Effecting global change 1
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This document outlines a lesson plan that examines the United States as one of the most influential global forces. It includes warm-up activities, reading about US leaders and government from a textbook, taking notes, and pretending to give an inauguration speech as the US President. Students are asked to consider relations with other countries, war, and laws/people's rights in their speeches. The document also instructs students to fill out pages in their reflective journals about skills used and project aims.
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Effecting global change 2
This document provides an outline for a lesson plan on the United Nations. It includes instructions for warm-up activities, a definition of the UN, and a discussion question about pre-1945 events that encouraged international cooperation. It then outlines reading and note-taking on pages describing the General Assembly, Security Council, and Economic and Social Council of the UN. Students are asked to examine photos and write a blog post explaining the structure of either the UN or US presidency in their reflective journals. Homework includes continuing work on an action project and filling out a reflective journal.
111510 gov president intro 50m
The document provides instructions for students on a lesson about presidential powers. It includes directions to draw a line separating today and yesterday, write the date and topic, and respond to discussion questions. The agenda outlines discussing the election simulation and an introduction to the president. Notes are provided on the daily duties of the president, including as head of state, commander-in-chief, and chief executive. Students are asked to choose one of two views on the role of the president and explain their choice. Homework assigned is to study for an upcoming test.
Roles of the president
The document outlines the various roles and responsibilities of the President of the United States. It discusses that the President is elected to a four-year term and can only serve two terms. The main roles of the President are as chief of state, chief executive, chief diplomat, commander-in-chief, chief legislator, head of their political party, and chief economic planner. In these roles, the President represents the country, enforces laws, conducts foreign policy, commands the armed forces, works with Congress to pass laws, helps their party, and monitors the economy.
Roles of the president
The document outlines several roles of the President of the United States. As Commander-in-Chief, the President has supreme authority over the military but Congress declares war. As Chief Executive, the President must work with Congress to enact their agenda and compromise on issues. As Chief Diplomat, the President negotiates treaties and conducts foreign relations to protect American interests abroad.
Day 21 acc
This document provides an agenda and objectives for a lesson on the roles and powers of the President. It includes:
1. A DO NOW activity completing a worksheet from the previous day.
2. An agenda covering a review, notes on presidential powers and roles, a graphic organizer, and a project to design a president.
3. Objectives to identify the different roles of the presidency and create a fictional president with qualities fulfilling those roles.
4. An overview of the president's roles as legislative leader, commander-in-chief, foreign policy leader, and various other powers like appointments and pardons.
The Executive Branch
The document summarizes the qualifications, roles, and powers of the President of the United States. It outlines that the President must be at least 35 years old, a natural born citizen, and have lived in the US for at least 14 years. It also discusses the President's roles as chief of state, commander-in-chief, chief executive over the executive departments, and chief diplomat in foreign relations. Finally, it provides details on the presidential line of succession and the Vice President's role.
Presidential Powers
The document outlines the various roles and responsibilities of the U.S. President, including being the head of state, chief executive, chief diplomat, commander-in-chief of the armed forces, chief legislator, head of their political party, and chief guardian of the economy. Key facts are provided about the election process, term limits, and historical context about FDR being the only president to serve more than two terms until the 22nd Amendment.
Presidential Roles
The document outlines several roles of the US President including chief of state, chief executive, chief diplomat, commander in chief, chief legislator, party leader, and economic planner. It provides examples and descriptions of the responsibilities associated with each role, such as representing the country, enforcing laws, conducting foreign policy, leading the military, proposing and signing bills, helping their political party, and monitoring economic indicators.
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Effecting global change 2
This document provides an outline for a lesson plan on the United Nations. It includes instructions for warm-up activities, a definition of the UN, and a discussion question about pre-1945 events that encouraged international cooperation. It then outlines reading and note-taking on pages describing the General Assembly, Security Council, and Economic and Social Council of the UN. Students are asked to examine photos and write a blog post explaining the structure of either the UN or US presidency in their reflective journals. Homework includes continuing work on an action project and filling out a reflective journal.
111510 gov president intro 50m
The document provides instructions for students on a lesson about presidential powers. It includes directions to draw a line separating today and yesterday, write the date and topic, and respond to discussion questions. The agenda outlines discussing the election simulation and an introduction to the president. Notes are provided on the daily duties of the president, including as head of state, commander-in-chief, and chief executive. Students are asked to choose one of two views on the role of the president and explain their choice. Homework assigned is to study for an upcoming test.
