American Government

Government-08/29/30 August 29, 2013 Appetizer: What did you think of President Obama’s speech? Main Course: Get in your groups-15 minutes Presentations on “LOST” Assess your contribution to the “LOST” project Dessert: What was your contribution to the "LOST" project? August 29, 2013 in American Government, American Government Honors | Permalink | Comments (0) August 28, 2013 Government-08/27-28/13 Students worked on "LOST" project Appetizer: “I Have a Dream” speech-50 years ago today in front of the Lincoln Memorial On a sheet of paper to be turned in, tell me what you think Dr. King’s reaction would be to how things are today in 2013. (Would he be proud, happy, sad, concerned, etc.?) What are some laws that affect you personally in the state of GA? EQ: What is an expressed, implied, inherent power? Main Course: Review Bill of Rights on white boards (also 6 constitutional principles, and articles to the Constitution as well as the Preamble Define the following in your notebook: Delegated powers Expressed powers (also called enumerated powers) Implied Inherent Concurrent Reserved powers Discuss these together Venn Diagram-fill in your diagram using page 97 “Lost” project due on Thursday August 28, 2013 in American Government, American Government

World History

WORLD HISTORY 08-26-13 / 08-30-13 MON. AUGUST 26TH AGENDA; 1. UNIT ONE TEST 2. AFTER TEST / READING COMP. CH4 P. 123. SECT. QUES. P. 126 1 - 8 CLOSE: HOW WELL DID I DO (UNIT TEST) TUES. AUGUST 27TH AGENDA: Geography Matters! Students will use the World Atlas in analyzing the how Greece’s geography structures it’s society. Presentation on Greek Polis, The Roman Republic, and The Roman Empire, students will use guided notes. Classroom with- in a Classroom: Half of the class will stay in the classroom with (co-teacher) working on workbook activity. Other students will be taken to outside autrium to have a class discussion/instruction on philosophers in the ancient empires. Students/teacher will be role playing a school environment during the time of Plato, Aristotle, and Socrates. Students will then rotate. WED. AUGUST 28TH Work Session: Students will create a riddle the correlates with each ancient Greek Philosopher. Powerpoint Alexander the Great and Hellenistic Culture with guided notes Students will write a one page informative essay regarding the legacy of Alexander the Great (Eulogy) THURS. AUGUST 29TH Work Session: Students will present their Alexander the Great Eulogies. Roman Republic, Julius Caesar presentation with guided notes Students will complete workbook activity on the spread of Hellenistic culture. Discussion of the Roman Empire FRI. AUGUST 30TH AGENDA: Work Session: Discussion of the fall of Roman and the state of America Students will read primary documents and complete a mini World History DBQ Students will beginning writing of the fall of the RomanEmpire. Creating Topic sentences and organizing essay. Explanation of photos Buddy paired learning Byzantine learning packet that highlights the culture of Byzantium and the split of the Christian Church. Review of Information Mini-DBQ forming the essay. Closing/Summarizer: The Roman Empire is_____________ and is not_____________________ Posted at 02:46 PM | Permalink | Comments (0) | TrackBack (0) August 16, 2013 WORLD HISTORY - AUGUST 19TH - AUGUST 23RD MONDAY, AUG. 19TH AGENDA 1. Common Assessment - Pre-Test for CA, to establish baseline for measurement on the World History Standards Assessment 2. Introduce Shang Zhou Dynasties / China TUES. AUG. 20TH AGENDA: WED. AUG. 21ST AGENDA: THURS. AUG. 22ND AGENDA: FRI. AUG. 23RD AGENDA: Posted at 09:39 AM | Permalink | Comments (0) | TrackBack (0) August 09, 2013 WORLD HISTORY AUGUST 12TH - AUGUST 16TH, 2013 MON. AUG. 12TH STANDARD - SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediteranean from 3500 BCE to 500 BCE. AGENDA: 1. REVIEW CIVILIZATIONS ORGANIZER 2. READ / WRITE - HAMMURABI'S CODE 3. WORK ON "MY HISTORY PROFILE ACTIVATOR FOR UNIT I Your “My History” Profile will consist of a description of your own personal life history - that is, “Your History” in the world. You are going to describe your own (personal life history) aligned with the different Periods / Standard 1 & 2, that we study in history. Stage 1 - Pre-History / Period before written records (Age 0-3 yrs. Old) Stage 2 – Developmental Stage / Rise of Civilizations (Age 4-12 yrs. Old. Stage 3 - Exploration / Empire Building – Start