Conflicts

Welcome!
 Room 13, Mr. da Silva, US History
 When you arrive:
1. Get all the papers at the front desk
2. Take any seat you want
3. Read the IB Learner Profile
4. Decide which of the items most
describe you (be prepared to share)

Welcome!
 Room 13, Mr. da Silva, IB History 1-2 (HIS
IB HL1)
 When you arrive:
1. Get all the papers at the front desk
2. Take any seat you want
3. Read the IB Learner Profile
4. Decide which of the items most
describe you (be prepared to share)

Agenda 8/14
 Attendance
 Turn in HW
 IB Learner Profile
 Icebreaker Bingo
 Mystery of Bridget’s Demise
 HW: Read Through Course Description
 Thursday-Friday
 Get Books (Bring Schedules/Student ID)
 Notecards
 Seating Chart
 Discuss Summer Assignment (for those that didn’t get it/didn’t
do it)
 Go over basic classroom procedures—IB Program
 Review Syllabus and Course Description
 Writing Sample #1

The Mystery of Bridget’s Demise
 1. Read the “Mystery of Bridget’s Demise”
 2. Individually, fill in the brainstorming boxes.

 3. As a group, complete the Final Answer (what is
the story of Bridget?). Be prepared to share with
the class.

Discuss with your partner
 1. Why is it a problem for historians to be missing
important bits of information?
 2. What does the biography of Bridget Bishop say
about the society in which she lived?

Discussion of Group Norms
 With your group, come up with a list of 5-7 Norms
for collaborative work.
 These norms can be:
 Procedural: How should a group function? What
roles should group members be required to do.
 Behavioral: How should group members act when
in a group?
 Guidelines: What are some general guidelines that
every group should follow? For example, “Give
reasons for your suggestion.”

Summer Reading Assignment
 1. Those that completed the assignment: Excellent
work. Glancing through the work, most people did a
thorough job.
 2. Those that did not know about the assignment:
(including new to the school, added late to roster, or
information was not properly communicated). You need
to come after-school today to get the assignment. It
needs to be completed by the last day of the semester
for credit.
 3. Those that did not do it: As I said earlier, you can still
complete the assignment by the end of the semester
for half-credit, which I would highly recommend doing.

Agenda 8/14 US
 Get Textbooks
 “Getting to Know Your Textbook”
 Course Description and Basic Procedures
 If time:
 Mystery of Bridget’s Demise
 SJHS on KTVU

Agenda 8/14 HOA
 Get Textbooks
 “Getting to Know Your Textbook
 Course Description and Basic Procedures
 Notecards
 If time:
 SJHS on KTVU

Notecards
 On Notecard: Write your full name legibly on the
blank side of the notecard.
 Write if you prefer to sit in the front on the lined
side.

Summer Assignment
 The Excuses:
 “I didn’t get the assignment”
 A. You need to get your World History teacher to send me an email
or a note explaining that you didn’t get the assignment.
 B. You need to establish that you weren’t here last year
 “I didn’t understand it.”
 As the assignment description notes, you needed to contact me if
you had any questions. It’s too late to not understand it.
 “I didn’t have enough time.”
 You had an entire summer and school should be your first priority.
You also should have contacted me ahead of time if this were a
problem.

Only Valid Excuse
 “I signed up for the US History course, but I
ended up with HOA.”
 You should still have done Part 1.
 Part 2 will need to be done at the appropriate
time (see next slides).

Late Work
 Part 1: You will receive 65% credit for turning it in
by September 13. You will be assigned to after-
school review for the following week if you do not
turn it in and it must be turned in by September
20 for 50%
 Part 2:
 Step 1 and 2: You will receive 100% credit if you
turn it in by September 20. After that, you may turn
it in up until the day of the final for 50%.
 Step 3 and 4: Same rules apply, but due October 7

Late Work Continued
 Step 5 and 6: Same rules apply, but October 31.
 Until the day it is worth 100%, it will be unmarked
in the gradebook. Afterwards, it will become a 0
until turned in and you will be assigned after-
school make-up each week.