Roles of the president
The document outlines the various roles and responsibilities of the President of the United States. It discusses that the President is elected to a four-year term and can only serve two terms. The main roles of the President are as chief of state, chief executive, chief diplomat, commander-in-chief, chief legislator, head of their political party, and chief economic planner. In these roles, the President represents the country, enforces laws, conducts foreign policy, commands the armed forces, works with Congress to pass laws, helps their party, and monitors the economy.
Roles of the president
The document outlines several roles of the President of the United States. As Commander-in-Chief, the President has supreme authority over the military but Congress declares war. As Chief Executive, the President must work with Congress to enact their agenda and compromise on issues. As Chief Diplomat, the President negotiates treaties and conducts foreign relations to protect American interests abroad.
Day 21 acc
This document provides an agenda and objectives for a lesson on the roles and powers of the President. It includes:
1. A DO NOW activity completing a worksheet from the previous day.
2. An agenda covering a review, notes on presidential powers and roles, a graphic organizer, and a project to design a president.
3. Objectives to identify the different roles of the presidency and create a fictional president with qualities fulfilling those roles.
4. An overview of the president's roles as legislative leader, commander-in-chief, foreign policy leader, and various other powers like appointments and pardons.
The Executive Branch
The document summarizes the qualifications, roles, and powers of the President of the United States. It outlines that the President must be at least 35 years old, a natural born citizen, and have lived in the US for at least 14 years. It also discusses the President's roles as chief of state, commander-in-chief, chief executive over the executive departments, and chief diplomat in foreign relations. Finally, it provides details on the presidential line of succession and the Vice President's role.
Presidential Powers
The document outlines the various roles and responsibilities of the U.S. President, including being the head of state, chief executive, chief diplomat, commander-in-chief of the armed forces, chief legislator, head of their political party, and chief guardian of the economy. Key facts are provided about the election process, term limits, and historical context about FDR being the only president to serve more than two terms until the 22nd Amendment.
Presidential Roles
The document outlines several roles of the US President including chief of state, chief executive, chief diplomat, commander in chief, chief legislator, party leader, and economic planner. It provides examples and descriptions of the responsibilities associated with each role, such as representing the country, enforcing laws, conducting foreign policy, leading the military, proposing and signing bills, helping their political party, and monitoring economic indicators.
Foreign policy assignment
1. Foreign policy is defined as the goals and interests that shape how a country interacts with other members of the international community.
2. Foreign policy is influenced by systemic, domestic, and individual levels of analysis. The systemic level looks at global circumstances, the domestic level examines determinants within a country, and the individual level focuses on decision makers.
3. Developing a foreign policy involves creating a delegation profile with background information on a country, and then analyzing that information to determine the country's positions on relevant issues.
国際政治基礎ａ 2015 class 13 lect 11
The document summarizes key concepts related to the international system, including:
1) It discusses different models of the international system including uni-polar, multi-polar, and power chaos. It also discusses the Kantian triangle of liberal beliefs about what creates world peace.
2) It analyzes international institutions like the WTO, IMF, World Bank and how they shape global economic and political relations. However, institutions are also subject to state influence and power dynamics.
3) It discusses the concept of crisis stability between states and how the threat of mutual assured destruction helped maintain stability between the U.S. and USSR during the Cold War. High crisis stability incentivizes peaceful solutions during conflicts.
Foreign policy
The document discusses several ways that the President and Congress can make foreign policy in the United States. The President can enact policies in response to foreign events or by negotiating international agreements. Congress can direct foreign policy through legislative directives or applying legislative pressure. The document also summarizes the roles of several international organizations in foreign policy, including maintaining global peace for NATO, protecting human rights for the UN, and addressing hunger issues for the World Food Program.
Int Rel Final Exam Paper
The document discusses issues relating to national security versus international security from the perspective of a potential National Security Advisor. It addresses topics like alliance-building, arms control, and international law. The main points are:
1) As National Security Advisor, the author would need to conduct thorough analysis of global issues and weigh national interests, while also accommodating changes to maintain good global relations.
2) Alliance-building can both benefit and harm national security, so the U.S. should take a realist approach and only form alliances to deal with direct threats.
