The document discusses the weaknesses of the Articles of Confederation and how the principles of democracy were used to address them. It outlines the weaknesses, including that the national government could not collect taxes, raise an army, or regulate trade. It then explains that new philosophies like popular sovereignty, separation of powers, checks and balances, judicial review, and federalism developed in response to the weaknesses in the Articles of Confederation.
The document discusses weaknesses of the Articles of Confederation, including that it lacked an executive branch, national court system, and ability to tax or raise an army. New philosophies like popular sovereignty, separation of powers, checks and balances, and judicial review developed in response. The principles of democracy like federalism were utilized to address weaknesses when drafting the new U.S. Constitution.
The document provides an agenda and lesson plan for a classroom on analyzing principles of the US Constitution. The agenda includes reviewing objectives, discussing key principles like popular sovereignty, teaching how to code text, having students practice coding a text on principles, and completing an exit slip. The document aims to teach students how to identify and explain constitutional principles by having them analyze a text on the topic.
The document discusses the weaknesses of the Articles of Confederation and how principles of democracy were used to address them. Specifically, it notes that the Articles of Confederation lacked an executive branch, uniform tax collection, and regulation of interstate trade. To solve these problems, the Constitution established new philosophies including separation of powers, checks and balances, judicial review, and federalism.
The document discusses implied powers of Congress not explicitly mentioned in the Constitution but allowed under the Elastic Clause. This clause gives Congress the power to pass laws to help the government function, such as establishing a federal aid program, minimum wage, drafting the army, and the federal reserve. However, Congress cannot deny citizens the right to vote or enter into treaties under implied powers.
This document describes the format and rules for 5 rounds of a trivia game about the US Constitution. Round 1 involves short answer questions with 30 seconds to respond. Round 2 focuses on how each branch of government checks the powers of the other branches. Round 3 presents a set of 4 terms where players must identify the odd one out. Round 4 poses constitutional situations and whether they are permitted or forbidden by the Constitution. The final round is unspecified. Players accumulate points for correct answers throughout the game.
The document provides an overview of the branches of the U.S. government and their roles. It discusses how Congress has the power to make laws through the Elastic Clause and the Supreme Court's power of judicial review. It then outlines the President's main duties of executing laws, directing diplomacy, and serving as Commander-in-Chief, as well as legislative roles. Next, it describes that Congress is made up of the House and Senate and their lawmaking process. It finally reviews the role of the court system in interpreting laws and protecting constitutional rights.
The document provides an overview of Indian law, including:
1) It discusses the nature, sources, classification and functions of law in India. Key points include that law affects most aspects of life and aims to maintain order and deliver justice.
2) It outlines the key features and provisions of the Code of Civil Procedure (CPC) and Code of Criminal Procedure (CrPC) which establish the processes for civil and criminal disputes respectively.
3) It discusses the roles and powers of different courts and tribunals in India, as well as the investigation process and types of sentences that can be passed under the CrPC.
This presentation covers key concepts in law including the definition of law, sources of law, precedent, ratio decidendi and obiter dicta. It discusses sources of law in different legal systems like civil law and common law. Precedent establishes principles or rules from prior legal cases that courts use to decide similar future cases. Ratio decidendi is the legal rationale for a decision while obiter dicta are non-binding additional remarks. The difference and advantages/disadvantages of ratio decidendi and obiter dicta are explained through examples.
The document discusses weaknesses of the Articles of Confederation, including that it lacked an executive branch, national court system, and ability to tax or raise an army. New philosophies like popular sovereignty, separation of powers, checks and balances, and judicial review developed in response. The principles of democracy like federalism were utilized to address weaknesses when drafting the new U.S. Constitution.
The document provides an agenda and lesson plan for a classroom on analyzing principles of the US Constitution. The agenda includes reviewing objectives, discussing key principles like popular sovereignty, teaching how to code text, having students practice coding a text on principles, and completing an exit slip. The document aims to teach students how to identify and explain constitutional principles by having them analyze a text on the topic.
The document discusses the weaknesses of the Articles of Confederation and how principles of democracy were used to address them. Specifically, it notes that the Articles of Confederation lacked an executive branch, uniform tax collection, and regulation of interstate trade. To solve these problems, the Constitution established new philosophies including separation of powers, checks and balances, judicial review, and federalism.
The document discusses implied powers of Congress not explicitly mentioned in the Constitution but allowed under the Elastic Clause. This clause gives Congress the power to pass laws to help the government function, such as establishing a federal aid program, minimum wage, drafting the army, and the federal reserve. However, Congress cannot deny citizens the right to vote or enter into treaties under implied powers.
This document describes the format and rules for 5 rounds of a trivia game about the US Constitution. Round 1 involves short answer questions with 30 seconds to respond. Round 2 focuses on how each branch of government checks the powers of the other branches. Round 3 presents a set of 4 terms where players must identify the odd one out. Round 4 poses constitutional situations and whether they are permitted or forbidden by the Constitution. The final round is unspecified. Players accumulate points for correct answers throughout the game.
The document provides an overview of the branches of the U.S. government and their roles. It discusses how Congress has the power to make laws through the Elastic Clause and the Supreme Court's power of judicial review. It then outlines the President's main duties of executing laws, directing diplomacy, and serving as Commander-in-Chief, as well as legislative roles. Next, it describes that Congress is made up of the House and Senate and their lawmaking process. It finally reviews the role of the court system in interpreting laws and protecting constitutional rights.