of Nations / Exploration of the World (Ages 13 – 15 yrs.) Stage 4 - Globalization / Consolidation - Most Powerful nations (How will you build your Empire ( your place in the world) Ages 16+ - Young Adult. Outline of Stages in “My History” Profile Stage I - Pre-History / (Ages 0-3 yrs. old). Describe when & where you were born. Ask your parents, grand-parents, siblings, aunts, uncles, what you were like as child. Connection to W/History – Pre-Historic – time before written records. Examples: When did you learn to walk, talk, read, etc. What was your personality like, what interesting, funny things did you do? Stage II – Developmental Stage / (Age – 4 - 12 yrs. Old) Describe the things you learned to do, like sports, dance, music. What do you like to do most? What particular abilities / skills do did you start to develop? What was your personality like? What memories do you have? What were things others told you? Connection to World History - Rise of Civilizations (Standards 1 @ 2 ). Stage III – Age of Exploration /Empire building - (Ages 13 – 15 yrs. old) What specific skills, ability begin to emerge (what do you become really good at) – singing, sports, etc. What interests develop? What goals did you have or think about? Who is the most influential person(s)in your life? Connection to World History – Age of Exploration / Empire Building (Columbus, Spain) Stage IV - Globalization / Consolidation – (Ages 16+ to Adult) How will you create your place in the world? What is you GOAL after high-school. What is a good CAREER for you? How will you get there? / Loans, work, assistance from parents, others. Connection – Globalization (Internet, Technology, World Crisis). ___________________________________________________________________ GRADING RUBRIC FOR “MY HISTORY” PROFILE I - All four stages utilized and explained with examples 25 Pts. II – Student provided Artifacts (Evidence of different stages) 25 Pts. III – Student put together information in a Poster, Power Point, Or Paper. 25 Pts. IV - Student demonstrated t knowledge between World History Standard 1 &2, and their own personal life history. 25 Pts. ________ Total 100 Pts. CLOSE: TUES. AUG. 13TH AGENDA: 1. RISE OF EGYPT / INFLUENCE OF THE PHOENICIANS (ALPHABET) 2. LEGACY OR HEBREWS (BIBLE), ZORASTER (ZORASTRIANISM) CLOSE: WED. AUG. 14TH STARTER: BRAIN-POP EGYPT AGENDA: 1. EGYPTIAN CULTURE / MUMMIFICATION / HIEROGLYPHICS 2. GUIDED NOTES CLOSE: THURS. AUG. 15TH AGENDA: 1. INDUS VALLEY CIVILIZATIONS 2. HINDUISM - POLOYTHEISTIC (MANY GODS) RELIGION CLOSE: FRI. AUG 16TH AGENDA: 1. SHANG XAO XIN - CONFUCIANISM / MANDATE OF HEAVEN 2. ORGANIZER CLOSE: Posted at 04:56 PM | Permalink | Comments (0) | TrackBack (0) WORLD HISTORY AUGUST 7TH - AUGUST 9TH, 2013 WEDNESSDAY, AUG. 7TH AGENDA: 1. REVIEW SCHEDULES 2. CLASS INTRODUCTION CLOSE: RE-CAP THURS. AUG. 8TH AGENDA: 1. CLASS RULES 2. MAP SKILLS REVIEW 3. TRAITS OF A CIVILIZATION 4. "MY HISTORY" PROFILE / UNIT I ACTIVATOR Your “My History” Profile will consist of a description of your own personal life history - that is, “Your History” in the world. You are going to describe your own (personal life history) aligned with the different Periods / Standard 1 The Rise of Civilizations in World History. Stage 1 - Pre-History / Period before written records (Age 0-3 yrs. Old) Stage 2 – Developmental Stage / Rise of Civilizations (Age 4-12 yrs. Old. Stage 3 - Exploration / Empire Building – Start of Nations / Exploration of the World (Ages 13 – 15 yrs.) Stage 4 - Globalization / Consolidation - Most Powerful nations (How will you build your Empire ( your place in the world) Ages 16+ - Young Adult. Outline of Stages in “My History” Profile Stage I - Pre-History / (Ages 0-3 yrs. old). Describe when & where you were born. Ask your parents, grand-parents, siblings, aunts, uncles, what you were like as child. Connection to W/History – Pre-Historic – time before written records. Examples: When did you learn to walk, talk, read, etc. What was your personality like, what interesting, funny things did you do? Stage II – Developmental Stage / (Age – 4 - 12 yrs. Old) Describe the things you learned to do, like sports, dance, music. What do you like to do most? What particular abilities / skills do did you start to develop? What was your personality like? What memories do you have? What were things others told you? Connection to World History - Rise of Civilizations (Standards 1 @ 2 ). Stage III – Age of Exploration /Empire building - (Ages 13 – 15 yrs. old) What specific skills, ability begin to emerge (what do you become really good at) – singing, sports, etc. What interests develop? What goals did you have or think about? Who is the most influential person(s)in your life? Connection to World History – Age of Exploration / Empire Building (Columbus, Spain) Stage IV - Globalization / Consolidation – (Ages 16+ to Adult) How will you create your place in the world? What is you GOAL after high-school. What is a good CAREER for you? How will you get there? / Loans, work, assistance from parents, others. Connection – Globalization (Internet, Technology, World Crisis). ___________________________________________________________________ GRADING RUBRIC FOR “MY HISTORY” PROFILE I - All four stages utilized and explained with examples 25 Pts. II – Student provided Artifacts (Evidence of different stages) 25 Pts. III – Student put together information in a Poster, Power Point, Or Paper. 25 Pts. IV - Student demonstrated t knowledge between World History Standard 1 &2, and their own personal life history. 25 Pts. ________ Total 100 Pts. CLOSE: WHAT DID WE DO TODAY FRI. AUG. 9TH AGENDA: 1. ACRONYMN - MESOPOTAMIA / 2. FAST FIVE QUESSTIONS / HAMMURABI & THE FERTILE CRESCENT 3. BRAINSTORM - "MY HISTORY" PROFILE CLOSE - I KNOW IT Posted at 04:25 PM | Permalink | Comments (0) | TrackBack (0) May 20, 2013 SOCIOLOGY 05-20 - 05-24-2013 MONDAY, MAY 2OTH 1. STUDYO GUIDE FOR FINAL EXAM 2. TOPE TEN DEDVIANTS PRESENTATIONS TUES. MAY 21ST 1. STUDY GUIDE FOR FINAL EXAM WED. MAY 22ND 1. FINAL EXAMS BEGIN THURS. MAY 23RD 1. LAST DAY FOR FINAL EXAMS FRIDAY, MAY 24TH TEACHER WORDAyY Posted at 04:02 PM | Permalink | Comments (0) | TrackBack (0) WORLD HISTORY 05-20 - 05-24 - 3013 MONDAY, MAY 20TH 1. STUDY GUIDE FOR FINAL EXAM TUESDAY, MAY 21ST 1. STUDY GUIDE FOR FINAL EXAM WED. MAY 22ND 1. FINAL EXAMS THUR. MAY 23 1. FINAL EXAMS Posted at 09:43 AM | Permalink | Comments (0) | TrackBack (0) SOCIOLOGY 05-13-2013 - 05-17 MONDAY, MAY 13TH 1. FINAL EXAM REVIEW FOR SENIORS 2. SEMESTER PROJECT DUE TODAY TUES. MAY 14TH 1. FINAL EXAM STUDY GUIDE SENIORS 2. SEMESTER PROJECT MAKEUP WED. MAY 15TH, 1. FINAL EXAM STUDY GUIDED SENIOPRS 2. SEMESTER PROJECT MAKE-UP THURS. MAY 15TH, 1. FINAL EXAM 3RD, 4TH 2. TOP TEN MOST DEVIANT ASSIGNMENT FRI. MAY 17TH 1. SENIOR FINAL 1ST, & 2ND 2. TOP TEN MOST DEVIANT PRESENTATIONS Posted at 09:19 AM | Permalink | Comments (0) | TrackBack (0) WORLD HISTORY 05-13 - 05-17-2013 MONDAY, MAY 13TH 1. ENDO OF YEAR INFO 2. OUTLINE FOR COLD WAR PROJECT TUES. MAY 14TH 1. COLD WAR PROJECT 2. PEARL HARBOR CLIPS WED. MAY 15TH 1. COLD WAR PROJECT 2. PEARL HARBOR CLIPS THURS. MAY 16TH AGENDA: COLD WAR PROJECT FRI. MAY 17TH 1. COLD WAR PROJECT 2. PEARL HARBOR - RE3FLECTION Posted at 09:13 AM | Permalink | Comments (0) | TrackBack (0) May 10, 2013 SOCIOLOGY MAY 6TH - MAY 10TH, 2013 MON. MAY 6TH AGENDA: 1. CHAPTER 8 READING GUIDE 2. sUMMARY TUE. MAY 7TH AGENDA: 1. NOTES DEVIANCE 2. CLASS DISCUSSION WED. MAY 8TH AGENDA: 1. CHAPTER 8 REVIEW THURS. MAY 9TH AGENDA: 1. READING GUIDE 2. COMPLETE CHAPTER 8 REVIEW FRI. MAY 10TH AGENDA: 1. FINAL INTERVIEWS 2. SEMESTER PROJECTS DUE MONDAY mAY Posted at 10:15 AM | Permalink | Comments (0) | TrackBack (0) WORLD HISTORY MAY 6TH - 10TH, 2013 MON. MAY 6TH AGENDA: 1. LREADING COMP. P. 288 TUE. MAY 7TH AGENDA: 1. NOTES WWII 2. LETTERS HOME 1. WED. MAY 8TH AGENDA: 1. STUDY GUIDE THUR. MAY 9TH AGENDA: 1. STUDY GUIDE FRI. MAY 10TH AGENDA: 1. UNIT 7 TEST 2.LWKBK PAGES 299 - 308 DUE TODAY Posted at 09:39 AM | Permalink | Comments (0) | TrackBack (0) Next » August 2013 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Blog powered by Typepad Recent Posts WORLD HISTORY 08-26-13 / 08-30-13 WORLD HISTORY - AUGUST 19TH - AUGUST 23RD WORLD HISTORY AUGUST 12TH - AUGUST 16TH, 2013 WORLD HISTORY AUGUST 7TH - AUGUST 9TH, 2013 SOCIOLOGY 05-20 - 05-24-2013 WORLD HISTORY 05-20 - 05-24 - 3013 SOCIOLOGY 05-13-2013 - 05-17 WORLD HISTORY 05-13 - 05-17-2013 SOCIOLOGY MAY 6TH - MAY 10TH, 2013 WORLD HISTORY MAY 6TH - 10TH, 2013 Pages

American Government

Government-08/26/13 EQ: What are amendments 6-10? Appetizer: What questions do you have about #1-5? Main Course: Review amendments 1-5 Continue on with 6-10 Lost-Final Days 7 and 8 Bring all your materials on Tuesday; you will work on your projects. They will be presented on Thursday! Dessert: How can you related what you have been learning to the “Lost” project.

