Economics

World History

WORLD HISTORY DECEMBER 16TH - DECEMBER 20TH, 2013 STANDARDS: MONDAY, DEC. 16TH AGENDA: 1. WORK ON STUDY-GUIDE FOR FINAL EXAM 2. REVIEW GAME TUES. DEC. 17TH AGENDA: 1. WORK ON STUDY-GUIDE FOR FINAL EXAM 2. REVIEW GAME WED. DEC. 18TH AGENDA: 1. FINAL REVIEW FOR FINAL EXAM 2. PRACTICE TEST - MULTIPLE CHOICE QUESTIONS THURS. DEC.19TH 1. FINAL EXAMS - 1ST & 2ND 2. EARLY RELEASE DAY FRI. DEC. 20TH 1. FINAL EXAMS - 2ND & 3RD 2. EARLY RELEASE DAY P

Economics

Economics-12/13/13 DVD-"Lorax" Students will watch and answer questions on the movie which involves economic concepts

Economics

Economics-12/12/13 December 12, 2013 Main Course: Continue with work from Wednesday and complete! Today, you will input EOCT 5 in I RESPOND Green EOCT book-some of you are missing assignments that are for grades EOCT 3-pages 82-84 (most of you have completed this, but some of you may not have done this) Page 88-1-7 (answers only), page 89-1-3 On a sheet of notebook paper everyone needs to complete EOCT 4 Review, pages 98-100-I RESPOND- On the same sheet of paper, Page 108-copy the chart on your paper and complete EOCT 5-pages 122-124-also put answers on same sheet of notebook paper-you will put this into I RESPOND tomorrow! When you finish everything listed above, come get a sheet of lineless paper from me. You will create a poster of 10 illustrations per domain: check your copy of GPS! Fundamentals-10 illustrations (they must be labeled) Micro-10 illustrations (they must be labeled) Macro-10 illustrations (they must be labeled) International-10 illustrations (they must be labeled) Personal Finance-10 illustrations (they must be labeled) This is due on Tue sday, December 18th! This will be last grade before the final on Friday!

Economics

Economics-12/11/13 December 11, 2013 Appetizer: Please get out your paper from last Friday with the 9 rectangles-you had to find people to answer questions from the 5 domains and initial-on the back are some questions about millionaires I would like to discuss with you Main Course: Green EOCT book-some of you are missing assignments that are for grades EOCT 3-pages 82-84 (most of you have completed this, but some of you may not have done this) Page 88-1-7 (answers only), page 89-1-3 On a sheet of notebook paper everyone needs to complete EOCT 4 Review, pages 98-100-I RESPOND- Savings Activity is due today also-Ana and Shawn’s saving plan On the same sheet of paper, Page 108-copy the chart on your paper and complete EOCT 5-pages 122-124-also put answers on same sheet of notebook paper-you will put this into I RESPOND tomorrow! Just to let you know these are all going to assessed in international and personal finance categories in SYNERGY; not doing the work will jeopardize your final average in econ. I have not received any scores from Mr. Chandler yet, but will inform you as soon as I do!