The document provides an overview of Indian law, including:
1) It discusses the nature, sources, classification and functions of law in India. Key points include that law affects most aspects of life and aims to maintain order and deliver justice.
2) It outlines the key features and provisions of the Code of Civil Procedure (CPC) and Code of Criminal Procedure (CrPC) which establish the processes for civil and criminal disputes respectively.
3) It discusses the roles and powers of different courts and tribunals in India, as well as the investigation process and types of sentences that can be passed under the CrPC.
This presentation covers key concepts in law including the definition of law, sources of law, precedent, ratio decidendi and obiter dicta. It discusses sources of law in different legal systems like civil law and common law. Precedent establishes principles or rules from prior legal cases that courts use to decide similar future cases. Ratio decidendi is the legal rationale for a decision while obiter dicta are non-binding additional remarks. The difference and advantages/disadvantages of ratio decidendi and obiter dicta are explained through examples.
This document contains an agenda for a class that will discuss affirmative action and equal opportunity policies. The class will include a warm-up, objectives, and readings about key topics. Students will read about affirmative action, its goals of promoting educational and economic opportunities for women and minorities, and equal opportunity laws' requirement of fair treatment. They will practice identifying main ideas and supporting details. Homework includes finishing the in-class readings and discussions.
This document contains an agenda for a lesson on the judicial branch. The agenda includes reviewing key concepts like judicial review, the differences between criminal and civil law, and important Supreme Court cases related to the rights of the accused, equal protection, and students' rights. It also outlines activities for students like annotating a practice assessment by boxing in actors, underlining actions, and circling vocabulary words.
This document outlines the process of how a bill becomes a law in the United States. It discusses how bills are introduced in Congress and assigned to committees for review. Committees hold hearings on bills and can amend them before sending them to a full House or Senate vote. If passed, bills go to the other body and may end up in a conference committee if versions differ. An agreed upon bill then goes to the President to be signed into law or vetoed. The document provides examples and checks for student understanding of the lawmaking process.
The document outlines the agenda and activities for a lesson on analyzing primary source documents related to the origins of American government. Students will examine the Magna Carta and John Locke's Two Treatises of Government, using the AP-PARTS framework to evaluate the sources. As an exit slip, students will reflect on what they learned, what confused them, and what they want to know more about.
Technology and Change: It's good for business, is it good enough for education?Hazel Owen
The notion that education prepares you for the rest of your life is flawed. Rather, education helps you develop the lifelong learning skills that will help you to be responsive to change as it happens.
It might be argued that, public confidence in higher education has been declining steadily as the gap between the 'relevance' seen (by students, communities, and commerce) between what students are being prepared for and the lives they are going to live.
I wanted to ask the question (perhaps a little controversial)
Are tertiary institutions innovative (something several claim to be) or are they simply doing the same things they have been doing for years, just using different tools?
Are we preparing students to be ethical, able participants in communities - online and face-to-face?
The document discusses the seven key principles of democracy in the United States as outlined in the US Constitution:
1) Popular sovereignty - Political power rests with the people who can create, alter and abolish their government.
2) Limited government - The government is restricted to only the powers granted in the Constitution.
3) Federalism - Power is distributed between the national, state and local governments.
4) Republicanism - The people vote for representatives to make laws on their behalf.
5) Separation of powers - Each branch of government has distinct powers to prevent abuse of power.
6) Checks and balances - Each branch oversees the others to prevent overreach and keep things balanced
The document outlines the agenda and objectives for a lesson on the origins of the American government. The lesson will examine primary source documents such as the Magna Carta and John Locke's Two Treatises of Government. Students will learn how to evaluate primary sources using the AP-PARTS method of analyzing the author, time period, audience, purpose, main idea, and significance.
The document outlines several principles of the United States Constitution including popular sovereignty, separation of powers, checks and balances, limited government, judicial review, and federalism. It provides definitions and examples for each principle. Popular sovereignty refers to ultimate power residing in the people, as seen through elections. Checks and balances means each branch has certain powers over the others to prevent any one branch from becoming too powerful, such as the President's power to veto bills.
The United States government is based on seven principles outlined in the Constitution: limited government powers, separation of powers, popular sovereignty, checks and balances, individual rights, republicanism, and federalism. These principles aim to limit the government's power and protect individual rights by dividing power across different branches and levels of government and guaranteeing civil liberties. The Constitution has endured since 1787 due to these foundational principles.
The document outlines several key principles of the US Constitution, including popular sovereignty, separation of powers, checks and balances, federalism, and enumerated powers. It defines each principle and provides examples from the Constitution. The document also notes that the Constitution was designed to be somewhat flexible and adaptable over time to changing needs as a "living document". There is debate around interpreting the Constitution in either a loose manner, taking a broad view, or strict manner focusing only on narrow, explicit powers.
The document outlines a classroom lesson plan that discusses principles of the US Constitution. It includes objectives, an agenda, lessons on principles like popular sovereignty, federalism, separation of powers and checks and balances. Students analyze texts explaining these principles and complete practice questions and worksheets to demonstrate their understanding.
The teacher provides instructions for independent practice where students work individually to text code passages and answer questions about the principles of the Constitution. Students then complete an exit slip to assess their learning before being assigned a homework packet to review the constitutional principles covered in the lesson.