American Government

Government-08/21/13 EQ: What is the Preamble’s purpose? Appetizer: Which principle is most important out of the six? Main Course: Groups briefly discuss your posters and principles 4th period did this already. Create a foldable on the six constitutional principles-federalism, separation of powers, checks and balances, sovereignty, limited government, judicial review Handout and Preamble-go over together Each group needs a Constitution handout-Lost: Days 5-6 Dessert: How can you relate what we are learning about government to your “Lost” project? Download LOST Directions

World History

MONDAY, AUG. 19TH AGENDA 1. Common Assessment - Pre-Test for CA, to establish baseline for measurement on the World History Standards Assessment 2. Introduce Shang Zhou Dynasties / China

World Histsory

August 09, 2013 WORLD HISTORY AUGUST 12TH - AUGUST 16TH, 2013 MON. AUG. 12TH STANDARD - SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediteranean from 3500 BCE to 500 BCE. AGENDA: 1. REVIEW CIVILIZATIONS ORGANIZER 2. READ / WRITE - HAMMURABI'S CODE 3. WORK ON "MY HISTORY PROFILE ACTIVATOR FOR UNIT I Your “My History” Profile will consist of a description of your own personal life history - that is, “Your History” in the world. You are going to describe your own (personal life history) aligned with the different Periods / Standard 1 & 2, that we study in history. Stage 1 - Pre-History / Period before written records (Age 0-3 yrs. Old) Stage 2 – Developmental Stage / Rise of Civilizations (Age 4-12 yrs. Old. Stage 3 - Exploration / Empire Building – Start of Nations / Exploration of the World (Ages 13 – 15 yrs.) Stage 4 - Globalization / Consolidation - Most Powerful nations (How will you build your Empire ( your place in the world) Ages 16+ - Young Adult. Outline of Stages in “My History” Profile Stage I - Pre-History / (Ages 0-3 yrs. old). Describe when & where you were born. Ask your parents, grand-parents, siblings, aunts, uncles, what you were like as child. Connection to W/History – Pre-Historic – time before written records. Examples: When did you learn to walk, talk, read, etc. What was your personality like, what interesting, funny things did you do? Stage II – Developmental Stage / (Age – 4 - 12 yrs. Old) Describe the things you learned to do, like sports, dance, music. What do you like to do most? What particular abilities / skills do did you start to develop? What was your personality like? What memories do you have? What were things others told you? Connection to World History - Rise of Civilizations (Standards 1 @ 2 ). Stage III – Age of Exploration /Empire building - (Ages 13 – 15 yrs. old) What specific skills, ability begin to emerge (what do you become really good at) – singing, sports, etc. What interests develop? What goals did you have or think about? Who is the most influential person(s)in your life? Connection to World History – Age of Exploration / Empire Building (Columbus, Spain) Stage IV - Globalization / Consolidation – (Ages 16+ to Adult) How will you create your place in the world? What is you GOAL after high-school. What is a good CAREER for you? How will you get there? / Loans, work, assistance from parents, others. Connection – Globalization (Internet, Technology, World Crisis). ___________________________________________________________________ GRADING RUBRIC FOR “MY HISTORY” PROFILE I - All four stages utilized and explained with examples 25 Pts. II – Student provided Artifacts (Evidence of different stages) 25 Pts. III – Student put together information in a Poster, Power Point, Or Paper. 25 Pts. IV - Student demonstrated t knowledge between World History Standard 1 &2, and their own personal life history. 25 Pts. ________ Total 100 Pts. CLOSE: TUES. AUG. 13TH AGENDA: 1. RISE OF EGYPT / INFLUENCE OF THE PHOENICIANS (ALPHABET) 2. LEGACY OR HEBREWS (BIBLE), ZORASTER (ZORASTRIANISM) CLOSE: WED. AUG. 14TH STARTER: BRAIN-POP EGYPT AGENDA: 1. EGYPTIAN CULTURE / MUMMIFICATION / HIEROGLYPHICS 2. GUIDED NOTES CLOSE: THURS. AUG. 15TH AGENDA: 1. INDUS VALLEY CIVILIZATIONS 2. HINDUISM - POLOYTHEISTIC (MANY GODS) RELIGION CLOSE: FRI. AUG 16TH AGENDA: 1. SHANG XAO XIN - CONFUCIANISM / MANDATE OF HEAVEN 2. ORGANIZER CLOSE: Posted at 04:56 PM | Permalink | Comments (0) | TrackBack (0) WORLD HISTORY AUGUST 7TH - AUGUST 9TH, 2013 WEDNESSDAY, AUG. 7TH AGENDA: 1. REVIEW SCHEDULES 2. CLASS INTRODUCTION CLOSE: RE-CAP THURS. AUG. 8TH AGENDA: 1. CLASS RULES 2. MAP SKILLS REVIEW 3. TRAITS OF A CIVILIZATION 4. "MY HISTORY" PROFILE / UNIT I ACTIVATOR Your “My History” Profile will consist of a description of your own personal life history - that is, “Your History” in the world. You are going to describe your own (personal life history) aligned with the different Periods / Standard 1 The Rise of Civilizations in World History. Stage 1 - Pre-History / Period before written records (Age 0-3 yrs. Old) Stage 2 – Developmental Stage / Rise of Civilizations (Age 4-12 yrs. Old. Stage 3 - Exploration / Empire Building – Start of Nations / Exploration of the World (Ages 13 – 15 yrs.) Stage 4 - Globalization / Consolidation - Most Powerful nations (How will you build your Empire ( your place in the world) Ages 16+ - Young Adult. Outline of Stages in “My History” Profile Stage I - Pre-History / (Ages 0-3 yrs. old). Describe when & where you were