the Republican and Democratic Parties

AGENDA 9.19.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: HOW A BILL BECOMES A LAW

VIDEO(15)• I DO: MODEL HOW TO BEGIN DRAFTING A

LAW USING ROUND TABLE(5)• WE DO: ROUND TABLE TO DRAFT A BILL(15)• YOU DO: STUDENTS WILL COMPLETE FLOW

CHART OF HOW A BILL BECOMES A LAW(HW IF NECESSARY) (10)

• CLOSE: EXIT TICKET

OBJECTIVE

CCSS 8.1, 8.7

INTRO

• WE WILL WATCH A VIDEO ON HOW A BILL BECOMES A LAW

I DO

• WATCH, LISTEN AND PAY ATTENTION AS I MODEL THE STRATEGY OF ROUND TABLE

WE DO

• USING THE STRATEGY OF ROUND TABLE, IN OUR GROUPS WE WILL DRAFT A BILL THAT WE HOPE TO MAKE INTO A LAW

YOU DO/EXIT TICKET

• YOU WILL NOW DESIGN AND COMPLETE A FLOW CHART THAT ILLUSTRATES HOW A BILL BECOMES A LAW

• EXIT TICKET:

No. 22• If Congress raised the tariff on athletic shoes

imported to the United States, which of the following statements would be true?

• A. American shoe manufacturers would go out of business

• B. American workers would suffer a loss of income

• C. Foreign workers would benefit directly from the tariff

• D. People who purchase athletic shoes would pay more for them

AGENDA 9.20.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: TAXES (15)• I DO: MODEL RALLY TABLE(5)• WE DO: RALLY TABLE (10)• YOU DO: READING COMPREHENSION

ON TAXES AND QUESTIONS (15)• CLOSE: EXIT TICKET (5)

GLE 28 and 29

Explain why taxes are needed and purposes for which tax monies/revenues are used(C-1A-M9)

Identify types of taxes collected by the local, state , and federal government

CCSS 8.1, 8,7

OBJECTIVE

BY THE END OF THIS CLASS I WILL BE ABLE TO EXPLAIN WHY TAXES ARE NEEDED AND WHAT PURPOSE THEY ARE USED AND THE TYPES OF TAXES COLLECTED BY STATE AND FEDERAL GOVERNMENTS BY ANALYZING INFORMATION PRESENTED IN SECONDARY SOURCES WITH 85% ACCURACY ON MY EXIT TICKET.

TAXES• Needed to pay for the work carried out by the government

• Federal level taxes support the armed forces, as well as paying for the work of government departments and agencies

• Social Security tax funds payments to retired or disabled workers and their families

• State level taxes pay for highways and state universities and colleges

• Local level taxes pay for schools, police and fire protection and sanitation

TAXES

• Income Tax

• Tariff: tax on imported goods in order to encourage people to by goods made in U.S.

• Sales tax: collected by state and local governments on goods purchased

• License fees

• Property taxes

I DO

• WATCH, LISTEN AND PLAY CLOSE ATTENTION AS I MODEL THE STRATEGY OF RALLY TABLE

WE DO

• WE WILL NOW USE THE STRATEGY OF RALLY TABLE TO COME UP WITH A LIST OF TAXES YOU OR YOUR FAMILY PAY OR ARE FAMILIAR WITH

YOU DO/EXIT TICKET

• YOU WILL NOW READ THE FOLLOWING SELECTION ON STATE TAXES AND ANSWER THE QUESTIONS THAT FOLLOW. WHAT YOU DO NOT FINISH WILL BE FINISHED FOR HOMEWORK.

• EXIT TICKET: EXPLAIN WHY TAXES ARE NEEDED AND WHAT TYPES OF TAXES ARE COLLECTED BY THE STATE AND FEDERAL GOVERRNMENT

No. 23

• “We hold these truths to be self-evident, that all Men are created equal, that they are endowed…with certain unalienable Rights.” This quotation comes from the

• A. Constitution of the United States• B. Declaration of Independence• C. Mayflower Compact• D. Bill of Rights