The U.S. federal government is divided into three equal branches: the legislative, executive, and judicial branches. Each branch has separate responsibilities and powers to prevent any one branch from becoming too powerful through a system of checks and balances. The legislative branch makes laws, the executive branch enforces laws, and the judicial branch interprets laws. The branches share powers over each other, such as Congress's control over spending and ability to override presidential vetoes.
The document discusses the concepts of checks and balances, separation of powers, and federalism in the US government. It explains that checks and balances prevents any one branch from becoming too powerful by giving each branch some control over the others. For example, if the president vetoes a bill, Congress can override the veto with a two-thirds vote. Separation of powers divides power among the legislative, executive, and judicial branches. Federalism shares power between national and state governments across three levels: federal, state, and local.
The document provides an overview of the key elements of the US Constitution, including the three branches of government (legislative, executive, judicial) and how they check each other's powers. It also discusses the preamble, amendments, and how power is shared between the federal and state governments through federalism.
Gov't distribute power citizen participation parliamentary and presidentialmarypardee
This document provides information about different forms of government and how they distribute power. It discusses federal, unitary, and confederation systems. A federal system divides power between a central authority and regional authorities. In a unitary system, power is held by one central authority. A confederation involves independent states banding together but retaining considerable independence, with regional authorities holding most power. Examples of each type are provided.
The UK constitution is an uncodified set of rules that define the government and protect civil liberties. It aims to limit government power by establishing separate powers and responsibilities for institutions like Parliament. The UK constitution has evolved over time based on parliamentary sovereignty, with Parliament able to make any law. Its key features include parliamentary sovereignty, being uncodified, a unitary system, a fusion of executive and legislative powers, and flexibility to change through new legislation.
The document summarizes key principles of the US Constitution, including popular sovereignty, limited government, federalism, separation of powers, checks and balances, and the powers of the three branches of government. It also includes review questions to check the reader's understanding of concepts like impeachment, federalism, judicial review, and concurrent powers.
The document discusses the concept of separation of powers in the U.S. government. It explains that the framers of the Constitution separated the government into three branches - legislative, executive, and judicial - and established a system of checks and balances to prevent any one branch from becoming too powerful. Specific examples are provided of how each branch acts as a check on the others, such as the president's veto power and the Supreme Court's power of judicial review. The goal of this separation of powers is to protect individual liberty and ensure no single person or branch can control all powers of government.
The document discusses how the US Constitution strengthened the government by creating a strong federal system that replaced the ineffective Articles of Confederation, establishing a new framework for government that included three branches and a system of checks and balances to limit power and protect individual rights. Key compromises at the Constitutional Convention resolved disputes over representation and slavery to gain approval of the new governing document.
The document discusses the theory of separation of powers. It begins by defining separation of powers as dividing political powers among legislative, executive, and judicial branches. This prevents any one branch from accumulating too much power and encourages cooperation in policymaking.
It then covers the origins and purposes of separation of powers. John Locke and Montesquieu introduced the concept, arguing it was needed to avoid violence, cruelty, and despotism that can result from centralized power. The key purposes are to control and balance power between branches and abolish centralized power.
The document also examines implementations of separation of powers in different countries. The US system closely follows the theory with distinct congressional, executive, and judicial branches. Malaysia and the
This document contains an agenda for a class that will discuss affirmative action and equal opportunity policies. The class will include a warm-up, objectives, and readings about key topics. Students will read about affirmative action, its goals of promoting educational and economic opportunities for women and minorities, and equal opportunity laws' requirement of fair treatment. They will practice identifying main ideas and supporting details. Homework includes finishing the in-class readings and discussions.
This document contains an agenda for a lesson on the judicial branch. The agenda includes reviewing key concepts like judicial review, the differences between criminal and civil law, and important Supreme Court cases related to the rights of the accused, equal protection, and students' rights. It also outlines activities for students like annotating a practice assessment by boxing in actors, underlining actions, and circling vocabulary words.
This document outlines the process of how a bill becomes a law in the United States. It discusses how bills are introduced in Congress and assigned to committees for review. Committees hold hearings on bills and can amend them before sending them to a full House or Senate vote. If passed, bills go to the other body and may end up in a conference committee if versions differ. An agreed upon bill then goes to the President to be signed into law or vetoed. The document provides examples and checks for student understanding of the lawmaking process.
The document outlines the agenda and activities for a lesson on analyzing primary source documents related to the origins of American government. Students will examine the Magna Carta and John Locke's Two Treatises of Government, using the AP-PARTS framework to evaluate the sources. As an exit slip, students will reflect on what they learned, what confused them, and what they want to know more about.
Technology and Change: It's good for business, is it good enough for education?Hazel Owen
The notion that education prepares you for the rest of your life is flawed. Rather, education helps you develop the lifelong learning skills that will help you to be responsive to change as it happens.
It might be argued that, public confidence in higher education has been declining steadily as the gap between the 'relevance' seen (by students, communities, and commerce) between what students are being prepared for and the lives they are going to live.
I wanted to ask the question (perhaps a little controversial)
Are tertiary institutions innovative (something several claim to be) or are they simply doing the same things they have been doing for years, just using different tools?
Are we preparing students to be ethical, able participants in communities - online and face-to-face?