born. Ask your parents, grand-parents, siblings, aunts, uncles, what you were like as child. Connection to W/History – Pre-Historic – time before written records. Examples: When did you learn to walk, talk, read, etc. What was your personality like, what interesting, funny things did you do? Stage II – Developmental Stage / (Age – 4 - 12 yrs. Old) Describe the things you learned to do, like sports, dance, music. What do you like to do most? What particular abilities / skills do did you start to develop? What was your personality like? What memories do you have? What were things others told you? Connection to World History - Rise of Civilizations (Standards 1 @ 2 ). Stage III – Age of Exploration /Empire building - (Ages 13 – 15 yrs. old) What specific skills, ability begin to emerge (what do you become really good at) – singing, sports, etc. What interests develop? What goals did you have or think about? Who is the most influential person(s)in your life? Connection to World History – Age of Exploration / Empire Building (Columbus, Spain) Stage IV - Globalization / Consolidation – (Ages 16+ to Adult) How will you create your place in the world? What is you GOAL after high-school. What is a good CAREER for you? How will you get there? / Loans, work, assistance from parents, others. Connection – Globalization (Internet, Technology, World Crisis). ___________________________________________________________________ GRADING RUBRIC FOR “MY HISTORY” PROFILE I - All four stages utilized and explained with examples 25 Pts. II – Student provided Artifacts (Evidence of different stages) 25 Pts. III – Student put together information in a Poster, Power Point, Or Paper. 25 Pts. IV - Student demonstrated t knowledge between World History Standard 1 &2, and their own personal life history. 25 Pts. ________ Total 100 Pts. CLOSE: WHAT DID WE DO TODAY FRI. AUG. 9TH AGENDA: 1. ACRONYMN - MESOPOTAMIA / 2. FAST FIVE QUESSTIONS / HAMMURABI & THE FERTILE CRESCENT 3. BRAINSTORM - "MY HISTORY" PROFILE CLOSE - I KNOW IT Posted at 04:25 PM | Permalink | Comments (0) | TrackBack (0) May 20, 2013 SOCIOLOGY 05-20 - 05-24-2013 MONDAY, MAY 2OTH 1. STUDYO GUIDE FOR FINAL EXAM 2. TOPE TEN DEDVIANTS PRESENTATIONS TUES. MAY 21ST 1. STUDY GUIDE FOR FINAL EXAM WED. MAY 22ND 1. FINAL EXAMS BEGIN THURS. MAY 23RD 1. LAST DAY FOR FINAL EXAMS FRIDAY, MAY 24TH TEACHER WORDAyY Posted at 04:02 PM | Permalink | Comments (0) | TrackBack (0) WORLD HISTORY 05-20 - 05-24 - 3013 MONDAY, MAY 20TH 1. STUDY GUIDE FOR FINAL EXAM TUESDAY, MAY 21ST 1. STUDY GUIDE FOR FINAL EXAM WED. MAY 22ND 1. FINAL EXAMS THUR. MAY 23 1. FINAL EXAMS Posted at 09:43 AM | Permalink | Comments (0) | TrackBack (0) SOCIOLOGY 05-13-2013 - 05-17 MONDAY, MAY 13TH 1. FINAL EXAM REVIEW FOR SENIORS 2. SEMESTER PROJECT DUE TODAY TUES. MAY 14TH 1. FINAL EXAM STUDY GUIDE SENIORS 2. SEMESTER PROJECT MAKEUP WED. MAY 15TH, 1. FINAL EXAM STUDY GUIDED SENIOPRS 2. SEMESTER PROJECT MAKE-UP THURS. MAY 15TH, 1. FINAL EXAM 3RD, 4TH 2. TOP TEN MOST DEVIANT ASSIGNMENT FRI. MAY 17TH 1. SENIOR FINAL 1ST, & 2ND 2. TOP TEN MOST DEVIANT PRESENTATIONS Posted at 09:19 AM | Permalink | Comments (0) | TrackBack (0) WORLD HISTORY 05-13 - 05-17-2013 MONDAY, MAY 13TH 1. ENDO OF YEAR INFO 2. OUTLINE FOR COLD WAR PROJECT TUES. MAY 14TH 1. COLD WAR PROJECT 2. PEARL HARBOR CLIPS WED. MAY 15TH 1. COLD WAR PROJECT 2. PEARL HARBOR CLIPS THURS. MAY 16TH AGENDA: COLD WAR PROJECT FRI. MAY 17TH 1. COLD WAR PROJECT 2. PEARL HARBOR - RE3FLECTION Posted at 09:13 AM | Permalink | Comments (0) | TrackBack (0) May 10, 2013 SOCIOLOGY MAY 6TH - MAY 10TH, 2013 MON. MAY 6TH AGENDA: 1. CHAPTER 8 READING GUIDE 2. sUMMARY TUE. MAY 7TH AGENDA: 1. NOTES DEVIANCE 2. CLASS DISCUSSION WED. MAY 8TH AGENDA: 1. CHAPTER 8 REVIEW THURS. MAY 9TH AGENDA: 1. READING GUIDE 2. COMPLETE CHAPTER 8 REVIEW FRI. MAY 10TH AGENDA: 1. FINAL INTERVIEWS 2. SEMESTER PROJECTS DUE MONDAY mAY Posted at 10:15 AM | Permalink | Comments (0) | TrackBack (0) WORLD HISTORY MAY 6TH - 10TH, 2013 MON. MAY 6TH AGENDA: 1. LREADING COMP. P. 288 TUE. MAY 7TH AGENDA: 1. NOTES WWII 2. LETTERS HOME 1. WED. MAY 8TH AGENDA: 1. STUDY GUIDE THUR. MAY 9TH AGENDA: 1. STUDY GUIDE FRI. MAY 10TH AGENDA: 1. UNIT 7 TEST 2.LWKBK PAGES 299 - 308 DUE TODAY Posted at 09:39 AM | Permalink | Comments (0) | TrackBack (0) May 01, 2013 WORLD HISTORY 04-29 - O5 - 03 MONDAY, APR. 29TH AGENDA: UNIT 6 REVIEW TUES. APR. 30TH AGENDA: UNIT 6 TEST WED. MAY 1ST AGENDA: GRAPHIC - CAUSES OF WWI M.A.I.N. THUR. MAY 2ND AGENDA: PPT NOTES WWI THUR. MAY 3RD AGENDA: VIDEO SEGMENT WWI FRI MAY 4TH ABENDA: GROUP ACTIVITY - WAR GAMES Posted at 10:29 AM | Permalink | Comments (0) | TrackBack (0) Next » August 2013 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Blog powered by TypePad Recent Posts WORLD HISTORY - AUGUST 19TH - AUGUST 23RD WORLD HISTORY AUGUST 12TH - AUGUST 16TH, 2013 WORLD HISTORY AUGUST 7TH - AUGUST 9TH, 2013 SOCIOLOGY 05-20 - 05-24-2013 WORLD HISTORY 05-20 - 05-24 - 3013 SOCIOLOGY 05-13-2013 - 05-17 WORLD HISTORY 05-13 - 05-17-2013 SOCIOLOGY MAY 6TH - MAY 10TH, 2013 WORLD HISTORY MAY 6TH - 10TH, 2013 WORLD HISTORY 04-29 - O5 - 03 Pages

US Government

