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Unit 1 PowerPoint Unit 1 PowerPoint Presentation Transcript

  • BELLWORK #1  Write the questions and answer.  What types of services does the government supply to us (6)? How would society be different without government?
  • UNIT 1 – FOUNDATIONS OF AMERICAN GOVERNMENT
  • SECTION 1.1 Need for Government
  • TASK FOCUS #1 – DESCRIBE WHAT IS HAPPENING IN THE VIDEO.
  •  Can you use one word to describe what was happening in the video?  Anarchy  absence of government; a state of lawlessness or political disorder due to a lack of governmental authority  What can you say does not exist when there is anarchy?
  •  What provides us with these rules and regulations within the United States?  Government  the ruling authority for a community
  •  Read page 6 in your textbook and answer the following questions…. 1. What is civics? (definition and explanation) 2. What is a citizen? (definition and explanation)
  • Copy the chart into your notes. Functions of Government Term Description Keeping Order and Providing Security Providing Public Services Guiding the Community
  • Copy the chart into your notes. Functions of Government Term Description Keeping Order and Providing Security • Enforcing laws • Ticketing or arresting those who break the law • Courts decide if one is innocent/guilty • Defense against domestic and foreign threats Providing Public Services Guiding the Community
  • Copy the chart into your notes. Functions of Government Term Description Keeping Order and Providing Security • Enforcing laws • Ticketing or arresting those who break the law • Courts decide if one is innocent/guilty • Defense against domestic and foreign threats Providing Public Services • Management of libraries, schools, and hospitals • Public Health – dangerous drugs or spoiled food • Affordable housing and healthcare Guiding the Community
  • Copy the chart into your notes. Functions of Government Term Description Keeping Order and Providing Security • Enforcing laws • Ticketing or arresting those who break the law • Courts decide if one is innocent/guilty • Defense against domestic and foreign threats Providing Public Services • Management of libraries, schools, and hospitals • Public Health – dangerous drugs or spoiled food • Affordable housing and healthcare Guiding the Community • Public policy course of action to reach community goals (Ex. National Security) • Budget – how to collect and spend money • Communicating with neighbors (Foreign Relations)
  • ACTIVITY 1.1  In 2089, the U.S. is falling into chaos. There is not enough food for a majority of the population. Nearly 43% of the country is unemployed and it has been this way for 3 years. People are gathering in the streets.  Refer to your definition of anarchy.  In your groups, create 3 possible solutions that would prevent the problems observed in the video.  Riots may lead to anarchy. Your solutions should address this possible problem.
  • LEARNING LOG #1  Have students respond to the following questions in their learning logs: 1. What are some reasons we need government? 2. What are the four basic functions of any government? 3. Describe a situation in which government must react?
  • SECTION 1.2 Comparing Governments
  • TASK FOCUS #2  Describe the United State government.  What type of government is in the United States?
  •  Governments have been formed since the beginning of civilization.  Governments are needed in order to maintain order and power of those in control of the government.  Throughout history there has been several different types of government. Different governments exist in order to reflect the time period and the beliefs of society.
  • COMPLETE THE WORD GRID  Based on our definition of ANARCHY.  Go through each of the characteristics and decide if each is part of a possible anarchic government.  Do the same thing for all of the different types of governments on the word grid using the definitions provided.  Students should use the scale 0, 1, and 2 to fill in the grid. The number 0 would indicate the government does not possess the characteristic. The number 1 would indicate the government has some aspect of the characteristic. The number 2 would indicate the government possesses that characteristic.
  • GROUP PROJECT – CREATE YOUR OWN COUNTRY AND GOVERNMENT Components Possible Points Country Name 15 Country Flag 15 Type of Government 20 Laws 10 Rights 10 Task Assignments 10 Overall Appearance 10 Content, Grammar, Spelling 10 TOTAL: 100  Group Grade  Individual Grade  Write a short persuasive essay (minimum 1 paragraph)  Includes name and type of government along with why people should move to your government.
  • GROUP PROJECT GROUP ASSIGNMENT  A  Captain - This person is in charge of seeing to it that the group is organized, gets started on projects quickly and everyone knows what to do.  B  Monitor - This person keeps track of time to keep the group working smoothly. This person also sees to it that the group has everything it needs. The monitor is the only person who can pull the captain aside and remind her/him that s/he is not doing her/his job if the captain is off task.  C  Recorder - This person sees to it that the group has all the information it needs. This person sees to it that notes are taken or that information is copied from a website and saved. This person has the added responsibility to make sure that the team's work is original and not plagiarized.  D  Reporter - This person is in charge of reporting the group's accomplishments. When the group presents a final product, the reporter is in charge of seeing that it gets done on time and well.
  • SECTION 1.3 Influences on American Government
  • TASK FOCUS #3  We are going back in history to before the American Revolution.  1600s and 1700s  Who and what do you think influenced the American colonies the most?