The document discusses the seven key principles of democracy in the United States as outlined in the US Constitution:
1) Popular sovereignty - Political power rests with the people who can create, alter and abolish their government.
2) Limited government - The government is restricted to only the powers granted in the Constitution.
3) Federalism - Power is distributed between the national, state and local governments.
4) Republicanism - The people vote for representatives to make laws on their behalf.
5) Separation of powers - Each branch of government has distinct powers to prevent abuse of power.
6) Checks and balances - Each branch oversees the others to prevent overreach and keep things balanced
The document outlines the agenda and objectives for a lesson on the origins of the American government. The lesson will examine primary source documents such as the Magna Carta and John Locke's Two Treatises of Government. Students will learn how to evaluate primary sources using the AP-PARTS method of analyzing the author, time period, audience, purpose, main idea, and significance.
The document outlines several principles of the United States Constitution including popular sovereignty, separation of powers, checks and balances, limited government, judicial review, and federalism. It provides definitions and examples for each principle. Popular sovereignty refers to ultimate power residing in the people, as seen through elections. Checks and balances means each branch has certain powers over the others to prevent any one branch from becoming too powerful, such as the President's power to veto bills.
The United States government is based on seven principles outlined in the Constitution: limited government powers, separation of powers, popular sovereignty, checks and balances, individual rights, republicanism, and federalism. These principles aim to limit the government's power and protect individual rights by dividing power across different branches and levels of government and guaranteeing civil liberties. The Constitution has endured since 1787 due to these foundational principles.
The document outlines several key principles of the US Constitution, including popular sovereignty, separation of powers, checks and balances, federalism, and enumerated powers. It defines each principle and provides examples from the Constitution. The document also notes that the Constitution was designed to be somewhat flexible and adaptable over time to changing needs as a "living document". There is debate around interpreting the Constitution in either a loose manner, taking a broad view, or strict manner focusing only on narrow, explicit powers.
The document outlines a classroom lesson plan that discusses principles of the US Constitution. It includes objectives, an agenda, lessons on principles like popular sovereignty, federalism, separation of powers and checks and balances. Students analyze texts explaining these principles and complete practice questions and worksheets to demonstrate their understanding.
The teacher provides instructions for independent practice where students work individually to text code passages and answer questions about the principles of the Constitution. Students then complete an exit slip to assess their learning before being assigned a homework packet to review the constitutional principles covered in the lesson.
The U.S. federal government is divided into three equal branches: the legislative, executive, and judicial branches. Each branch has separate responsibilities and powers to prevent any one branch from becoming too powerful through a system of checks and balances. The legislative branch makes laws, the executive branch enforces laws, and the judicial branch interprets laws. The branches share powers over each other, such as Congress's control over spending and ability to override presidential vetoes.
The document discusses the concepts of checks and balances, separation of powers, and federalism in the US government. It explains that checks and balances prevents any one branch from becoming too powerful by giving each branch some control over the others. For example, if the president vetoes a bill, Congress can override the veto with a two-thirds vote. Separation of powers divides power among the legislative, executive, and judicial branches. Federalism shares power between national and state governments across three levels: federal, state, and local.
The document provides an overview of the key elements of the US Constitution, including the three branches of government (legislative, executive, judicial) and how they check each other's powers. It also discusses the preamble, amendments, and how power is shared between the federal and state governments through federalism.
Gov't distribute power citizen participation parliamentary and presidentialmarypardee
This document provides information about different forms of government and how they distribute power. It discusses federal, unitary, and confederation systems. A federal system divides power between a central authority and regional authorities. In a unitary system, power is held by one central authority. A confederation involves independent states banding together but retaining considerable independence, with regional authorities holding most power. Examples of each type are provided.
The UK constitution is an uncodified set of rules that define the government and protect civil liberties. It aims to limit government power by establishing separate powers and responsibilities for institutions like Parliament. The UK constitution has evolved over time based on parliamentary sovereignty, with Parliament able to make any law. Its key features include parliamentary sovereignty, being uncodified, a unitary system, a fusion of executive and legislative powers, and flexibility to change through new legislation.
The document summarizes key principles of the US Constitution, including popular sovereignty, limited government, federalism, separation of powers, checks and balances, and the powers of the three branches of government. It also includes review questions to check the reader's understanding of concepts like impeachment, federalism, judicial review, and concurrent powers.
The document discusses the concept of separation of powers in the U.S. government. It explains that the framers of the Constitution separated the government into three branches - legislative, executive, and judicial - and established a system of checks and balances to prevent any one branch from becoming too powerful. Specific examples are provided of how each branch acts as a check on the others, such as the president's veto power and the Supreme Court's power of judicial review. The goal of this separation of powers is to protect individual liberty and ensure no single person or branch can control all powers of government.
The document discusses how the US Constitution strengthened the government by creating a strong federal system that replaced the ineffective Articles of Confederation, establishing a new framework for government that included three branches and a system of checks and balances to limit power and protect individual rights. Key compromises at the Constitutional Convention resolved disputes over representation and slavery to gain approval of the new governing document.
The document discusses the theory of separation of powers. It begins by defining separation of powers as dividing political powers among legislative, executive, and judicial branches. This prevents any one branch from accumulating too much power and encourages cooperation in policymaking.
It then covers the origins and purposes of separation of powers. John Locke and Montesquieu introduced the concept, arguing it was needed to avoid violence, cruelty, and despotism that can result from centralized power. The key purposes are to control and balance power between branches and abolish centralized power.