August 15 US History
 Finish Procedures and Syllabus
 (if time) Maps
 (If time): CNN Student News

August 15 HOA
 Notecards
 Finish Procedures and Course Syllabus
 Discuss IB Program
 (if time) Maps
 (If time) CNN Student News

Tell me about yourself:
 In about ¾ of a page, tell me about yourself as a student.
Use the following questions as a guide:
 What are you good at? What do you need help with?
 What qualities does a good class have in your opinion?
 What was your experience with other History classes?
 What grade do you expect in this class?
 What extracurricular activities do you participate in (sports,
clubs, etc.)?
 Do you plan to be a full IB Diploma Candidate or to do IBCC?
 What do you like to do in your free time?
 Do you speak another language?
 Have you ever been to another country? Which?
 Do you have internet access at home? A computer? A

What do you know about the IB
program?
 What is it?
 Why do it?
 How do you get an IB Diploma?

Contents: What does the Diploma Programme curriculum contain?
The curriculum contains six subject groups and a core of three parts.
 three subjects at
higher level
(240 hours each).
 three subjects at standard
level
(150 hours each).
 all three parts of the core.
The IB Learner Profile and
the core are central to the
philosophy of the Diploma
Programme.
Students study
concurrently:

Required Materials
 Pens!
 Binder with at least 2 sections for this class.(3-5)
 Paper Too!
 I will be checking for all of these on Monday!

3 Guidelines
 Respect
 Focus
 Think

Respect:
 Don’t insult people that disagree with you.
 Respect the classroom
 No food
 Do not write on desks
 Clean up after yourself
 Respect the speaker
 Respect other students
 Turn off cellphones before entering class.

Focus
 Come to class prepared every single day
 Have required materials
 Get enough sleep!
 Eat breakfast
 Save conversations with classmates about issues
outside the class for outside the class.
 Give the class your attention
 Keep cellphones out of sight (unless given specific
permission)

Think
 Be open to different perspectives and viewpoints
 Be prepared to share with the class
 Push yourself to ask challenging questions of the
material
 Don’t be satisfied with being average
 Think about history outside of history

CNN Student News 8/19
 #1: Ferguson
 #2: Ebola
 #3:Pope Francis
 #4: Cosmonauts

 Story #1: Ferguson, Missouri
 Story #2: Russia and Ukraine
 Story #3: Fields Medal
 Story #4: Anniversary in Central America

CNN Student News
 For each story, write one Fact. This could be
something you learned or an important detail of
the story.
 For each story write one Question. This should
be a question that IS NOT answered the story.
 We will do the first together.

Agenda 8/16 HOA
 Turn in signed slips
 Discuss Binders/Materials
 American Revolution Quiz
 States Quiz Information (Handout II)
 HSI: Who fired the First Shot? (Assignment 1)

Required Materials
 Pens!
 Paper!!!
 Binder with at least 3 sections for this class.
 Important Handouts
 Assignments
 Other Materials
 I will be checking for all of these on Tuesday!

Binder Check
 On Tuesday, I need to see that you have all of
your required materials
 This includes your binder with 3 divided sections:
 Handouts
 Assignments
 Other Materials

US History 8/18
Agenda Warm Up
 Warm Up Procedures---
HW, Notebook, Folders,
etc.
 Warm Up
 Seating Charts
 Summer Assignment
Poll
 Map Activity
 American Revolution
 What are two goals
you have for this
semester?
 Learning Objectives:
Identify all of the
states of the United
States on a map

HOA 8/18
Agenda Warm Up
 Warm Up Procedures---
HW, etc.
 Warm Up
 Seating Charts
((Notecards for 3rd
Period)
 Summer Assignment
Poll
 Materials Check
Popquiz
 What are two goals
you have for this
semester?
Describe basic
causes and effects of
the American
Revolution. Evaluate
Historical Documents.