  • BEGINNING OF AMERICAN DEMOCRACY  American democracy can be traced back to legal and political traditions of England. England was ruled by a monarch but they had a history of limited and representative government.  1215 – King John signed the Magna Carta (Great Charter) that protected nobles privileges and their authority eventually applying to all Englishman.  Magna Carta limited the power of the monarch by guaranteeing that no one was above the law, not even the king.
  • BEGINNING OF AMERICAN DEMOCRACY  1688 – The Glorious Revolution was when Parliament, the legislature, removed King James II from the throne. This peaceful transfer of power demonstrated that Parliament was more powerful than the monarch.  1689 – The English Bill of Rights – Parliament stated that monarch could not suspend Parliament’s laws, make decisions without consulting Parliament, fair trial for all, cruel and unusual punishment was banned and that Parliament members would be elected.  What is the most important outcome from the English Bill of Rights?
  • BEGINNING OF AMERICAN DEMOCRACY  Common Law is when courts make decisions not writing the laws, interpreting laws.
  • COPY THIS CHART INTO YOUR NOTES (SKIP SEVERAL LINES) Principles of American Government Definition/ Description Picture Rule of Law Consent of the governed Limited government Individual Rights Republicanism (Representative Democracy) Federalism Popular Sovereignty Separation of Powers Checks and Balances
  • PRINCIPLES OF AMERICAN GOVERNMENT  Rule of Law – means no person can be above the law regardless of their position in the government. In a democracy, the people make rules either directly or through elected representatives using majority rule (50 % plus one vote).  Consent of the governed – is the concept that the people are the source of all power (popular sovereignty) in a society. The people give their consent to be governed in a binding agreement known as a social contract (constitution).  Limited Government – means to limit the power a government has over its people usually by a constitution or social contract. This contract protects the rights of the citizens and prevents the government from interfering with those rights.  Individual Rights – is the idea that human beings possess “… certain and unalienable rights.” Thomas Jefferson, Declaration of Independence. These rights are protected by the government.
  • PRINCIPLES OF AMERICAN GOVERNMENT  Republicanism – is the ideal that people should elect representatives to speak on their behalf and that citizens have certain duties such as voting, being educated, serving in the defense of the state, and obeying the laws of the nation  Federalism – is the concept of sharing power between the national government and state government. There is a built-in system of checks and balances that limits the roles and powers of the state and national governments.  Popular Sovereignty – means the people have the right to rule and to express their opinion by voting. In American government, the right to vote is guaranteed in the Constitution.  Separation of Powers – means no one branch of government should be so powerful as to overrule the others. It divides the functions of government (enforcing law, making laws, and interpreting laws) into separate branches, each with their own specific powers.  Checks and Balances – is a system in which each branch of government is able to check or restrain the powers of the other branches of the government. This prevents any branch from becoming more powerful than the other branches.
  • INFLUENTIAL DOCUMENTS JIGSAW  Home Group – your normal group  Expert Group – group of people assigned that article  Each group member will be assigned a different primary document in their home groups. They will split into their expert groups with the other people assigned that same document. Expert Groups will read the information about that document and complete the Primary Source Process Guide BLM. They will then go back to their home group and teach their groups members about the primary document they were assigned. Each member of the home groups will complete the rest of the process guides for the other documents.
  • INFLUENTIAL DOCUMENTS JIGSAW  Groups Member Assignments  A – Magna Carta  B – English Bill of Rights  C – Mayflower Compact  D – Articles of Confederation
  • LEARNING LOG #2  Reflect on how the principles discussed in class are incorporated in the American government and which of them most affects their lives
  • TASK FOCUS #4  There are several definitions for the word “compact”. Come up with at least three of them and share them with your classmates.
  • BEGINNING OF AMERICAN DEMOCRACY  The first representative democracy in America was in Jamestown, Virginia in 1619 the House of Burgesses.  1620, the Plymouth colony founded by the Pilgrims formed a direct democracy with the Mayflower Compact.  The British King and Parliament were busy with matters in Britain and the American colonies were left to govern themselves.
  • MAYFLOWER COMPACT  You will use a ready strategy called SOAPSTone to read and respond to an article on the Mayflower Compact.
  • SOAPSTONE: ANALYSIS OF TEXT SOAPSTone Analysis Textual Support Speaker: What does the reader know about the writer? Occasion: What are the circumstances surrounding this text? Audience: Who is the target audience? Purpose: Why did the author write this text? Subject: What is the topic? Tone: What is the author’s tone or attitude?