The document also examines implementations of separation of powers in different countries. The US system closely follows the theory with distinct congressional, executive, and judicial branches. Malaysia and the
Ratifying the constitution: Federalists vs Anti Federalistskplemmons
The document discusses the debate around ratifying the U.S. Constitution between the Federalists and Anti-Federalists. The Federalists argued the Constitution should be ratified as it established a structure of separated powers that limited the government and protected liberties. However, the Anti-Federalists opposed ratification as they felt it gave the government too much power over the states and people by not including a bill of rights. Ultimately, to gain support for ratification, the Federalists agreed to add a bill of rights as the first ten amendments to the Constitution.
The document discusses the concept of separation of powers in India. It defines separation of powers as a system where the legislative, executive, and judicial powers of government are divided into distinct branches to limit any one branch from exercising the core functions of another. While India does not strictly adhere to separation of powers, the Constitution includes several provisions that demonstrate the existence of the doctrine, such as vesting executive power in the President and vesting lawmaking power in Parliament. The judiciary has also affirmed separation of powers as part of the basic structure of the Indian Constitution.
The document discusses the doctrine of separation of powers, which divides government into three branches - the legislature, executive, and judiciary. It aims to prevent any one branch from becoming too powerful by distributing powers and implementing checks and balances. The origins of this doctrine can be traced back to Aristotle and Montesquieu. In India, while strict separation does not exist, the constitution differentiates powers among branches. However, some overlapping of personnel and functions also occurs to allow for coordination of the branches.
The document discusses several key principles of the US Constitution, including popular sovereignty, limited government and the rule of law, separation of powers, federalism, and the different types of government power. It explains how popular sovereignty is reflected in voting rights and the election of representatives, and how the rule of law, separation of powers, and checks and balances work to limit government authority and prevent tyranny. It also distinguishes between enumerated, reserved, and concurrent powers held by the federal and state governments.
Unit+2+ss7 cg4abc+ss7cg5a governments in the middle eastklgriffin
The document describes three forms of government - parliamentary democracy, monarchy, and theocracy - and provides examples in Israel, Saudi Arabia, and Iran.
Israel has a parliamentary democracy with a prime minister selected by the legislative branch and citizens voting for parliament members. Saudi Arabia is a monarchy where the king inherits the role and citizens have limited voting rights. Iran is a theocratic democracy where citizens elect the president but religious leaders appoint the Ayatollah who wields significant influence.
This document provides an agenda and materials for a lesson on international organizations and foreign policy. It includes announcements about tutoring sessions and senior finals. The lesson objective is for students to analyze country case studies and evaluate what actions international organizations could take to aid these countries. The document defines different types of international organizations and provides examples like the UN, NATO, World Bank, and Red Cross. It includes a guided practice on coding a country case study and suggesting how organizations could help. It assigns a classwork and homework for students to complete.
This document contains the agenda and lesson plan for a social studies class that will analyze facts about immigration and Arizona's Senate Bill 1070 to write persuasive letters to the Governor of Arizona and President Obama. The class will complete a Frayer model, take Cornell notes on a reading, analyze pros and cons of immigration, and write the letters. Students will be introduced to facts and must determine if they support or oppose immigration from a social, economic, or political perspective. The letters should have an introduction, argument supported by evidence, and thank you paragraph.
This document contains information about zoning laws and smart growth planning. It defines zoning as local governments regulating land use and development. Common zoning designations include residential, commercial, and agricultural areas. Smart growth is presented as an alternative to uncontrolled urban sprawl that aims to limit growth, preserve open spaces, and reduce taxpayer costs. Students are tasked with analyzing local zoning decisions using smart growth principles and writing arguments for or against them.
This document provides information about public assistance programs in the United States. It defines public assistance as government benefits for those in need, such as social security, Medicare, Medicaid, welfare programs, and unemployment insurance. It discusses the purposes of these programs, including providing for economic security, health, education, and equal opportunity. Students will analyze political cartoons about public assistance programs and create their own cartoon on the topic for homework.
This document contains an agenda and materials for a lesson on foreign policy, including vocabulary terms, examples of different types of foreign policies, guided practice analyzing foreign policy events, and an exit slip assessment. Key topics covered are economic, political/military, and social/humanitarian foreign policies and how countries pursue national interests through their foreign policies.
This document contains an agenda for a class reviewing concepts for a Unit 5 exam. The agenda includes reviewing vocabulary terms, discussing Supreme Court cases about government structure and citizens' rights, and taking a multiple choice test on Unit 5 concepts. After the test, students can read or work on a worksheet while following instructions to remain silent and not use electronics. Homework assigned is to define vocabulary terms from the unit on flashcards or paper.
The FCC decision in 1996 required broadcasters to air 3 hours per week of educational children's programming between 7am and 10pm and identify such programs as educational. This benefits children by exposing them to learning outside of school. However, it may disadvantage broadcasters by imposing additional programming requirements. The document also lists the agenda for a class on regulatory agencies in the executive branch.
Mr. White, a former teacher, decides to enter politics and runs for various elected offices at the local, state, and federal levels. He is initially successful in winning a seat on the county council. He later runs for and wins a seat in the Maryland state senate and U.S. House of Representatives. However, redistricting threatens his House seat, so he decides to run for U.S. President instead. The election comes down to the state of Florida, paralleling the 2000 election, leaving the outcome uncertain.