1.What were the two sides of the
French-Indian War?
 French and Indians against British (Americans)

2. Why were Americans upset with
the British?
 Taxation without representation

3. What happened on July 4,
1776?
 Declaration of Independence

4. How many colonies were there at
the time of independence?

5. Who was in charge of American
soldiers during the war?

6. Identify one important battle of the
American Revolution.
 Lexington, Concord, Bunker Hill, Saratoga,
Yorktown

7. What intellectual movement
inspired many Americans to rebel?
 Enlightenment

8. Who wrote most of the Declaration
of Independence?
 Thomas Jefferson

9. What happened at the Boston Tea
Party?
 Americans dressed up like Indians and threw all
the tea in the Boston Harbor as a way of
protesting a tea tax

US 8/19
Agenda Warm Up
 Warm Up
 Discuss Summer
Assignment
 Finish Map Activity
Popquiz
 A Re-introduction to
Enlightenment Thinkers
 Why is learning
history important?
Describe basic
causes and effects of
the American
Revolution.

Summer Assignment
 Two Parts:
 1. Constitution Read-Through
 2. Citizenship Test
 Must be turned in by 9/26

John Locke
 English
 1632-1704
 Key Beliefs:
 Humans are naturally good. Government should be
limited.
 Humans have “Natural Rights”
 The Power of government comes from the “Consent”
(approval) of the people.
 If government is not protecting people’s rights, it should be
dissolved or overthrown.
 The most influential philosopher of the American
Revolution.
 Enormously influential on Thomas Jefferson.

Jean Jacques Rousseau
 French
 1712-1778
 Key Beliefs:
 Uncivilized man is the ideal. Government and people corrupt
each other.
 Very difficult to return to life without government once you’ve
entered it.
 People’s individuality is and should be taken way by the
government for the common good.
 There is a General Will of the people that must be followed by
government or it will be overthrown.
 Liberty and Equality must be preserved as Natural Rights.
 Most influential philosopher of the French Revolution

Baron de Montesquieu
 French
 1689-1775
 Studied Governments and tried to figure out what
made some work well.
 Key Beliefs:
 Freedom is good for the individual and for society.
 Power corrupts. Government should be set up to limit
how much power people have.
 The best way to manage power is to have limits.
 A government that places limits on itself will prevent
abuse of power.
 3 Branches of Government should be used to establish
those limits

Assignment
 Make a Small Poster For Your Thinker
 In the Poster, you must:
 Include a Slogan.
 An image of your philosopher
 At least one image created by you.
 Words are short phrases related to the ideas of your
philosopher.

HOA 8/19
Agenda
Warm Up
 Warm Up
 Review Summer
Assignment
 HSI
 Constitutional Video
Clip (if time)
 Explain what the following
passage means in your
own words:
 “We hold these truths to be
self-evident, that all men
are created equal, that
they are endowed by their
Creator with certain
unalienable Rights, that
among these are Life,
Liberty and the pursuit of
Happiness.”

CNN Student News
 Story #1: Iceland Volcano
 Story #2: Monsoons
 Story #3: Burj Khalifa
 Story #4: Cnidaria
 Story #5: Pen Farthing

US History 8/20
Agenda Warm Up
 Warm Up
 Compromise Activity
 Constitution Video
Clip
 Constitution Lecture
(#1)
 What happened
during the Boston Tea
Party?
Outline the major
conflicts of the
Constitution

HSI: Historical Scene
Investigations
Who Fired the First Shot
that started the American
Revolutionary War?

HOA 8/20
Agenda Warm Up
 Warm Up
 HSI: Historical Scene
Investigations Wrap
Up
 Compromise Activity
Clip
 Conflicts of the
Constitution Lecture
 Why is it important to
access a range of
sources when
investigating an
historical question?
Outline the major
conflicts of the
Constitution

Document Analysis
 1. Who made the document?
 2. When was the document made?
 3. According to the document, who fired the first shot?
 4. According to the document, what evidence is
provided about who fired the first shot?
 5. In what ways could this document be valuable?
 6. What are some of the problems of using this source
as a reliable document?