Government-08/14/13 SSCG1 The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. SSCG1.a Analyze key ideas of limited government and the rule of law as seen in the Magna Carta, the Petition of Rights, and the English Bill of Rights. SSCG1.b Analyze the writings of Hobbes (Leviathan), Locke (Second Treatise on Government), and Montesquieu (The Spirit of Laws) as they impact our concept of government. Warm-up (Appetizer): Jot down your ideas about the perfect teacher! What is a philosopher? Why are Locke and Hobbes important? EQ: What contributions did Locke and Hobbes make to our way of being governed? Main Course: Questions about types of government? Graphic Organizer on Locke and Hobbes Scenario of 2 teachers: Which do you like best? Notes/Fill in graphic organizer August 14, 2013 in American Government, American Government Honors | Permalink | Comments (0) August 13, 2013 Government-08/13/13 Warm-up (Appetizer): Which type of government sounds the most like ours here in the United States? Now that we have discussed each type of government, which sounds the best to you? Main Course: Review on white boards with different types of government, then review power point This individual has complete control and ultimate power to rule their people. Hint: Power is inherited! Independent states joined together; each state is represented in a central organization. All key powers are held by the national or central government. Explain federalism to me in your own words. You can draw it if you prefer. This type of government is ruled by one and takes power through force. This type of government shares powers with elected legislatures and ceremonial leadership. This type of government is ruled by a few and suppresses all political opposition. This word means absolute power or authority to govern. The type of democracy the United States enjoys. This system states that voters elect the legislative branch and they in turn select a chief executive. Create a visual for 4 types of government with an original sentence and a picture or illustration. Please include representative democracy as one of your 4 and federalism! J This will be turned in for a grade. Get into your groups and come up with the name of your island (if you haven’t done this yet) and work on day one-someone in the group should be responsible for keeping up with your groups thoughts and ideas on paper. Review notes from Friday-Graphic Organizer on types of government-fill in and discuss “Lost” clip Day one of Lost project-groups may not be larger than 5 people! Dessert (Summarizer): What type of government appeals to you? August 13, 2013 in American Government, American Government Honors | Permalink | Comments (0) AP Human Geo-Monday-08/12/13 EQ: What are map projections? Why are they useful? Appetizer: Why do you think cartographers use map projections? What is a map scale? Main Course: Turn in your latitude/longitude sheet please! Discuss map projections Notes on Chapter 1 Key terms should be in notebooks-you will work on this for homework 12:30-Book room to get your AP textbook. You may take it home and leave until the end of the semester; we will use the class sets in my room *Make sure you are reading chaper 1-Thinking Geographically this week. Also, remember you must define key terms, pages 40-41 and put them in your notebook on the right side! Remember you had a handout from me you can use on the left side! Mental Maps are due Friday, August 23rd. Remember you have quiz 1 on Friday, August 16, 2013. Download Chapter1-obrian11_Intro HumanGeog Download Chapter 1-obrian88maps August 13, 2013 in American Government, American Government Honors | Permalink | Comments (0) August 09, 2013 American Government-08-07-13-08-09-13 Download Foundations of American Government Guided Notes Download FORMS OF GOVERNMENT Agenda: Activator (Appetizer): What is government and why is it important? Main Course: Take 15 more minutes to wrap up “Would you pass the test?” Discuss together Foundations: Powerpoint and graphic organizer to follow along and answer Summarizer: What type of government appeals to you? Why? (TOD) Discuss with your elbow partner what government is and why we need it. Decide on a definition that works for you both! Would you pass the test? You will work on this in groups of 4 answering questions that immigrants need to know Discuss answers together-you will have 30-35 minutes for this! Expectations: the usual stuff, no texting, eating in class, plugging in your devices, tardy policy, be respectful, raise your hand, etc. Kleenex box activity-We always need tissue in the room, so I would like for you to decorate a tissue box! Include: hobby or free-time activity one of your favorites (food, color, music, book, etc.) your future goals or plans Something you would like to do better Something special about your family Something that reminds you of a memorable moment/event/time in your life Something you really dislike Letter to you from me Information sheet-please fill out! Check transcripts Your turn to write a letter to me August 09, 2013 in American Government, American Government Honors | Permalink | Comments (0) American Government Syllabus Honors American Government Course Syllabus Phinizy, Staker, Torres, Carroll COURSE OBJECTIVE: This course is a study of the local, state, and federal governmental functions. Citizenship rights and responsibilities are emphasized. Focus areas include development of our political system, federalism, civil liberties, political parties, political theory and