Economics

EOCT

Economics

EOCT

World History

WORLD HISTORY DECEMBER 9TH - DECEMBER 13TH, 2013 STANDARD: SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. a. Examine the influence of Albert Einstein on science, Sigmund Freud on social thinking and Pablo Picasso on art. b. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan. c. Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan. d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Ataturk, and Mohandas Gandhi. e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments. f.Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the Rape of Nanjing in China, and the German annexation of the Sudetenland. SSWH18The student will demonstrate an understanding of the global, political, economic, and social impact of World War II. a.Describe the major conflicts and outcomes, including Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the phillippines, and the end of the war in Europe and Asia. b.Identify Nazi ideology, policies, and consequences that led to the Holocaust. c.Explain the military and diplomatic negotiations between the leaders of Great Britain(Churchhill), the Soveit Union(Stalin), and the United States(Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe. MONDAY DECEMBER 9TH STARTER: What do you remember? Students will be presented with buzz words from WWI. (ie. Treaty of Versailles, trench warfare, Archduke Franz Ferdinand). Students have to write everything they remember about each buzz word under 1 minute. AGENDA: 1. PPT NOTES POST WWI & THE GREAT DEPRESSION / INTRODUCTION TO WWII 2. REAL WORLD CONNECTION: STUDENTS WILL BE ASKED TO TALK ABOUT FAMILY MEMBERS WHO HAVE SERVED IN THE MILITARY TUE. DECEMBER 10TH AGENDA: 1. WAR GAMES - STUDENTS WILL WRITE FIVE (5) QUESTIONS AND ANSWERS ABOUT WWI / WWII 2. STUDENTS WILL PLAY IN TEAMS AND WILL ASK EACH OTHER QUESTIONS IN A ROUND-ROBIN FORMAT. ANY TEAM THAT MISSES A QUESTION IS CAPTURED BY THE OTHER TEAM. 3. A TEAM WITH A CORRECT ANSWER CAN CHOOSE FROM A LIST OF RESOURCES TO MAKE THEIR ARMY STRONGER. 4. THE WINNER IS THE TEAM WITH THE MOST CAPTIVES AND STRONGEST ARMY. WED. DECEMBER 11TH AGENDA: THURSDAY, DEC. 12TH AGENDA: FRIDAY, DEC. 13TH AGENDA:

Economics

Economics-12/5/13 Guest Speaker: AIU-Mrs. Linda Crowder-Merritt is speaking to econ classes on credit, credit cards, personal finance issues. This is the link for a released EOCT econ test! http://archives.gadoe.org/DMGetDocument.aspx/Released%20Econ.pdf?p=4BE1EECF99CD364EA5554055463F1FBBF5D074D5FB1F2CAEB3B63B3ECB220CDD26C2114F3C57D8D2E064BA2E9A3A8B3E&Type=D

Economics

Economics-12/4/13 Appetizer: Virtual Economics clip on insurance-number your papers 1-5 Main Course: Turn in “A Tale of Two Savers” Discuss types of insurance from clip Go over packet from yesterday on personal finance Types of unemployment-discuss your answers Supply and Demand papers-give back Grab a laptop and log in to USATestPrep.com You will select me from the drop down bar Take the short quiz (10 questions) on each of the 5 domains and write down your score for each on your warm up paper: fundamentals , micro, macro, international, personal finance-after you have done this there are some games you can play with economics

Economics

Economics-12/3/13 December 3, 2013-EOCT-12/9-10-only 4 more days of formal instruction Appetizer: Virtual Economics clip on exchange rates Main Course: Get into groups of 4 You will be using our textbook (shocker!) and of course the Green EOCT econ review book. You must complete the packet on Personal Finance by the end of the period-this is your first grade in PF! Homework: Tale of Two Savers

Economics

Economics-12/2/13 SSEIN2 The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade. a. Define trade barriers as tariffs, quotas, embargoes, standards, and subsidies. b. Identify costs and benefits of trade barriers over time. c. List specific examples of trade barriers. d. List specific examples of trading blocks such as the EU, NAFTA, and ASEAN. e. Evaluate arguments for and against free trade. SSEIN3 The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries. a. Define exchange rate as the price of one nation’s currency in terms of another nation’s currency. b. Locate information on exchange rates. c. Interpret exchange rate tables. d. Explain why, when exchange rates change, some groups benefit and others lose. December 2, 2013-EOCT-10/9 & 10th Appetizer: The ability of one nation to make something at a lower opportunity cost than another nation can make it is called (A)an absolute advantage (B)a comparative advantage (C)a trade surplus (D)a trade deficit Main Course: Review: Shoes Phones U.S. 80 150 Brazil 60 20 Looking at this chart, which country has absolute advantage in producing shoes? Phones? Now, who has comparative advantage in producing shoes? Watch closely: who is giving up the least to make a pair of shoes: 80/80=US can make 1 pair of shoes by 150/80=giving up 1.8 phones Brazil, on the other hand (to produce 1 pair of shoes)60/60=1, only has to give up 20/60=1/3 of a phone! Who has comparative advantage? Download Exchange Rates and Interest · 3 types of taxes-notes · Trade Blocs and exchange rates · Green EOCT book-take notes on pages 91-92, 94-95-take your own notes, then we will discuss · To be handed in: Page 92(extra credit), page 93-1-3, page 96-1-5, and page 97-1-3 · **********For absent people, page 88-1-7 and page 89-1-3 · TOD-what questions do you have about trading blocs, exchange rates, and types of taxes?