Compromise Activity
 Rule #1: Do not show your slip of paper to your partner!
 Rule #2: Negotiate with your partner to try to get an animal
that fits your description.
 Rule #3: You will have 2 minutes to complete this task. You
MUST agree to an animal in that amount of time to get a
participation point today.
 Rule #4: Once you have both decided on an animal, write
the animal on the back of your slip of paper.
 Rule #5: At the end, the class will judge who “won” your

The Compromises
 Compromise Activity: Try to agree to an animal
that fits your directions

Constitutional Convention Video Clip
Questions
 1. What important people were at the
Constitutional Convention? (including the “man
with the plan”)
 2. What were the branches of government
suggested by Madison?
 3.Identify one major disagreement at the
convention.
 4. What is the role of the president in the
Constitution?
 5. Who was only counted as 3/5 of a person?

 Story #1: Iceland Volcano
 Story #2: Monsoons
 Story #3: Burj Khalifa
 Story #4: Cnidaria
 Story #5: Pen Farthing

HOA/US 8/21
Agenda Warm Up
 Warm Up
 Proportional
Representation
Demonstration
 Continue Notes
 CNN Student News
 What is a
Constitution?
Outline the major
conflicts of the
Constitution

Constitution
 Set of rules that explain how an organization or a
country will make decisions.

US/HOA 8/22
Agenda Warm Up
 Warm Up
 Recap Yesterday’s
Conflicts
 Finish Lecture Notes
 Discuss and Begin
Essay
 What is proportional
representation?
Outline the major
conflicts of the
Constitution

Proportional Representation
 When political representation is related to the
population of an area.

Proportional Representation
Demonstration
 Proportional=When one number is relative to
another.
 State Voting: 1 Vote From each State
 Popular: Count the vote.

Conflicts of the Constitution (1787-
Present) (1)

Conflicts of the Constitution (1787-
Present) (0.1)

Background Information
 Treaty of Paris in 1783 ends the American Revolution,
grants independence to the colonies.
 The United States of America were the first major modern
republic (democracy)
 During the war, the colonies had used the Articles of
Confederation to run the government. The government was
very weak, had no president and could not collect taxes.
 By 1787, it was clear that the Articles of Confederation
would not work.
 Delegates from the different states met to secretly discuss
a new form of government.

Conflict #1
 Big States vs. Small States
 Old Way: 1 state, 1 Vote
 Virginia Plan: Proportional Representation in both
Houses
 New Jersey Plan: One legislative body, each
state gets 2 representatives
 Compromise:
 The Great Compromise: A House with proportional
Representation and a Senate with 2 representatives
from each state

Conflict #2: Slavery
 Northern States wanted to stop the slave trade
and slavery
 Southern States felt they needed slavery for the
prosperity of their economy
 Compromise
 Slavery allowed to continue so that Southern
States would sign the document
 Existence of slavery would be regulated by the
States
 Slavery eventually outlawed in Northern States by
State legislatures
 Importation of slaves set to end in 1808

Conflict #3: Slave representation
 Southern States felt that they would have less
influence if slaves were not counted in the population
 Northern States thought it was unfair that the South
would get to count slaves as among those they
represented
 Compromise:
 For purposes of Congressional Representation, Slaves
were counted as 3/5 of a person
 To be clear: THIS WAS NOT GOOD FOR SLAVES.AS

The First American Political
Parties
 federalism: The idea that government should be
divided between national power and local power
 Federal Government = National Government
 Federalists: Believed that power should be centered
in the federal (national) government. Associated with
Alexander Hamilton.
 More popular in the North
 Favored urban industrial interests
 Believed that power should be insulated
from the people.
 Sympathized with Britain in the Napoleonic Wars

Anti-Federalism (later Democratic-
Republicans)
 Anti-federalists: Believed that power should
primarily rest with the states. Associated with
Thomas Jefferson and James Madison
 More popular in the South
 Favored the less wealthy and rural interests
 Believed that power should be in the hands of the
people
 Sided with France

Conflict #4: The Power of the Central
Government
 Anti-Federalists (Jefferson) wanted a weak central
government that was responsive to the people
 Federalists (Alexander Hamilton) wanted a strong central
government insulated from the public.
 only wanted elites to participate in government.
 wanted the presidency to be a lifetime appointment.
 Compromise: Federal System of divided government
that preserves state’s rights. All landowning men can
vote. System of checks and balances ensures that no
one branch becomes dominant.