AGENDA 9.30.13

• BELLRINGER: LEAP PRACTICE QUESTION (5)• INTRO: POWERPOINT ON HISTORICAL

ORIGINS OF AMERICAN GOVERNMENT (15)• I DO: MODEL MIX-N-MATCH (5)• WE DO: MIX-N-MATCH (10)• YOU DO: READ AND ANSWER

QUESTIONS ON U.S. CONSTITUTION (15)

• CLOSE: EXIT TICKET

CCSS 8.1

GLE 31

• Explain how the Louisiana Constitution reflects the principles of government set forth

• in the U.S. Constitution (e.g., checks and balance, separation of powers)

OBJECTIVE

• BY THE END OF THIS LESSON,

HISTORICAL ORIGINS OF AMERICAN GOVERNMENT

• Magna Carta: “great charter” Influenced the foundation of the American political system– Limited the king’s taxation powers and insured the

right to a jury trial by accused person’s peers

• Mayflower Compact: colonists declared they would vote to choose their leaders and would draw up fair laws

DEVELOPMENT OF U.S. CONSTITUTION

• After American Revolution, drafted the Articles of Confederation(1781-1787)– Unsuccessful– Gave Congress no power to raise money and they

provided for neither an executive or judicial branch

• Held a Constitutional Convention starting in 1787– Some wanted strong central government– Others thought states’ giving up power a mistake

I DO

• LISTEN, WATCH AND PAY CLOSE ATTENTION AS I MODEL MY THOUGHT PROCESS AND THE STRATEGY OF MIX AND MATCH

WE D0

• WE WILL NOW USE OUR QUESTION CARDS TO MOVE ABOUT THE ROOM AND PARTNER UP. THE A PARTNER, OR PARTNER WHO WILL START, WILL BE THE PARTNER WHO IS THE FURTHEST FROM THE CEILING

YOU DO/EXIT TICKET

• YOU WILL NOW BE GIVEN QUESTIONS ON THE U.S. CONSTITUTION. READ AND ANSWER THE QUESTIONS

No. 24

• How can Carmen be a responsible citizen in her classroom?

• A. by interrupting when someone is talking• B. by writing notes for her friend during

class• C. by listening to her classmates’ opinions

during class• D. by playing jokes on other students while

in class

AGENDA 10.1.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: PPT ON CONSTITUTION AND BILL

OF RIGHTS(15)• I DO: MODEL MIX-N-MATCH (5)• WE DO: MIX-N-MATCH (10)• YOU DO: CREATE IMAGES OF BILL OF

RIGHTS(15)• CLOSE: EXIT TICKET (5)

CCSS 8.7

GLE 31

• Explain how the Louisiana Constitution reflects the principles of government set forth in the U.S. Constitution (e.g., checks and balance, separation of powers)

OBJECTIVE

• By the end of this lesson, I will be able to explain how the Louisiana Constitution reflects the principles of government set forth in the U.S. Constitution, by analyzing the text of both Constitutions, with 85% accuracy on my exit ticket.

DEVELOPMENT OF U.S. CONSTITUTION

• U.S. Constitution provides for the system of federalism– National and state governments share power

– Separation of powers in the three branches

– Checks and balances

– Bill of Rights, the first 10 amendments, contain certain guarantees of civil liberties

1st Amendment

• The 1st Amendment guarantees freedom of religion, speech, the press, assembly, and petition.

• This means that we all have the right to:• practice any religion we want to• to speak freely• to assemble (meet)• to address the government (petition)• to publish newspapers, TV, radio, Internet

(press)

2nd Amendment• The 2nd

Amendment protects the right to bear arms, which means the right to own a gun.

3rd Amendment

• The 3rd Amendment says “No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.”

• This means that we cannot be forced to house or quarter soldiers.

4th Amendment

• The 4th Amendment protects the people from unreasonable searches and seizures.

• This means that the police must have a warrant to enter our homes. It also means the government cannot take our property, papers, or us, without a valid warrant based on probable cause (good reason).