World History

DECEMBER 2ND - DECEMBER 6TH, 2013 STANDARD SSWH SSWH15.a Analyze the process and impact of industrialization in England, Germany and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its impact on women. MONDAY, DEC. 2ND, 2013 AGENDA: 1. COMPLETE REVIEW GUIDE FOR UNIT 6 2. REVIEW ENLIGHTENMTENT FIGURES 3. REVIEW INDUSTRIALISM - IMPERIALISM TUESDAY, DEC. 3RD, 2013 AGENDA: 1. UNIT 6 TEST 2. READING GUIDE CH 29 AFTER TEST WEDNESDAY, DEC. 4TH Standards: SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact. a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism. b. Describe conditions on the war front for soldiers; include the Battle of Verdun. c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control. d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties. AGENDA: 1. PPT NOTES WWI - CAUSES OF WWI 2. CLASS DISCUSSION THURSDAY, DEC. 5TH, 2013 AGENDA: 1. IMPACT OF WWI 2. GREAT DEPRESSION

Economics

Economics-11/22/13 November 21, 2013-EOCT is 6 days away! We will be in room #102 on Monday, December 9th and Tuesday, December 10th. I will be collecting your cell phones on EOCT days; otherwise you will be in danger of invalidating your test. November 22, 2013 Appetizer: Virtual Econ comparative advantage-5 question quiz Main Course: Handout on monetary and fiscal policy for a review! Easy, easy! Try to do the international portion as well-I will give you 15 to do this Everyone in the class needs to look at their shoes, electronic devices, or the tag in their shirt or jacket and come to the board and write where your item was produced (manufactured) Trade slides-only a few and real easy Activity from Green EOCT book-pages

Economics

Economics-11/20/13 Download Phinizy-Fiscal and Monetary Policy Fiscal Policy-Virtual Economics Main Course: EQ: What is fiscal policy Finish your handout which talks about fiscal policy National debt=total amount of money owed by the federal government Budget deficit=when the government spends more money than it is bringing in with taxes (in other words, gov’t borrows money to make up difference between expenses and revenue) We will go over your sheet-15 minutes to complete Discuss answers to pages 76-77 from yesterday I RESPOND-EOCT 3, pages 82-84-you may look back in the book or in your notes, but you will not work together on this-this will count as a summative assessment. Put your answers on the paper from yesterday (pages 76-77)

World History

Economics

Economics November 18, 2013 Appetizer: Virtual Economics clip on unemployment-the 5 question quiz on the video will be your warm-up today I understand there were college field trips last week that many of you attended. You are missing something new in econ each day you are absent, if even it is school-related. Everything we do and notes are on the blog! It is your responsibility to keep up with things and turn in assignments to me. We are about 12 instructional days away from our econ EOCT. We will start international on Wednesday and Personal Finance when we come back from Thanksgiving. You have got to make an effort to be in class ready to learn! The end is almost near! J Main Course: Review notes on macro EQ today: What is monetary policy and the Federal Reserve? Notes from overhead Yup; you guessed it! An activity to go along with today’s notes! J TOD: What questions do you have so far about macroeconomics

Economics

Economics-11/15/13 Download Business Cycle and Economic Indicators Appetizer: Think-pair-share with your elbow buddy about GDP and business cycles Name which part of cycle: Employment and GDP are their lowest point Improving GDP, growth and unemployment rate is decreasing The best part of the business cycle-great GDP and lowest unemployment % GDP is going down and fewer people are working (unemployment rates are suffering) Main Course: Go over GDP papers from yesterday Continue on with notes Practice with types of unemployment-this is for a grade; come up with 2 scenarios of your own-you may not use seasonal please!