Table (complete in your notes)
Conflict Compromise
1.
2.
3.
4.

Go to
 daSilvaUS.blogspot.com

Writing a good thesis
 A good thesis needs to:
 State a clear argument in one sentence.
 Be supported by the rest of the essay.
 Lay out the evidence that will be discussed.
 A common method is by incorporating the topic sentences
of each body paragraph into your thesis (for longer essays
this is not realistic, and sometimes it can make the thesis
too long.)
 be the last sentence of your first paragraph

Writing a bad thesis
 A bad thesis sometimes:
 Is a question instead of a statement
 Says nothing worthwhile
 “The Civil War was caused by social, economic, and
political reasons”….as opposed to…aliens?
 “There were many similarities and differences between
Thomas Jefferson and George Washington”….duh
 “World War II was caused by many factors”….really? I
thought there was only one reason…
 Unreasonably prejudicial:
 “Communism collapsed in Eastern Europe because
communism is evil.”

Writing a Good Thesis
 Sample Theses:
 A. The compromises of the Constitutional
Convention regarding representation, slavery, and
powers of the central government left the United
States with a poorly working democracy.
 B. The compromises of the Constitutional
Convention regarding…gave the United States a
stable, working system of government.

HOA 8/22
Agenda Warm Up
 Warm Up
 Go over essay
assignment again
 Time to work on
essay
 HW: Essay due
tomorrow
 What are some
problems with our
current constitution?
Create an essay that
evaluates the
compromises of the
Constitution.

Possible Problems
 People not actually voting for president
 Some states get lots of attention (swing states have a
larger impact than other states)
 Difficult to change Constitution
 Gridlock: Balances make it hard for country to have a
direction
 Impossible to remove bad justices
 President has too much power?
 President has too little power?
 Senate is not reflective of the population
 No term limits on Congressmen

HOA 8/23
Agenda Warm Up
 Turn in Essays
 Turn in Warm Ups
 Bill of Rights
 CNN Student News
 What do you know
about the Bill of
Rights?
Paraphrase the US
Bill of Rights. Create
your own Bill of
Rights.

 Prohibit: to not allow
 Abridge: shorten, limiting
 Assemble: Gather together
 Press: the news (from
“printing press”)
 Redress: Compensation,
answer, justice
 Grievances: Complaints
 Militia: Military force of
civilians
 Infringed: limited
 Quartered: placed in an
house by the government
 Seizures: Taking from
someone
 Affirmation: acceptance
 Impartial: Fair
 Ascertained: found,
established
 Compulsory: Required
 Bail: Temporary release
from jail upon payment
 Enumeration: listing
 Construed: bent, used to
manipulate
 Warrant: Legal document
authorizing an otherwise
unlawful act based on just
cause
 Due Process: Following
legal procedures

Types of Sources
 Primary Sources
 An eye-witness account from the period
 The most reliable in telling what happened
 Secondary Sources
 Description or analysis of something that happened
 Should be based on primary sources
 Attempts to summarize or analyze what happened
Distinction isn’t always clear. It’s the idea that matters.

Primary or Secondary?
 A newspaper account of an unsolved murder
 A newspaper article reporting starvation during the
Depression
 A picture
 A textbook
 A video tape of a speech
 A journal written by the president’s wife

HOA 8/20 Period 2
Agenda Warm Up
 Warm Up
 Turn in Textbook
Familiarity Assignment
 Glory Video Signups
 HSI: Who fired the first
shot?
 Due Tomorrow:
Materials Check
 What is the difference
between a primary
and a secondary
source?
Weigh the importance
of Primary Sources

HOA 8/20 Period 3
Agenda Warm Up
 Warm Up
 Glory Video Signup
 Revolutionary War Pop Quiz
 Get Textbooks(10:29)
 Textbook Familiarity
Assignment
 Due Tomorrow: Materials
Check
between a primary
and a secondary
source?
Explain the causes of
the American
Revolution

HOA 8/20 Period 4-5
Agenda Warm Up
 Warm Up
 Glory Video
 HSI: Who fired the first shot?
 Get Textbooks
 4th period: 11:28
 5th Period 12:58
 Familiarity with Textbooks
Assignment
 Due Tomorrow: Materials Check
between a primary
and a secondary
source?
Weigh the importance
of primary sources

HIS: Historical Scene
Investigations
Who Fired the First Shot
that started the American
Revolutionary War?