3) Arms control agreements can stabilize relations but nations are reluctant to give up defenses, so the U.S. must prepare militarily
The linkage between foreign policy and diplomacy
JR.Childs wrote, “The foreign policy of a state is the substance of foreign relations, whereas diplomacy is a process by which policies carried out. “ Similarly, Sir Harold Nicholson wrote, “Foreign policy is based on a general conception of national requirements…. Diplomacy, on the other hand, it’s not an end but a mean, not a purpose but a method. It is the agency through which foreign policy seeks to attain its purpose by agreement rather than by war.”
The crux of the whole debate is that diplomacy is the method and foreign policy is the substance, which is executed by the use of diplomatic technique.
Roles of the President
The document outlines the six main roles of the President of the United States: chief executive, chief diplomat, commander-in-chief, legislative leader, head of state, and economic leader. As chief executive, the President carries out laws and appoints judges and cabinet members. As chief diplomat, the President directs foreign policy, negotiates treaties, and appoints ambassadors. As commander-in-chief, the President backs foreign policy with military force and orders troops into battle.
Presidential Roles
The document outlines several roles of the President of the United States including chief of state, chief executive, chief diplomat, commander in chief, chief legislator, party leader, and economic planner. It provides examples and descriptions of the responsibilities associated with each role such as awarding medals and making treaties as chief of state, appointing officials and issuing executive orders as chief executive, and directing foreign policy and hosting foreign leaders as chief diplomat.
Foreign policy determinants
1) A nation's foreign policy is determined by both domestic and international factors. Domestically, factors include a country's culture, history, geography, economic strength, and political system.
2) Internationally, the structure of the international system, international laws and organizations, military alliances, and relative military powers all influence a country's foreign policy choices.
3) A country's foreign policy consists of defining its national interests and desired outcomes, and determining strategies and resources to pursue these interests in interactions with other states.
What is the JMUN?
The document describes an opportunity for students to participate in Terakki's first Junior Model United Nations committee. The JMUN aims to teach students about global issues, public speaking skills, and experience real debates. Students would take on the role of delegates representing different UN member states as they research issues, debate in committee meetings, and work to pass resolutions. Key skills learned would include research, presentation, debating, and developing global awareness.
Domestic politics at the turn of the 21st student version
This document provides background information and instructions for an assignment on analyzing domestic policy goals of U.S. presidents. It explains that students will create a "Janus figure" - a two-faced symbol representing goals achieved and not achieved. Guidelines are provided for researching a president and identifying their major domestic policies, designing symbols to represent these goals, and rating the president's overall success. Examples of policies from Reagan, Bush, Clinton and Bush are also listed.
Presidential powers
The document discusses the roles and powers of the President, including being the head of state, commander-in-chief, and chief executive. It also covers how a President is elected through primaries, political conventions, and the Electoral College system. The powers of the President include both formal constitutional powers and informal powers gained in practice over time.
The presidency
The document discusses the roles and responsibilities of the US Presidency. It outlines that the President must be a natural born US citizen over 35 years old, and serves as the head of state, chief executive, commander-in-chief of the military, chief diplomat, and chief legislator. The President has significant powers but also checks on their power from Congress and the courts. The Vice President is first in the presidential line of succession.
Roles of The President
The document outlines the various roles and powers of the President of the United States. It identifies the President as the chief of state, chief executive, chief diplomat, chief legislator, commander-in-chief, chief of the economy, and chief of their political party. It provides details on the responsibilities and formal/informal powers associated with each of these roles, such as representing the country, enforcing laws, directing foreign policy, suggesting new legislation, controlling the armed forces, and helping with campaigning.
U6.LP5: U.S. Foreign Policy
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.
Roles Of The President
The president has many roles including chief executive, chief of state, chief diplomat, commander in chief, legislative leader, economic chief, and party chief. As chief executive, the president enforces laws through executive agencies and orders. As chief diplomat, the president makes foreign policy and appoints ambassadors. As commander in chief, the president leads the armed forces but is limited by Congress according to the War Powers Resolution.
The Presidency - Qualifications, Powers and Roles
The document provides an overview of the powers and roles of the President of the United States, including both expressed powers in the Constitution as well as informal powers that have expanded over time. It discusses the President's role as Commander in Chief, chief executive, and head of state. The document also examines the President's cabinet, staff, and relationship with Congress.
Development 4
This document outlines the plan for a class that will discuss national debt and poverty. The class will begin with a warm-up activity defining national debt. Students will then read pages 130-131 about debt forgiveness and enforcement. Working in pairs, students will write articles explaining what they read in a simple tone. Finally, students will complete activities in their reflective journals answering questions and summarizing the key terms and links to poverty.