5th Amendment

• The 5th Amendment protects people from being held for committing a crime unless they are properly indicted, (accused)

• You may not be tried twice for the same crime (double jeopardy)

• You don’t have to testify against yourself in court. (Self-incrimination)

I DO


WE D0

• WE WILL NOW USE OUR QUESTION CARDS TO MOVE ABOUT THE ROOM AND PARTNER UP. THE A PARTNER, OR PARTNER WHO WILL START, WILL BE THE PARTNER WHO IS THE FURTHEST FROM THE CEILING

YOU DO

• YOU WILL NOW CREATE AN IMAGE REPRESENTATION OF THE FIRST 5 AMENDMENTS OF THE BILL OF RIGHTS

• EXIT TICKET: Based on what you know and today's lesson, how does the Louisiana Constitution reflect the principles of government set forth in the U.S. Constitution?

No. 25

• The U.S. has a federal form of government. Which of the following best supports this concept?

• A. there are 2 parts to the national legislature• B. there are 10 items in the bill of rights• C. there are amendments to the U.S. constitution• D. there are 50 state governments and 1 national

government

AGENDA 10.2.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: BILL OF RIGHTS(10)• I DO: MODEL ROUND TABLE (5)• WE DO: ROUND TABLE TO WRITE BILL

OF RIGHTS IN OWN WORDS (15)

• YOU DO/EXIT TICKET: WHY IS BILL OF RIGHTS IMPORTANT?

CCSS 8.7

GLE 31

• Explain how the Louisiana Constitution reflects the principles of government set forth in the U.S. Constitution (e.g., checks and balance, separation of powers)

OBJECTIVE

• By the end of this lesson, I will be able to explain how the Louisiana Constitution reflects the principles of government set forth in the U.S. Constitution, by analyzing the text of both Constitutions, with 85% accuracy on my exit ticket.

6th Amendment• The 6th Amendment

guarantees a speedy trial (you can’t be kept in jail for over a year without a trial)

• an impartial jury (doesn’t already think you are guilty)

• that the accused can confront witnesses against them

• the accused must be allowed to have a lawyer

7th Amendment

• The 7th Amendment guarantees the right to a speedy civil trial.

• A civil trial differs from a criminal trial. A civil trial is when someone sues someone else. A criminal trial is when the state tries to convict someone of a crime.

8th Amendment

• The 8th Amendment guarantees that punishments will be fair and not cruel, and that extraordinarily large fines will not be set.

9th Amendment

• All rights not stated in the Constitution and not forbidden by the Constitution belong to the people.

• This means that the states can do what they want if the Constitution does not forbid it.

10th Amendment

• The 10th Amendment states that any power not granted to the federal government belongs to the states or to the people.

I DO

• WATCH, LISTEN AND PAY CLOSE ATTENTION AS I MODEL THE STRATEGY OF ROUND TABLE

WE DO

• AT YOUR TABLES YOU WILL NOW BE GIVEN A HANDOUT ON THE EXACT WORDING OF THE BILL OF RIGHTS. USING THE ROUND TABLE STRATEGY, YOU WILL RE-CREATE THE BILL OF RIGHTS IN YOUR OWN WORDS

No. 26

• “FORTY ACRES AND A MULE.”• The Civil War caused many changes in America. As

the war was ending many people had ideas about how to help various people who were affected by the war. The slogan above refers to helping which group?

• A. politicians• B. former slaves• C. carpetbaggers• D. former slave owners

AGENDA 10.8.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: PPT ON BEGININGS OF POLITICAL

PARTIES (FEDERALISTS/ANTI-FEDERALISTS) (15)

• I DO: MODEL ROUND ROBIN(5)• WE DO: ROUND ROBIN TO READ NON- FICTION

AND ANSWER QUESTIONS(10)• YOU DO: ANSWER CONSTRUCTED RESPONSE

QUESTIONS ON READING(15)• CLOSE/EXIT: EXIT TICKET (5)

GLE 36

• EXPLAIN HOW POLITICAL PARTIES, CAMPAIGNS, AND ELECTIONS PROVIDE OPPORTUNITIES FOR CITIZENS TO PARTICIPATE IN GOVERNMENT

CCSS

• 8.1

OBJECTIVE

• By the end of this lesson, I will be able to explain how the first political parties of the Federalists and Anti-Federalists began the role of political parties providing opportunities for citizens to participate in government, by reading a piece of text on the history of political parties and analyzing the text, and by answering text dependant questions and my exit ticket with 85% accuracy.