HOA 8/20
Agenda
Warm Up Warm Up
 Materials Check
 America’s Failed Democracy Lecture
(2)
 Madison Reading (if time)
 Reminder: Glory Video today
 Reminder: Bring Textbook
Tomorrow
 Note: States Quiz Moved to
Thursday
 What is a
constitution?
Discuss why
America’s first
democracy failed.

HOA 8/22
Agenda Warm Up
 Warm Up
 Constitution
Assignment
 Madison Reading (if
time)
 Reminder: States
Quiz Tomorrow
 What are the three
branches of
government in the
Constitution and what
do they do?
Demonstrate
understanding and
familiarity with the

HOA 8/23
Agenda Warm Up
 Warm Up
 States Quiz
 Checks and Balances
 Constitutional Compromises
 America’s Successful
Democracy Lecture (4)
 Reminder : HW Due
Tomorrow
 Who is on the ten
dollar bill? Why is he
there?
Explain how four of
the constitutional
compromises came to
be

Alexander Hamilton
 Secretary of the Treasury
 Leader of one of America’s first political parties
 Extreme elitist, but incredibly intelligent

America’s Successful Democracy
(1787-Present) (4)

Conflict #1
 Big States vs. Small States
 Old Way: 1 state, 1 Vote
 Virginia Plan: Proportional Representation in both
Houses
 New Jersey Plan: One legislative body, each state
gets 2 representatives
 Compromise:
 The Great Compromise: A House with proportional
Representation and a Senate with 2 representatives
from each state

Conflict #2: Slavery
 Northern States wanted to stop the slave trade
and slavery
 Southern States felt they needed slavery for the
prosperity of their economy
 Compromise
 Slavery allowed to continue so that Southern States
would sign the document
 Slavery eventually outlawed in Northern States
 Importation of slaves set to end in 1808

Conflict #3: Slave representation
 Southern States felt that they would have less
influence if slaves were not counted in the
population
 Northern States thought it was ridiculous that the
South would get to count slaves as among those
they represented
 Compromise:
 For purposes of Congressional Representation,
Slaves were counted as 3/5 of a person

Conflict #4: The Power of the Central
Government
 (don’t Write) Although the Articles of Confederation had been a
failure, many feared that too much power would be placed in
the central government
 Anti-Federalists wanted a weak central government that was
responsive to the people
 Alexander Hamilton (Federalists) wanted a strong central
government insulated from the public.
 only wanted elites to participate in government.
 wanted the presidency to be a lifetime appointment.
 Compromise: Federal System of divided government that
preserves state’s rights. All landowning men can vote.
System of checks and balances ensures that no one

HOA 8/23
Agenda Warm Up
 Warm Up
 Turn in HW
 Finish Conflicts and
Compromises
 Introduce Essay
Assignment
 NOTE: Bring Textbook
Monday
 Identify two problems
with our Constitution.
Write an essay that
discusses the
conflicts and
compromises of the
Constitution

Writing a Good Thesis
 Sample Theses:
 A. The compromises of the Constitutional
Convention regarding representation, slavery, and
powers of the central government left the United
States with a malfunctioning democracy.
 B. The compromises of the Constitutional
Convention regarding…gave the United States a
stable, working system of government.

CNN Student News
 Story #1: Hurricane Isaac
 Story #2: Republican Convention
 Story #3: Cyber-razzi
 Story #4: Lowest voice in the world

HOA 8/27
Agenda Warm Up
 Warm Up
 Textbook Check
 Work on Essay or
Work on HW
 Note: Bring
Computer usage
forms ASAP
 How did the Federalists
and the Anti-Federalists
disagree about how our
government should be
shaped?
Write an essay that
discusses the conflicts
and compromises of the

CNN Student News
 Story #1: Hurricane Isaac
 Story #2: Okinawa Typhoon
 Story #3: One Giant Leap
 Story #4: Lance Armstrong