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This document outlines a lesson plan on how politicians use social media and media's influence in politics. The lesson includes reading from a book about how politicians control and spin information on social media platforms. Students will take notes and discuss promises politicians make to gain power. They will then complete activities in their workbook, drafting tweets as a politician and writing a news article. The objectives are to examine how politicians use social media and understand media's power in politics.
Democracy 2, 3A and 3D
This document outlines a lesson plan on democracy that includes:
1. Reading about constitutional rights and ranking their importance.
2. Understanding how politics personally affects areas like where you live, music, and sports.
3. Filling out activity book pages on these topics and answering reading questions.
4. Providing advice on writing an introduction for an action report project connecting it to CSPE and listing reasons for choosing the project.
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The document provides information about the branches of the Irish government called the Oireachtas, which has three parts: the President, the Seanad, and Dail Eireann. It then outlines the plan to have students read passages about each branch, take notes, and write a letter inviting the current President of Ireland to visit the school. The objectives are to examine the role of the President and understand what a president's responsibilities are.
Lesson 6 b
The document discusses the Manchuria Crisis of the 1930s. It outlines key events such as Japan taking control of Manchuria in 1931 and setting up a puppet government there in 1932 against League of Nations rules. When China appealed to the League, it ruled Japan's actions unlawful but was powerless to enforce its decision. Japan then withdrew from the League and continued its aggression in China. The League failed to stop Japanese expansion due to weaknesses in both its structure and lack of commitment from member nations.
Development 3
This document outlines the plan for a class that will examine the causes of poverty and colonialism. The class will include defining key terms, reading passages and taking notes, watching an explanatory video, and completing homework that involves reflective journaling and an activity. Students will discuss how Ireland was treated by Britain, read about colonialism, non-governmental organizations, and factors that impact a country's development.
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Foreign policy assignment
1. Foreign policy is defined as the goals and interests that shape how a country interacts with other members of the international community.
2. Foreign policy is influenced by systemic, domestic, and individual levels of analysis. The systemic level looks at global circumstances, the domestic level examines determinants within a country, and the individual level focuses on decision makers.
3. Developing a foreign policy involves creating a delegation profile with background information on a country, and then analyzing that information to determine the country's positions on relevant issues.
国際政治基礎ａ 2015 class 13 lect 11
The document summarizes key concepts related to the international system, including:
1) It discusses different models of the international system including uni-polar, multi-polar, and power chaos. It also discusses the Kantian triangle of liberal beliefs about what creates world peace.
2) It analyzes international institutions like the WTO, IMF, World Bank and how they shape global economic and political relations. However, institutions are also subject to state influence and power dynamics.
3) It discusses the concept of crisis stability between states and how the threat of mutual assured destruction helped maintain stability between the U.S. and USSR during the Cold War. High crisis stability incentivizes peaceful solutions during conflicts.
Foreign policy
The document discusses several ways that the President and Congress can make foreign policy in the United States. The President can enact policies in response to foreign events or by negotiating international agreements. Congress can direct foreign policy through legislative directives or applying legislative pressure. The document also summarizes the roles of several international organizations in foreign policy, including maintaining global peace for NATO, protecting human rights for the UN, and addressing hunger issues for the World Food Program.
Int Rel Final Exam Paper
The document discusses issues relating to national security versus international security from the perspective of a potential National Security Advisor. It addresses topics like alliance-building, arms control, and international law. The main points are:
1) As National Security Advisor, the author would need to conduct thorough analysis of global issues and weigh national interests, while also accommodating changes to maintain good global relations.
2) Alliance-building can both benefit and harm national security, so the U.S. should take a realist approach and only form alliances to deal with direct threats.
3) Arms control agreements can stabilize relations but nations are reluctant to give up defenses, so the U.S. must prepare militarily
The linkage between foreign policy and diplomacy
JR.Childs wrote, “The foreign policy of a state is the substance of foreign relations, whereas diplomacy is a process by which policies carried out. “ Similarly, Sir Harold Nicholson wrote, “Foreign policy is based on a general conception of national requirements…. Diplomacy, on the other hand, it’s not an end but a mean, not a purpose but a method. It is the agency through which foreign policy seeks to attain its purpose by agreement rather than by war.”