comparative government. There will be the study of the functions of our executive, legislative, and judicial branches. This course will meet every day for nine weeks (October 11, 2013) and students will earn ½ unit at the completion of the course. REQUIRED TEXT: United States Government: Democracy In Action, Glencoe, 2006. INSTRUCTIONAL PHILOSOPHY: Students will be expected to meet all of the course goals and be able to demonstrate their understanding of the underlying concepts. The instruction will be a mixture of lecture, individual practice and group projects. Students will be required to work individually and with teams. Student assessment will be based on individual work, group work, projects, presentations and tests of students’ knowledge on assigned chapters. Class participation may also be part of student assessment. COURSE GOALS: A. Foundations of American Government Unit 1 B. The Three Branches of Government Unit 2 C. State and Local Government and the Criminal Justice System Unit 3 INSTRUCTIONAL DELIVERY PLAN: Class operation: This is a mandatory social studies class. The teacher will provide direction and manage the class however students will be given responsibility for planning, designing, and doing research to complete projects. The teacher will use a myriad of differentiation strategies to introduce major topics. Students will be expected to manage their time in class and maintain awareness of projects and assignments. STUDENT EVALUATION: Evaluation criteria Percent Foundations of American Government 25% The Three Branches of Government 35% The Criminal Justice System (State and Local Government) 20% Final Exam 20% *This evaluation is standards based grading. HOMEWORK POLICY: Homework must be completed at home and on time for the maximum amount of learning to take place. It is the student’s responsibility to keep up with each assignment. ASSIGNMENT WEIGHTS-all are out of 100 points Summative Assessments Tests/Essays/Projects 1.5 Formative Assessments Quizzes, 9 week assessments 1.25 Daily Assignments Classwork, homework, warm-ups 1 Course Expectations: All students are expected to TRY! Students have the right to learn in a safe, accepting, and encouraging environment. Students must follow the rules of the class and be on time. Excused absences allow make-up work to be graded as stated in the student handbook. Students will have the number of days they are absent, plus one, to make up missed work. Late work will only be accepted for the current unit and will have deductions on grade. Cell phones are not to be visible or in use during class! (Unless we are doing something that allows you to use your technology.) Students do not have the right to misrepresent themselves, distract the learning environment, disrespect or discriminate against their peers. Respect everyone! J Students will check the blog to see what assignments were missed. STATEMENT: I understand what is expected of me in my government class. I understand the course requirements, grading criteria, and the homework policy. I will follow class rules and always do my best. ____________________ _____________________________ ________ Student signature Parent Signature Date E-mail Addresses: Karen.Staker@cobbk12.org Wendy.Torres@cobbk12.org Marvin.Phinizy@cobbk12.org David.Carroll@cobbk12.org Staker/Torres: Planning-2nd period Phinizy: Planning-4th period Check out our blogs by going to the PHS website, departments, Social Studies, and then click on our names! School #-770-819-2521-EX. 237 5 POINT SCALE: Class/Homework numerical grades are calculated on a 5 point scale; 5…......................................................................................................................................................100% 4…………………………………………………………………………………………….…………………..90% 3……………………………………………………………………………….………………………………..80% 2………………………………………………………………………….……………………………………..70% 1……………………………………………………………………….………………………………………..60% 0…………………………………………………………………………………….…………………………..50% COURSE EXPECTATIONS: Ñ All students are expected to TRY! Ñ Students have the right to learn in a safe, appreciate and encouraging environment Ñ Students must follow the posted rules of the class and be on time. Ñ Excused absences allow make-up work to be graded as stated in the student handbook. Students will have the number of days they are absent, plus one, to make up any work missed. Ñ Late work will be accepted for corrective purposes and points will be deducted at stated in the student handbook. There will be 10 points deducted for each day that an assignment is turned in past the stated due date. All work must be turned in within 5 days for a grade. Ñ Cell phones are not allowed in class – STOP TEXTING UNDER THE DESK!!! Ñ Students do not have the right to misrepresent themselves, distract the learning environment, disrespect or discriminate against their peers. Ñ Students will check the class blog weekly and when absent to retrieve assignments. http://sites.google.com/site/phsamericangovernment/ J Students must always be respectful of other students. STATEMENT: I understand what is expected of me in Psychology class. I understand the course requirements, grading criteria, and the homework policy. I will follow class rules and always do my best. ___________________ _____________________ ____________ Student