INTRO

• WATCH THE FOLLOWING SHORT CLIP ON FEDERALISTS AND ANTI FEDERALISTS

AMERICAN POLITICAL CULTURE

• Federalists and AntiFederalists

– Federalists: led by George Washington and Alexander Hamilton• Supported strong executive and national bank

– AntiFederalists: led by Thomas Jefferson• Supported states’ rights and an agricultural economy

FEDERALISTS

ANTIFEDERALISTS

I DO

• WATCH, LISTEN AND PAY CLOSE ATTENTION AS I MODEL THE KAGAN STRATEGY OF ROUND ROBIN. WE WILL USE THIS STRATEGY TO READ THE FOLLOWING PASSAGE

WE DO

• AT YOU COLLABORATIVE GROUP TABLES, YOU WILL NOW USE THE ROUND ROBIN STRATEGY TO CONTINUE READING THE TEXT AND ANSWER THE FIRST FOUR MULTIPLE CHOICE QUESTIONS THAT FOLLOW

• YOU HAVE 10 MINUTES

YOU DO/EXIT TICKET

• NOW THAT YOU HAVE WORKED TOGETHER TO READ AND ANSWER THE MULTIPLE CHOICE QUESTIONS, YOU WILL EACH READ AND ANSWER THE CONSTRUCTED RESPONSE QUESTIONS. IF YOU DO NOT FINISH, THEY MUST BE COMPLETED FOR HOMEWORK

• EXIT TICKET: How did the first political parties and the political parties of today provide opportunities for citizens to participate in government.

No. 27

• Which document explained how the U.S. government was to be set up, and what the government could and could not do?

• A. the Declaration of Independence• B. the Constitution of the U.S.• C. the Gettysburg Address• D. the Emancipation Proclamation

AGENDA 10.9.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: POWERPOINT POLITICAL PARTIES

(15)• I DO: MODEL UNRAAVEL

STRATEGY(5)• WE DO: UNRAAVEL TO READ A SECTION PASSAGE

IN LOUISIANA HISTORY TEXTBOOK (10)

• YOU DO: ANSWER QUESTIONS BASED ON READING (15)


GLE 36

• Explain how political parties, campaigns and elections provide opportunities for citizens to participate in government.

CCSS

• 8.1

OBJECTIVE

• By the end of this class, I will be able to explain how political parties in Louisiana have provided opportunities for citizens to participate in government, by reading a section of text and answering an exit ticket with 85% accuracy.


• Political Parties, organized groups supporting particular candidates and positions on important issues, did not emerge until 1830s

• The Democratic Party and Republican Party were not founded until 1828 and 1854

• Political Parties critical during elections

I DO

• I WILL NOW MODEL THE STRATEGY OF UNRAAVEL. UNRAAVEL WILL HELP US WITH READING TEXT

UNRAAVEL

• U – Underline the title• N - Now predict the passage• R - Run through and number the paragraphs• A - Are you reading the questions?• A – Are the important words circled?• V - Venture (read) through the passage• E - Eliminate any wrong answers• L - Let the questions be answered

WE DO

• WE WILL NOW USE UNRAAVEL AND ROUND ROBIN TO READ A 3 PARAGRAPH SELECTION FROM THE BLUE LOUISIANA HISTORY BOOKS ON PAGE

YOU DO/EXIT TICKET

• How have the 2 major political parties provided opportunities for citizens to participate in government?

No. 28

• Which of the following types of communication are listed in the order in which they were invented?

• A. telegraph, telephone, newspaper• B. telephone, newspaper, telegraph• C. newspaper, telegraph, telephone• D. telegraph, newspaper, telephone

AGENDA 10.10.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: PPT ON ELECTORAL COLLEGE(15)• I DO: MODEL UNRAAVEL (5)• WE DO: ROUND ROBIN AND UNRAAVEL

TO READ A PASSAGE AND ANSWER QUESTIONS (15)

• YOU DO: READ A SELECTION IN LOUISIANA HISTORY BOOK USING UNRAAVEL(10)


GLE 36

• Explain how political parties, campaigns and elections provide opportunities for citizens to participate in government.