This document provides an agenda and lesson plan for teaching students about the structure and organization of the US executive branch. The lesson includes warm-up questions, objectives, guided practice like creating a graphic organizer of the executive branch, and independent practice having students meet virtually with different Cabinet Secretaries. Key points covered are the leaders of the executive branch like the President and Vice President, components of the executive branch like the White House Office and independent agencies, and the 15 Cabinet-level departments.
The document outlines an agenda and lesson plan for teaching students about the structure and powers of the US Congress. The agenda includes analyzing the structure of Congress, the lawmaking process, and congressional checks on the executive branch. Students will work in groups to analyze an article and create a news report summarizing the key points about a current issue before Congress. Homework includes completing a review packet as semester grades will be finalized soon.
The document outlines rules issued by the Federal Communications Commission (FCC) in 1996 regarding children's educational programming on television:
1) Educational programs must be at least 30 minutes and air weekly between 7am and 10pm.
2) These programs must be identified as educational when aired.
3) Broadcasters must air three hours per week of such educational programming.
This document provides an agenda for a class reviewing key concepts and vocabulary from Unit 2 of the curriculum. The agenda includes warm-up questions, a review of the unit's material through instruction and a game, time for students to work on a review packet, and assigning of homework. The unit covered the foundations of the US government including political theory, the Declaration of Independence, weaknesses in the Articles of Confederation, principles of the Constitution, and amendments.
The document outlines an agenda and lesson plan for teaching students about the structure and powers of the US Congress. The agenda includes analyzing the structure of Congress, the lawmaking process, and congressional checks on the executive branch. Students will work in groups to analyze an article and create a news report summarizing the key points about a current issue before Congress. Homework includes completing a review packet as semester grades will be finalized soon.
This document contains an agenda for a government class that includes reviewing material from Unit 1 on types of governments and economies. Students will analyze country profiles by answering questions about the type of government, power system, and economy. The teacher reviews key concepts from Unit 1, including different forms of government like unitary and federalism, and economic systems like market and mixed economies. Students take a quiz and then work in groups to analyze country case studies and answer the same questions to brief the teacher. Homework assignments are given.
The document provides an agenda for a lesson on the Scientific Revolution. It includes an introduction to new material where key scientists from the period like Copernicus, Galileo, and Newton are presented. Students are then assigned scientists to research and present on. The lesson concludes with an activity where students evaluate statements about the scientists and are assigned reading and questions for homework.
The document outlines an agenda and lesson plans for reviewing material from Unit 3 in order to prepare students for an assessment. The agenda includes reviewing lesson plans on civic participation, political parties, campaigns and elections, polling and demographics, interest groups, and media. The lesson plans cover topics such as civic engagement, the election process, the role of political parties and interest groups, and the influence of media. Students then complete a guided practice analyzing sample test questions to identify key actors and interactions.
This document outlines the agenda and activities for a lesson on key political science vocabulary terms. The agenda includes reviewing terms, a musical flashcard activity to help students learn definitions, a Bingo game using the terms, an individual vocabulary worksheet, and a free write exit slip. The goal is for students to master important terms needed to pass an upcoming assessment on Unit 3.
This document provides information about polling and demographics. It begins with an introduction explaining that polling involves collecting people's background information and opinions through surveys. It then discusses what demographics are and some common categories of demographic information like race, gender, age, income, etc. The document provides examples of how polling and demographic data is used by government, such as addressing issues important to specific population groups. It concludes with a discussion of differences in political opinions between demographic groups using a poll from Prince George's County as an example.
The document provides an agenda for a lesson on interest groups that includes defining what interest groups are, how they are formed, and how to make one. It discusses that interest groups are organizations that try to influence government on issues they care about and includes examples like the NRA, MADD, and AARP. The document contrasts interest groups with political parties by explaining that interest groups focus on few issues while parties try to gain majority support and nominate candidates. It also notes how interest groups impact politics through fundraising, media campaigns, and contributions to politicians.
The lesson focused on analyzing political media and its influence. Students learned how to examine clips for bias, understand the message being conveyed, and consider how the clip aims to shape public opinion. They practiced this by analyzing several video clips and discussing how the media can both positively and negatively impact politics through influencing voters and officials.
1. Objective
SW evaluate the weaknesses of the Articles of
Confederation in order to describe how Principles of
Democracy were utilized in addressing them.
Warm-Up
Consent of the governed can best be described as...