HOA 8/28
Agenda Warm Up
 Warm Up
 Madison OPVL
 Bill of Rights
 Presidents Video (if time)
 Note: Bring Computer usage
forms ASAP
 REMINDER: Essay Due
Tomorrow
 What is an
amendment?
Paraphrase and
explain the Bill of
Rights

OPVL
 O Origin
 P Purpose
 V Value
 L Limitation

Origin
 Where did this document come from?
 Where and when was it written?
 Who wrote it?
 What type of source is it? (newspaper, excerpt
from a book or speech, photograph, etc.)
 Is it a primary source or a secondary source

Purpose
 Why did the writer or maker of the document
make it?
 Why does the document exist?
 What was the original intended audience of the
document?
 Was the document made to persuade or inform?
(or something else?)

Value
 As someone learning about history, why is this
source useful?
 What does it tell you about the writer, the
audience, and the time period?
 How does the document reflect a historical
moment, person, or movement?

Limitation
 What are some problems with this document?
 What side of the story does the document not tell?
 Who is left out of the document?
 What are the biases of the document?
 What does the author purposely or unpurposely leave out?
 What would make this the “ideal” source
 What is missing?

HOA 8/29
Agenda Warm Up
 Warm Up
 Turn in Essays
 Finish Bill of Rights
(2nd and 5th Period)
 Student Rights
 What do you think is the
most important
protection in the Bill of
Rights? Why?
Explain what rights are
retained and which are
limited in a school

Search
 UMKC Free Speech Public Schools

HOA 8/30
Agenda Warm Up
 Warm Up
 Finish Students’ Rights
Activity
 Do Presidential Differences
Activity
 Reminder: Textbook and
Glory Video Assignments
Due Tomorrow
 What was the
decision in the Tinker
Case?
Investigate a
controversial legal
issue you are
interested in.

Video Notes
President Accomplishments (at
least 2 for each)
Obstacles/Problems
(at least 2 for each
Washington
Adams
Jefferson

HOA 8/31
Agenda Warm Up
 Warm Up
 Turn in Warm Ups and
Glory
 Discussion of Free
Speech Issues
 Romney and Obama
Internet Activity (finish
Free speech worksheet
first)
 Should you get in
trouble at school for
things you post on
facebook?
Investigate
differences in policy
between Romney and
Obama

Free Speech Issues
 Can you swear in public?
 Can you refuse to recite the pledge of allegiance
in school?
 Can a school refuse a religious club from
meeting?
 Can a school allow a student to publicly address
the school if they know he/she is going to offer a
prayer?

Romney vs. Obama
 What are their stances on:
 How to fix the economy.
 How to handle the war in Afghanistan
 If abortions should be allowed
 Illegal Immigration

HOA 8/26
Agenda Warm Up
 Warm Up
 Go over Essays and
Revision
 Student Free-Speech
Cases
 Why are there limits
to free-speech?
Explain and describe
the free-speech rights
available to students.

Essay Problems
 Proof Read
 Explain significance of conclusion
 Relate evidence to a main idea.
 At the end of your body paragraphs, explain
how the compromise supports your argument
that the compromises were good or bad.

Guidelines for Rewrites
 Turn in Rewrites on Friday for up to 100%. You do
not necessarily need to rewrite the whole essay.
You may just rewrite or add sections you need to
change.

HOA 8/27
Agenda Warm Up
 Warm Up
 Finish Yesterday’s
Assignment
 Choose Options for
Today’s Assignment
 Note: CAS Hours
Meeting Rm. 5
(Wednesday-Thursday
at lunch)
 What was the decision
made in Tinker vs. Des
Moines?
Investigate a legal topic
of interest and report
back to the class.

HOA 8/28
Agenda Warm Up
 Warm Up
 Wrap Up Yesterday’s
Assignment
 Short Presentation to class
 Socrative (if time)
 History of Slavery
 CNN Student News (3rd
Period)

Note: CAS Hours Meeting
 In what ways was
Frederick v. Morse a
restriction on student
free-speech rights?
Outline and the
explain the early
history of slavery in
America

Conflicts

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