The crux of the whole debate is that diplomacy is the method and foreign policy is the substance, which is executed by the use of diplomatic technique.
Roles of the President
The document outlines the six main roles of the President of the United States: chief executive, chief diplomat, commander-in-chief, legislative leader, head of state, and economic leader. As chief executive, the President carries out laws and appoints judges and cabinet members. As chief diplomat, the President directs foreign policy, negotiates treaties, and appoints ambassadors. As commander-in-chief, the President backs foreign policy with military force and orders troops into battle.
Presidential Roles
The document outlines several roles of the President of the United States including chief of state, chief executive, chief diplomat, commander in chief, chief legislator, party leader, and economic planner. It provides examples and descriptions of the responsibilities associated with each role such as awarding medals and making treaties as chief of state, appointing officials and issuing executive orders as chief executive, and directing foreign policy and hosting foreign leaders as chief diplomat.
Foreign policy determinants
1) A nation's foreign policy is determined by both domestic and international factors. Domestically, factors include a country's culture, history, geography, economic strength, and political system.
2) Internationally, the structure of the international system, international laws and organizations, military alliances, and relative military powers all influence a country's foreign policy choices.
3) A country's foreign policy consists of defining its national interests and desired outcomes, and determining strategies and resources to pursue these interests in interactions with other states.
What is the JMUN?
The document describes an opportunity for students to participate in Terakki's first Junior Model United Nations committee. The JMUN aims to teach students about global issues, public speaking skills, and experience real debates. Students would take on the role of delegates representing different UN member states as they research issues, debate in committee meetings, and work to pass resolutions. Key skills learned would include research, presentation, debating, and developing global awareness.
Domestic politics at the turn of the 21st student version
This document provides background information and instructions for an assignment on analyzing domestic policy goals of U.S. presidents. It explains that students will create a "Janus figure" - a two-faced symbol representing goals achieved and not achieved. Guidelines are provided for researching a president and identifying their major domestic policies, designing symbols to represent these goals, and rating the president's overall success. Examples of policies from Reagan, Bush, Clinton and Bush are also listed.
Presidential powers
The document discusses the roles and powers of the President, including being the head of state, commander-in-chief, and chief executive. It also covers how a President is elected through primaries, political conventions, and the Electoral College system. The powers of the President include both formal constitutional powers and informal powers gained in practice over time.
The presidency
The document discusses the roles and responsibilities of the US Presidency. It outlines that the President must be a natural born US citizen over 35 years old, and serves as the head of state, chief executive, commander-in-chief of the military, chief diplomat, and chief legislator. The President has significant powers but also checks on their power from Congress and the courts. The Vice President is first in the presidential line of succession.
Roles of The President
The document outlines the various roles and powers of the President of the United States. It identifies the President as the chief of state, chief executive, chief diplomat, chief legislator, commander-in-chief, chief of the economy, and chief of their political party. It provides details on the responsibilities and formal/informal powers associated with each of these roles, such as representing the country, enforcing laws, directing foreign policy, suggesting new legislation, controlling the armed forces, and helping with campaigning.
U6.LP5: U.S. Foreign Policy
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.
Roles Of The President
The president has many roles including chief executive, chief of state, chief diplomat, commander in chief, legislative leader, economic chief, and party chief. As chief executive, the president enforces laws through executive agencies and orders. As chief diplomat, the president makes foreign policy and appoints ambassadors. As commander in chief, the president leads the armed forces but is limited by Congress according to the War Powers Resolution.
The Presidency - Qualifications, Powers and Roles
The document provides an overview of the powers and roles of the President of the United States, including both expressed powers in the Constitution as well as informal powers that have expanded over time. It discusses the President's role as Commander in Chief, chief executive, and head of state. The document also examines the President's cabinet, staff, and relationship with Congress.
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Domestic politics at the turn of the 21st student version
Domestic politics at the turn of the 21st student version
Similar to Effecting global change 1
Development 4
This document outlines the plan for a class that will discuss national debt and poverty. The class will begin with a warm-up activity defining national debt. Students will then read pages 130-131 about debt forgiveness and enforcement. Working in pairs, students will write articles explaining what they read in a simple tone. Finally, students will complete activities in their reflective journals answering questions and summarizing the key terms and links to poverty.
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This document outlines a lesson plan on how politicians use social media and media's influence in politics. The lesson includes reading from a book about how politicians control and spin information on social media platforms. Students will take notes and discuss promises politicians make to gain power. They will then complete activities in their workbook, drafting tweets as a politician and writing a news article. The objectives are to examine how politicians use social media and understand media's power in politics.