  • SOAPSTone Guiding Info Speaker Who is the voice that tells the story? The author and the speaker are NOT necessarily the same. An author may choose to tell the story from any number of different points of view. Is someone identified as the speaker? What assumptions can be made about the speaker? What age, gender, class, emotional state, education, or…? In nonfiction, how does the speaker’s background shape his/her point of view? Occasion What is the time and place of the piece -- the (rhetorical) context that encouraged the writing to happen? Is it a memory, a description, an observation, a valedictory, a diatribe, an elegy, a declaration, a critique, a journal entry or…? Writing does not occur in a vacuum. There is the larger occasion: an environment of ideas and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer’s attention and triggers a response. Audience Who is the audience – the (group) of readers to whom this piece is directed? The audience may be one person, a small group, or a large group; it may be a certain person or a certain people. Does the speaker identify an audience? What assumptions exist about the intended audience? Purpose Why was this text written? You should ask yourself, “What does the speaker want the audience to think or do as a result of reading this text?” How is this message conveyed? What is the message? How does the speaker try to spark a reaction in the audience? What techniques are used to achieve a purpose? How does the text make the audience feel? What is its intended effect? Consider the purpose of the text in order to examine the argument and its logic. Subject What are the general topic, content, and ideas contained in the text? You should be able to state the subject in a few words or a phrase. How do you know this? How does the author present the subject? Is it introduced immediately or delayed? Is the subject hidden? Is there more than one subject? Tone What is the attitude of the author? The spoken word can convey the speaker’s attitude, and, thus, help to impart meaning, through tone of voice. With the written work, it is tone that extends meaning beyond the literal. If the author were to read aloud the passage, describe the likely tone of that voice. It is whatever clarifies the author’s attitude toward the subject. What emotional sense pervades the piece? How does the diction point to tone? How do the author’s diction, imagery, language, and sentence structure (syntax) convey his or her feelings?
  • LEARNING LOG #3  What do you think our government would be like if documents like the Mayflower Compact did not exist to instill our rights that the Pilgrims wanted to make sure they had and colonists?
  • SECTION 1.4 The Nations First Government
  • TASK FOCUS #5  Most students are familiar with the Declaration of Independence. But have they ever critically examined the text or questioned the motives of its authors? In this lesson plan, students weigh contrasting interpretations by prominent historians to answer the question: Why did the Founders write the Declaration of Independence?
  • LEARNING LOG #4  Do these grievances seem to be things that would upset rich people or everyone?  What information would you need to know to better answer that question?  Based on the grievances, which historian do you think has a better argument (Bailyn or Zinn)? In other words, was the Declaration of Independence written for selfish or ideological reasons?  Grievances 23, 24, 27 have a different tone. How might that support Zinn’s argument?
  • TASK FOCUS #6 - WHO/WHAT DID THOMAS JEFFERSON BORROW HIS IDEAS FROM FOR THE DECLARATION OF INDEPENDENCE?
  • LEADING TO THE DECLARATION OF INDEPENDENCE 1. 1760 – King George III takes the throne 2. After 1763, Britain fought French and Indian War and taxed colonists to repay war debts 3. 1765 – Stamp Act on all paper goods 4. Declaratory Act of 1766 – Parliament state they could tax the colonists and make decisions “in all cases.” 5. 1767 – Townshend Acts levied taxes on imported goods 6. 1773 – Boston Tea Party 7. 1773 – Coercive Acts/Intolerable Acts restricting colonists rights: trial by jury, illegal search and seizure, and quartering soldiers 8. September 1774 – 1st Continental Congress sent a document to King George III to demand basic rights 9. April 1775, Battle of Lexington and Concord 10. May 1775, 2nd Continental Congress
  • DECLARATION OF INDEPENDENCE  July 4, 1776 the Continental Congress approved and accepted Thomas Jefferson’s Declaration of Independence with few changes.  Jean-Jacques Rousseau– gave the idea that all people are equal
  • ARTICLES OF CONFEDERATION  Main purpose was to control the American Army during the American Revolution  Wanted to have a law making body called Congress.  Weaknesses of the Articles  Each state had 1 vote regardless of population  9 colonies must approve an issue; 13 for an amendment  No strong leadership (no President)  Now power to collect taxes (no money to run the country)  Couldn’t regulate foreign trade  Couldn’t enforce laws (no governor or courts; states ignored laws)  States still considered themselves as a single nations
  • SHAY’S REBELLION  Shay and many other American farmers fell into debt because of heavy taxes. (Threatened to take his farm away.) Daniel Shay and 1200 other farmers rebelled against the government in Massachusetts. (governor sent federal troops to break it up; fearing a riot) This is what made it clear that the states needed to set up a stronger government.
  • 1.4 ASSIGNMENT  Turn to pages 44-47 and we will read together the Preamble of the Declaration of Independence. 1. What is the Preamble of the Declaration of Independence saying? 2. In the 2nd paragraph what is being said? 3. What can people do when “Government becomes destructive”? 4. Name at least 5 grievances that is listed in the Declaration of Independence? 5. What statement is made in the final 2 paragraphs in the Declaration of Independence?
  • SECTION 1.5 Philosophers
  • TASK FOCUS #7  We talked about the health care bill trying to be passed. Do you think that the president and other involved in writing this bill used others ideas or theories to create this bill? Do you think that was done other times in History? Do you think it is good to have others ideas and theories to look at?