Signature Parent/Guardian Signature Date Student email____________________ Parent/Guardian email __________________ “Some people will never learn anything, for this reason, because they understand everything too soon.” ~Alexander Pope MY EMAIL ADDRESS IS Wendy.Torres@Cobbk12.org if you need to contact me for any reason. Planning Time: 1st period 8:25-10:00 I am available for tutoring every morning from 7:45-8:15, after school until 3:45 or by appointment. Please keep signed syllabus in Government notebook August 09, 2013 in American Government, American Government Honors | Permalink | Comments (0) May 13, 2013 American Government-Friday and Monday-05/13/13 Download Government Final Review Sheet Students are completing a final exam review sheet as a final grade in government. We also watched "Separate But Equal" to go along with our standards. May 13, 2013 in American Government | Permalink | Comments (0) May 07, 2013 American Government-05/06/13 Why are these court cases important to teenagers? Main Course: If you missed the Test on Unit 2-Legislative and Executive Branch on Friday, make arrangements to make up soon! Time is running out! *For question #34 you may not use the explanation given in the matching portion for your answer to question. Make sure you have these in your notebooks- Notebook #18-Judicial Branch Define the following-Chapter 11: Chief Justice John Marshall Jurisdiction Breakdown of the U.S. Supreme Court Marbury v Madison-established the principle of judicial review Litigants Concurrent jurisdiction Original jurisdiction Appellate jurisdiction United States Marshal Due process clause judicial circuits Grand jury Indictment Petit jury Chapter 11 Summary-needs to be completed and turned in to me! 10 Court cases every teenager should know-you did one-fifth of this on Monday, March 18th. You will need to add the ones you didn’t do on a sheet of paper; all you need to do is basically read and summarize using the questions on the handout as your reference Tuesday-"Separate But Equal" video and summary May 07, 2013 in American Government | Permalink | Comments (0) May 03, 2013 American Government-05/03/13 Questions? Main Course: Test on Unit 2-Legislative and Executive Branch *For question #34 you may not use the explanation given in the matching portion for your answer to question. Notebook #18-Judicial Branch After test define the following-Chapter 11: Chief Justice John Marshall Jurisdiction Breakdown of the U.S. Supreme Court Marbury v Madison-established the principle of judicial review Litigants Concurrent jurisdiction Original jurisdiction Appellate jurisdiction United States Marshal Due process clause judicial circuits Grand jury Indictment Petit jury May 03, 2013 in American Government | Permalink | Comments (0) American Government-05/02/13 What cabinet position is the most important? What questions do you have about the legislative and executive branch of government? Main Course: Table of Contents: #17-What are the 15 cabinet positions? Present your poster to the class and do your skit-Only present the 3 departments you are using in your skit, not all 15! . Checks and balances paper-we will discuss these! Make sure you have the correct answers! Test-Friday-Unit 2: Bill of Rights Slander vs. libel Checks and balances-page 66 Qualifications for Senators, Congressmen, and the President How does a bill become a law (11 short steps)-refer to your illustration of this or your handout Roles of President (7)-More practice Cabinet Members-15-pp 276-279 Any person who works for the government is a bureaucrat or civil servant. Who is the inner cabinet? Secretaries of State, Treasury, Defense, and Attorney General-page 232 How does the president get elected? Which amendment limits presidential term? Which amendment provides for presidential succession? May 03, 2013 in American Government | Permalink | Comments (0) April 29, 2013 American Government-04/29/13 SSCG12 The student will analyze the various roles played by the President of the United States including Commander-in-Chief of the Armed Forces, Chief Executive, Chief Agenda Setter, Representative of the Nation, Chief of State, Foreign Policy Leader, and Party Leader. Appetizer: Do you feel the formal qualifications are enough for someone to be president? Explain your answer. Main Course: Turn in your body bio to me! Review the formal qualifications for the office of the president Table of Contents-NB #16-Roles of the president-notes together Complete sheet with an phrase that goes along with the role of the president Download Presidential Powers BLACKMON Download Presidential Roles Callouts Download Presidential Callouts-Barack Obama April 29, 2013 in American Government | Permalink | Comments (0) Next » August 2013 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Blog powered by TypePad Recent Posts AP Human Geography-08/15/13-08/16/13 Government-08/14/13 AP Human Geography-08/14/13 Government-08/13/13 AP Human Geo-Monday-08/12/13 American Government-08-07-13-08-09-13 American Government Syllabus AP Human Geography-AP website AP Human Geography-Syllabus AP Human Geography-08-07/13-08/09-13 Archives August 2013 May 2013 April 2013 March 2013 February 2013 January 2013 December 2012 November 2012 October 2012 September 2012 More... 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