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This document outlines a lesson plan on democracy that includes:
1. Reading about constitutional rights and ranking their importance.
2. Understanding how politics personally affects areas like where you live, music, and sports.
3. Filling out activity book pages on these topics and answering reading questions.
4. Providing advice on writing an introduction for an action report project connecting it to CSPE and listing reasons for choosing the project.
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The document discusses the Manchuria Crisis of the 1930s. It outlines key events such as Japan taking control of Manchuria in 1931 and setting up a puppet government there in 1932 against League of Nations rules. When China appealed to the League, it ruled Japan's actions unlawful but was powerless to enforce its decision. Japan then withdrew from the League and continued its aggression in China. The League failed to stop Japanese expansion due to weaknesses in both its structure and lack of commitment from member nations.
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This document outlines the plan for a class that will examine the causes of poverty and colonialism. The class will include defining key terms, reading passages and taking notes, watching an explanatory video, and completing homework that involves reflective journaling and an activity. Students will discuss how Ireland was treated by Britain, read about colonialism, non-governmental organizations, and factors that impact a country's development.
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1. The document discusses a lesson on human rights that examines the Universal Declaration of Human Rights.
2. Students are asked to read the Declaration and choose the three most important human rights from the left, middle, and right columns to share with the class.
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B sustainable development 3 4 r's
This document outlines a lesson plan on sustainable development and the 4 R's - reduce, reuse, replace, and recycle. Students will read pages about the 4 R's, take notes, and complete activities in their reflective journals. Their homework includes practicing the 3 R's and choosing an image for a poster presentation in the next class. The lesson aims to teach students how to explain the 4 R's and help save the planet through sustainable practices.
B sustainable development 2 debate theme park
This document outlines an in-class activity where students will be split into groups to debate whether a theme park should be built. Each group will represent a stakeholder with differing perspectives on the issue. They will have 10 minutes to prepare arguments, then each group will have 2 minutes to present their perspective. One group will represent the planning committee that will vote on the issue at the end. Students are provided guidance on preparing their arguments and the process. They will then record the results of the planning committee vote in their reflective journals as homework.
A sustainability 3 poster class
The document provides instructions for students to create posters on topics related to sustainability for new first year students. It outlines that the posters should represent one of the topics of climate change, child labor, or fair trade and give information on environmental issues and solutions. Students are encouraged to include words, pictures from textbook pages, or key words splattered across the page. The best posters will be presented to the class next week.
E human rights 14 test
This document provides instructions and questions for an open book test on civic studies and human rights. It directs students to answer questions about how they prepared for the test, their rights and responsibilities, examples of active citizenship and human rights violations, a human rights champion, the Universal Declaration of Human Rights, opinions on the death penalty, and to draw a poster on helping human rights. It concludes by assigning homework to plan a poster representing what was covered during the year.
E human rights 14 test 1st year
The document announces an open-book test in CSPE (Civic, Social and Political Education) starting the week of May 13th. Students may prepare answers to bring on the test day. The test will consist of 7 questions to be answered in 35 minutes, with each question worth 10 marks except the final poster question worth 40 marks. The document lists the 7 questions and indicates the relevant page numbers in the textbook where students can find answers. It notes that the test will take place during the second last week of May, and any class interruptions during the last two weeks will require students to submit pre-prepared answers or they will fail the CSPE course.
D human rights 7 sheets walking debate
This document contains 7 sections labeled with letters A through G, but without any other context or information provided about the content of each section. The order of the sections is A, B, C, D, E, F, G.
C human rights 5 mid term posters
The document provides instructions for students to create posters expressing human rights. It asks students to write 1-2 sentences planning their poster and share with the class. The homework assignment is to complete page 31 in the Blue Book. The objectives are for students to create posters representing the last 3 chapters and practice teamwork by combining two or more ideas. The note also lists the skills of being creative.
C human rights 4 child rights
This document provides instructions for a classroom lesson on the UN Convention on the Rights of the Child. The lesson involves students reading about and taking notes on the four categories of children's rights outlined in the Convention: survival rights, development rights, participation rights, and protection rights. Students will note down specific rights from a list in their workbook and then do a drawing exercise representing each category of rights in their journal. Next week's class will involve making posters related to children's rights.
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