CCSS

• 8.1

• 8.7

OBJECTIVE

• By the end of today's lesson I will be able to explain the main purpose of the electoral college and how the electoral college provides opportunities for citizens to participate in government, by analyzing a graph and answering an exit ticket with 85% accuracy


• Electoral College: group of people chosen by each state to vote for President and Vice President

• Electoral votes of any state are equal to combined number of that state’s congressional delegation

• Louisiana has 9 electoral votes

• To win Presidency, must win majority of electoral votes

I DO

• I WILL NOW MODEL THE STRATEGY OF UNRAAVEL. UNRAAVEL WILL HELP US WITH READING TEXT

UNRAAVEL

• U – Underline the title• N - Now predict the passage• R - Run through and number the paragraphs• A - Are you reading the questions?• A – Are the important words circled?• V - Venture (read) through the passage• E - Eliminate any wrong answers• L - Let the questions be answered

WE DO

• USING UNRAAVEL AND ROUND ROBIN, WE WILL UNRAAVEL A PASSAGE FROM EDHELPER AND ANSWER QUESTIONS.

YOU DO/EXIT TICKET

• YOU WILL NOW READ A SELECTION ON THE ELECTORAL COLLEGE IN THE LOUISIANA HISTORY TEXTBOOK P. 136 USING UNRAAVEL AND ANSWER QUESTIONS

• EXIT TICKET: What is the main purpose of the electoral college? How does it provide opportunities for Louisiana citizens to participate in government.

No. 29

• A naturalized citizen of the U.S. is a person who

• A. was born in the U.S. or in U.S. soil• B. has legally become a U.S. citizen• C. was born abroad to parents who are U.S.

citizens• D. has come to U.S. to work permanently

AGENDA 10.11.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: PPT ESSENTIAL IDEAS AND

CHANGE (15)• I DO: MODEL MIX-N-MATCH (5)• WE DO: MIX-N-MATCH (10)• YOU DO: CREATE MIX-N-MATCH ?’S

(15)• CLOSE: EXIT TICKET (5)

GLE 40

• Describe ways by which citizens can organize, monitor, or influence government and politics at the local, state, and national levels.

CCSS

• 8.1

OBJECTIVE

• By the end of this lesson, I will be able to explain ways by which citizens can organize, monitor, or influence government and politics at the local, state and national levels with 85% accuracy on my exit ticket

PRINCIPLES OF CONSTITUTIONAL DEMOCRACY

ESSENTIAL IDEAS IN AMERICAN CONSTITUTIONAL DEMOCRACY

• The Declaration of Independence (1776), the Constitution (1787), and the Bill of Rights (1791) are the 3 most important founding documents of American Democracy

• Equality of all individuals, inalienable(permanent) right to liberty, popular sovereignty, freedom of speech and religion, and due process of law

CHANGE AND CONFLICT IN A DEMOCRATIC SOCIETY

• Fundamental principle that people may change leadership by voting political candidates in and out of office

• Impeachment is another method of change– Elected officials and judges may be charged and tried for

misconduct, and, if convicted, removed from office

• Third method of change is through a petition, guaranteed by the First Amendment

CHANGE IN DEMOCRATIC SOCIETY

• LOBBYING: TRYING TO INFLUENCE A LEGISLATOR ABOUT A PROPOSED LAW

• EVERY CITIZEN CAN BE A LOBBYIST– WRITE LETTERS TO LEGISLATORS OR VISIT THEM

• CITIZENS WITH COMMON INTERESTS OR CONCERNS FORM GROUPS– MADD, SADD

I DO

• WATCH, LISTEN AND PAY CLOSE ATTENTION AS I MODEL THE KAGAN STRATEGY OF MIX-N-MATCH. WE WILL BE USING THIS STRATEGY TO ANSWER QUESTIONS

WE DO

• WE WILL NOW MOVE ABOUT THE ROOM AND PARTNER UP TO ASK AND ANSWER QUESTIONS. THE PARTNER IN EACH PARTNER GROUP WHO IS CLOSEST TO THE FLOOR WILL BEGIN BY ANSWERING THE QUESTIONS.