A)when government derives its powers from the people
B)when people formally agree to be governed
C)when laws are enforced by the governed
D)when governments powers are limited
2. Agenda
• Objective and Warm-Up
• INM: Articles of Confederation
• Frayer Models: Principles of Democracy
• GP: How to analyze Problem / Solution
• IP: Describing the role of the Principles
• Exit Slip
3. Agenda
• Objective and Warm-Up
• INM: Articles of Confederation
• Frayer Models: Principles of Democracy
• GP: How to analyze Problem / Solution
• IP: Describing the role of the Principles
• Exit Slip
6. Articles of Confederation
• Creates the first form of U.S. Government
• unicameral legislature (one law-making body)
7. Articles of Confederation
• Creates the first form of U.S. Government
• unicameral legislature (one law-making body)
• one vote and representative per state
8. Articles of Confederation
• Creates the first form of U.S. Government
• unicameral legislature (one law-making body)
• one vote and representative per state
• 2/3 majority required to make laws
9. Articles of Confederation
• Creates the first form of U.S. Government
• unicameral legislature (one law-making body)
• one vote and representative per state
• 2/3 majority required to make laws
• unanimous vote required to change the
document
12. AoC Weaknesses
• No executive (president) for national level
• No national court system
13. AoC Weaknesses
• No executive (president) for national level
• No national court system
• National Government could not
14. AoC Weaknesses
• No executive (president) for national level
• No national court system
• National Government could not
• collect taxes
15. AoC Weaknesses
• No executive (president) for national level
• No national court system
• National Government could not
• collect taxes
• raise an army
16. AoC Weaknesses
• No executive (president) for national level
• No national court system
• National Government could not
• collect taxes
• raise an army
• regulate trade
18. New Philosophies
DO NOT WRITE THIS!!!
• Because of the weaknesses in the Articles of
Confederation, new philosophies developed
19. New Philosophies
DO NOT WRITE THIS!!!
• Because of the weaknesses in the Articles of
Confederation, new philosophies developed
• popular sovereignty
20. New Philosophies
DO NOT WRITE THIS!!!
• Because of the weaknesses in the Articles of
Confederation, new philosophies developed
• popular sovereignty
• separation of powers
21. New Philosophies
DO NOT WRITE THIS!!!
• Because of the weaknesses in the Articles of
Confederation, new philosophies developed
• popular sovereignty
• separation of powers
• checks and balances
22. New Philosophies
DO NOT WRITE THIS!!!
• Because of the weaknesses in the Articles of
Confederation, new philosophies developed
• popular sovereignty
• separation of powers
• checks and balances
• judicial review
23. New Philosophies
DO NOT WRITE THIS!!!
• Because of the weaknesses in the Articles of
Confederation, new philosophies developed
• popular sovereignty
• separation of powers
• checks and balances
• judicial review
• federalism
24. DEFINITION DRAWING or
DESCRIPTION
EXAMPLE NON-EXAMPLE
25. DEFINITION DRAWING or
DESCRIPTION
rule by the people
EXAMPLE NON-EXAMPLE
26. DEFINITION DRAWING or
DESCRIPTION
rule by the people
popular sovereignty
EXAMPLE NON-EXAMPLE
27. DEFINITION DRAWING or
DESCRIPTION
rule by the people
popular sovereignty
EXAMPLE NON-EXAMPLE
direct democracy
28. DEFINITION DRAWING or
DESCRIPTION
rule by the people
popular sovereignty
EXAMPLE NON-EXAMPLE
authoritarian
direct democracy
governments
29. DEFINITION DRAWING or
DESCRIPTION
EXAMPLE NON-EXAMPLE
30. DEFINITION DRAWING or
DESCRIPTION
when legislative,
executive, and judicial
branches of government
have different powers
EXAMPLE NON-EXAMPLE
31. DEFINITION DRAWING or
DESCRIPTION
when legislative,
executive, and judicial
branches of government
have different powers
EXAMPLE NON-EXAMPLE
Congress makes laws.
President enforces laws.
Courts interpret laws.
32. DEFINITION DRAWING or
DESCRIPTION
when legislative,
executive, and judicial
branches of government
have different powers
EXAMPLE NON-EXAMPLE
Congress makes laws. The Congress makes,
President enforces laws. enforces, and interprets
Courts interpret laws. all laws.
33. DEFINITION DRAWING or
DESCRIPTION
when legislative,
executive, and judicial
branches of government
have different powers
separation of powers
EXAMPLE NON-EXAMPLE
Congress makes laws. The Congress makes,
President enforces laws. enforces, and interprets
Courts interpret laws. all laws.
34. DEFINITION DRAWING or DESCRIPTION
EXAMPLE NON-EXAMPLE
35. DEFINITION DRAWING or DESCRIPTION
a system where each
branch of government
can limit powers of other
branches
EXAMPLE NON-EXAMPLE
36. DEFINITION DRAWING or DESCRIPTION
a system where each
branch of government
can limit powers of other
branches
EXAMPLE NON-EXAMPLE
President enforcing laws
however he wants.
37. DEFINITION DRAWING or DESCRIPTION
a system where each
branch of government
can limit powers of other
branches
checks and balances
EXAMPLE NON-EXAMPLE
President enforcing laws
however he wants.
38. DEFINITION DRAWING or DESCRIPTION
a system where each
branch of government
can limit powers of other
branches
checks and balances
EXAMPLE NON-EXAMPLE
President vetoes law
made by Congress. President enforcing laws
however he wants.
39. DEFINITION DRAWING or DESCRIPTION
a system where each
branch of government
can limit powers of other
branches
checks and balances
EXAMPLE NON-EXAMPLE
President vetoes law
made by Congress. President enforcing laws
Courts declare a law however he wants.
made by Congress illegal.