YOU DO/EXIT TICKET

• YOU WILL NOW CREATE QUESTIONS FOR MIX-N-MATCH BASED ON THE NOTES FROM TODAY AND THE REST OF THE WEEK. YOU MAY ALSO CREATE NOTES FROM ANY OF THE NON-FICTION MATERIAL WE HAVE READ THIS WEEK

• EXIT TICKET: WHy is it important to be an informed citizen on public issues and how can citizens organize, monitor or influence the government at the local, state and national levels

No. 30• Put the following events in the correct order• 1. The American Revolution Began• 2. the British passed the stamp act in 1765• 3. the colonies signed the Declaration of Independence• 4. the colonists protested against British laws by

throwing tea into Boston Harbor• A. 2, 3, 1, 4• B. 2, 4, 1, 3• C. 2, 1, 4, 3• D. 2, 1, 3, 4

AGENDA 10.14.13

• BELLRINGER (5)• INTRO: PPT ON POLITICAL CHANGE (15)• I DO: MODEL ROUND TABLE (5)• WE DO: ROUND TABLE TO LIST VARIOUS

METHODS OF CHANGE (10)• YOU DO: REFLECTION ESSAY (15)• CLOSE: EXIT TICKET (5)

GLE 32

• Describe various peaceful ways of resolving political or social conflicts, includingmajority vote vs. consensus

CCSS 8.1

OBJECTIVE

• By the end of this class I will be able to explain peaceful ways of resolving political or social conflicts with 85% accuracy on my exit ticket.

CHANGE AND CONFLICT IN A DEMOCRATIC SOCIETY

• Constitutional change can come through an amendment– Supplement, expand or modify the U.S. Constitution or a

state constitution– Require 2/3 vote of both houses of Congress, plus

majority votes in ¾ of state legislatures

• Court cases can bring about significant social change– Brown v. Board of Education: Separate but equal

unconstitutional

I DO

• WATCH, LISTEN AND PAY ATTENTION AS I MODEL THE STRATEGY OF ROUND TABLE

WE DO

• WE WILL NOW USE THE MODEL OF ROUND TABLE TO LIST IDEAS YOU HAVE OF PEACEFUL MEANS WE HAVE IN THE U.S. AND LOUISIANA TO SOLVE CONFLICT

YOU DO

• YOU WILL NOW WATCH A VIDEO ON SEPARATE BUT EQUAL. WRITE A ONE PAGE REFLECTION ON THE ISSUE OF SEPARATE BUT EQUAL AND HOW THERE WAS A PEACEFUL MEANS OF RESOLVING A SOCIAL ISSUE. YOU MUST IDENTIFY THE SOCIAL ISSUE

No. 31

• When a news report says that the consumer price index has risen, it means that the

• A. stock market has experienced a profitable period

• B. cost of many goods and services has increased

• C. gross domestic product has decreased• D. economy has experienced deflation

AGENDA 10.15.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: PPT ON ALLIANCES (15)• I DO: MODEL MIX-N-MATCH (5)• WE DO: MIX-N-MATCH (10)• YOU DO: UNRAAVEL A READING (15)• CLOSE: EXIT TICKET (5)

GLE 37

• Explain the role of nation-states in various alliances and international organizations (United Nations, OPEC) and identify effects of their decisions uponLouisiana

OBJECTIVE

• By the end of this lsson I will be able to explain the role of nation-states in various alliances and international organizations and identify effects of their decisions upon Louisiana.

INTERNATIONAL RELATIONSHIPS

GLOBAL COOOPERATION AND CONFLICT

• Political, economic, military or cultural factors often cause the nations of the world to form alliances

• May interact with each other in variety of ways– Sign treaties, explore common ground through

diplomacy

• Ambassador: principle representative from one country to another

AMERICAN FOREIGN POLICY

• President oversees foreign policy– Formal power to make treaties and appoint

ambassadors; represent nation during official visits by foreign heads of state

• President delegates responsibilities– Secretary of State oversees diplomatic

service(embassies)– National Security Adviser

• Administers national security council

U.S. Embassy in Italy

I DO

• WATCH, LISTEN AND PAY ATTENTION AS I MODEL THE KAGAN STRATEGY OF MIX AND MATCH

WE DO

• WE WILL NOW USE THE KAGAN STRATEGY OF MIX AND MATCH

YOU DO

• EXIT TICKET: How have alliances between nation-staes affected Louisiana?

No. 32

• Alice has invited 9 friends to her birthday party. Alice has the following snacks and treats for herself and her guests. Which item is scarce?

• A. 11 chocolate cupcakes and 12 vanilla cupcakes

• B. 8 ice cream cones• C. 10 red balloons and 10 blue balloons• D. 10 goody bags

AGENDA 10.16.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: FOREIGN POLICY (15)• I DO: MODEL UNRAAVEL (5)• WE DO: UNRAAVEL (10)• YOU DO: UNRAAVEL (15)• CLOSE: EXIT TICKET (5)

GLE 37, 38

• Explain the role of nation-states in various alliances and international organizations(e.g., NATO, the United Nations, OPEC) and identify effects of their decisions uponLouisiana (C-1C-M1)

• Explain how U.S. foreign policy has affected Louisiana (e.g., tariffs, NAFTA)

OBJECTIVE

• By the end of this lesson I will be able to explain how U.S. foreign policy has affected Louisiana historically and today, with 85% accuracy on my exit ticket.

U.S. AS A WORLD POWER

• After WWII, the U.S. and Soviet Union were the world’s two leading powers

• Since breakup of Soviet Union in 1990, the U.S. has been only superpower

• U.S. works to achieve foreign policy goals in variety of ways– Humanitarian, economic and medical aid to areas– Economic penalties, support of peacekeeping troops and low-

cost loans to foreign countries

THE UNITED NATIONS

• Formed in 1945

• Membership of about 200 countries

• Goals are to bring about peaceful relations between member states and to respond to global economic, social, cultural and humanitarian problems

• Secretary General• General Assembly, Security Council

I DO

• WATCH, LISTEN AND PAY ATTENTION AS I MODEL THE STRATEGY OF UNRAAVEL

WE DO

• WE WILL NOW UNRAAVEL TOGETHER

YOU DO/EXIT TICKET

• COMPLETE READING THE PASSAGE USING UNRAAVEL AND ANSWER THE QUESTIONS

• EXIT TICKET: How has U.S. foreign policy affected Louisiana historically and presently?

No. 33

• Americans are able to criticize their government without fear of punishment because they have a right to

• A. a fair trial• B. assemble peacefully• C. practice any religion• D. free speech

AGENDA 10.17.13

• BELLRINGER: LEAP QUESTION (5)• INTRO: PPT ROLES OF CITIZEN (15)• I DO: MODEL MIX-N-MATCH (5)• WE DO: MIX-N-MATCH (10)• YOU DO: UNRAAVEL SECTION OF

TEXT(15)• CLOSE: EXIT TICKET (5)

GLE 41

• Explain the importance of being an informed citizen on public issues, recognizingpropaganda, and knowing the voting issues

OBJECTIVE

• By the end of this lesson I will be able to explain the importance of being an informed citizen on public issues, recognizing propaganda, and knowing the voting issues, with 85% accuracy on my exit ticket

ROLES OF THE CITIZEN• Born in U.S. or its territories, or someone whi is born to an American

parent or parents in a foreign country

• Child born to foreign parents in U.S. is usually considered a U.S. citizen

• Aliens are people who are citizens of a foreign country but who are in U.S. to work– Resident alien: lives in U.S. on long-term basis– Non-Resident alien: lives in U.S. on temporary basis

• All aliens need to register– Legally admitted aliens granted “green cards”

U.S. CITIZENSHIP

• Aliens may become citizens by fulfilling requirements of naturalization– At least 18 years old, resident of U.S. for at least 5

years, reasonable command of written and spoken English, pass an exam on American History and Government and pledge allegiance to the U.S.

RIGHTS AND RESPONSIBILITIES OF CITIZENSHIP

• Examples of rights: freedom of speech and religion; right to a speedy and fair trial; rights against discrimination on grounds of race, gender, color, religion or ethnic background; protect disabled citizens; run for office

• Examples of responsibilities: obey the law; vote; paying taxes; serve on jury; serve in armed forces when drafted

I DO

• WATCH, LISTEN AND PAY ATTENTION AS I MODEL THE KAGAN STRATEGY OF MIX-N-MATCH

WE DO

• WE WILL NOW USE THE KAGAN STRATEGY OF MIX-N-MATCH TO ANSWER QUESTIONS ON OUR QUESTION CARDS

YOU DO/EXIT TICKET

lesson 2 civics: citizenship and government. no. 11 use the information below to answer question xx....

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