40. DEFINITION DRAWING or
DESCRIPTION
EXAMPLE NON-EXAMPLE
41. DEFINITION DRAWING or
the power of the Court DESCRIPTION
to declare laws and
actions of local, state, or
national governments
illegal
EXAMPLE NON-EXAMPLE
42. DEFINITION DRAWING or
the power of the Court DESCRIPTION
to declare laws and
actions of local, state, or
national governments
illegal
judicial review
EXAMPLE NON-EXAMPLE
43. DEFINITION DRAWING or
the power of the Court DESCRIPTION
to declare laws and
actions of local, state, or
national governments
illegal
judicial review
EXAMPLE NON-EXAMPLE
Court declares ban on
marijuana use illegal
44. DEFINITION DRAWING or
the power of the Court DESCRIPTION
to declare laws and
actions of local, state, or
national governments
illegal
judicial review
EXAMPLE NON-EXAMPLE
National government
Court declares ban on
makes and interprets all
marijuana use illegal
laws
45. DEFINITION DRAWING or
DESCRIPTION
EXAMPLE NON-EXAMPLE
46. DEFINITION DRAWING or
DESCRIPTION
a system where power is
shared amongst the
national and state
governments
EXAMPLE NON-EXAMPLE
47. DEFINITION DRAWING or
DESCRIPTION
a system where power is
shared amongst the
national and state
governments
federalism
EXAMPLE NON-EXAMPLE
48. DEFINITION DRAWING or
DESCRIPTION
a system where power is
shared amongst the
national and state
governments
federalism
EXAMPLE NON-EXAMPLE
Free and independent
states without a national
government.
49. DEFINITION DRAWING or
DESCRIPTION
a system where power is
shared amongst the
national and state
governments
federalism
EXAMPLE NON-EXAMPLE
States working with Free and independent
national government to states without a national
make a better country. government.
51. GP: The Constitution
• The U.S. Government changed quickly as a result of
the weaknesses in the Articles of Confederation.
52. GP: The Constitution
• The U.S. Government changed quickly as a result of
the weaknesses in the Articles of Confederation.
• Because of the principles we just discussed, there is a
call for change.
53. GP: The Constitution
• The U.S. Government changed quickly as a result of
the weaknesses in the Articles of Confederation.
• Because of the principles we just discussed, there is a
call for change.
• The Constitution is presented and solves many of the
issues.
56. GP: The Constitution
• Go on to the Guided Practice portion of our notes
• We are going to fill out a Problem/Solution chart
together.
57. GP: The Constitution
• Go on to the Guided Practice portion of our notes
• We are going to fill out a Problem/Solution chart
together.
• We will move from the Problem created by
the Articles of Confederation.
58. GP: The Constitution
• Go on to the Guided Practice portion of our notes
• We are going to fill out a Problem/Solution chart
together.
• We will move from the Problem created by
the Articles of Confederation.
• Then work on the Solution provided by the
Constitution.
59. GP: The Constitution
• Go on to the Guided Practice portion of our notes
• We are going to fill out a Problem/Solution chart
together.
• We will move from the Problem created by
the Articles of Confederation.
• Then work on the Solution provided by the
Constitution.
• Be sure to reference your notes on the
Principles!!!
60. Evaluate the problems that the weakness of Name the PRINCIPLE that you would use to
the Articles of Confederation created. Explain the solve the problem. Explain how the principle
impacts of the problem. solves the problem.
Problem #1: No executive (president) for Solution: The Constitution creates multiple
national level branches of government
Who had all of the decision making power under Which principles were used to arrive at this
this arrangement? solution?
Principle #1: __________________________
Why could this be a problem? Principle #2: __________________________
How do you know this is the principle used to
arrive at the solution?
Why would it be unfair for people if one branch
of government creates, enforces, and interprets
laws?
Why is it important to ensure that there is a
president?
63. Independent Practice
• You will work with a person sitting next to you;
• You must listen carefully for your instructions;
64. Independent Practice
• You will work with a person sitting next to you;
• You must listen carefully for your instructions;
• You are going to work on answering the questions
located in your graphic organizer.
65. Independent Practice
• You will work with a person sitting next to you;
• You must listen carefully for your instructions;
• You are going to work on answering the questions
located in your graphic organizer.
• If you don’t have enough space to write, then use a
blank sheet of paper.
66. Independent Practice
• You will work with a person sitting next to you;
• You must listen carefully for your instructions;
• You are going to work on answering the questions
located in your graphic organizer.
• If you don’t have enough space to write, then use a
blank sheet of paper.
• You have 20 minutes to complete the activity.
67. Independent Practice
• You will work with a person sitting next to you;
• You must listen carefully for your instructions;
• You are going to work on answering the questions
located in your graphic organizer.
• If you don’t have enough space to write, then use a
blank sheet of paper.
• You have 20 minutes to complete the activity.
• If you need help, I will work on problem #3 on the
board.
68. Problem #3: National government cannot Solution: The Constitution permits the
collect taxes National Government to collect taxes
Which principle was used to arrive at this solution?
Who collects taxes under this arrangement? Principle:
______________________________
Why is it a problem that only they can collect How do you know this is the principle used to
taxes? arrive at the solution?
What do taxes pay for that states need in order
to work together under a national government?
Why is it important for the national government
to be able to collect taxes?
70. Exit Slip:
1. You will have 5 minutes to complete today’s exit slip.
2. Please only write the letter of your answer in the
appropriate blank.
3. Complete it in silence.
4. When you are done, carefully check over your
answers.
5. After checking your answers, please begin your
homework.
71. 3, 2, 1, See Ya!
What are 3 things that you learned today?
What are 2 things that confused you?
What is 1 thing you want to know more
about?