Economics

Economics-11/14/13 Appetizer: Which category do the following scenarios belong? What happens to GDP? Does it go up or go down? Spending is at the lowest it has been in decades. Manufacturing is up in the computer technology area. Our exports are greater than our imports. The budget has been cut to fund education. Main Course: Turn in your GDP collage please Review warm-up and GDP Gross Domestic Product (GDP) The market value of all final goods and services produced in a country in a calendar year. -2- Economic Growth An increase in real output as measured by real GDP or per capita real GDP. Unemployment The number of people in the civilian work force over the age of 16 without jobs who are actively seeking work. Consumer Price Index (CPI) A price index that measures the cost of a fixed basket of consumer goods and services and compares the cost of this basket in one time period with its cost in some base period. Changes in the CPI are used to measure inflation. Inflation A rise in the general or average price level of all the goods and services produced in an economy. Can be caused by pressure from the demand side of the market (demand-pull inflation) or pressure from the supply side of the market (cost-push inflation). Stagflation A decline in real GDP combined with a rise in the price level. Aggregate Supply (AS) A schedule (or graph) that shows the value of output (real GDP) that would be produced at different price levels. -3- Aggregate Demand (AD) A schedule (or graph) that shows the value of output (real GDP) that would be demanded at different price levels. Notes on business cycle Look at debt clock Activity with GDP-you may work in small groups (no more than 4) Activator: How do we measure the success of our economy? Main Course: Discuss activator Turn in Steven Spielberg sheet if you didn’t turn it in on Tuesday after test. Notes from power point on GDP Create a collage on GDP: your paper must be labeled-GDP, C (consumer spending), G (government spending), investment spending (business spending), and Xm (imports-exports)-2 pictures for each:

Economics

Economics-11/13/13 Macroeconomic Concepts SSEMA1 The student will illustrate the means by which economic activity is measured. a. Explain that overall levels of income, employment, and prices are determined by the spending and production decisions of households, businesses, government, and net exports. b. Define Gross Domestic Product (GDP), economic growth, unemployment, Consumer Price Index (CPI), inflation, stagflation, and aggregate supply and aggregate demand. c. Explain how economic growth, inflation, and unemployment are calculated. d. Identify structural, cyclical, and frictional unemployment. e. Define the stages of the business cycle; include peak, contraction, trough, recovery, expansion as well as recession and depression. f. Describe the difference between the national debt and government deficits. Activator: How do we measure the success of our economy? Main Course: Discuss activator Turn in Steven Spielberg sheet if you didn’t turn it in on Tuesday after test. Notes from power point on GDP Create a collage on GDP: your paper must be labeled-GDP, C (consumer spending), G (government spending), investment spending (business spending), and Xm (imports-exports)-2 pictures for each:

Economics

Economics-11/12/13 Unit 2 Test Steven Spielberg constructed responses activity USA TestPrep-set up your account and take some 10 question practice quizzes

Economics

Economics-11/11/13 November 11, 2013-VETERANS DAY December 9/10 EOCT! Appetizer: Answer on your warm-up paper. Write question and answer! A market (A) reflects upsloping Demand and downsloping Supply curves. (B) Entails the exchange of goods, but not services. (C) is a place where buyers and sellers meet. (D) always requires face-to-face contact between buyer and seller. Main Course: Hand in your supply/demand activity if you haven’t already done so! Virtual economics clips Supply/Demand paper back-discuss Kinesthetic practice with 4 market structures Review for test-ENVELOPE PLEASE! Things to study: 1-Law of Demand, Law of Supply 2-Reasons for shifts in demand (income, substitutes, complements, population, consumer expectations) 3-Demand curves-which direction do they go? 4-Supply curves may shift left (decrease) or right (increase) for these reasons: cost of inputs (resources), expectations, technology, excise tax, subsidies, gov regs 5-Elastic and inelastic demand 6-Be able to interpret a supply and demand curve, draw a demand curve 7-What is equilibrium? 8-Price floors and Price ceilings 9-What is a market structure? 10-What are the 4 types of market structures? 11-What are the 3 business organizations? 12-What is a barrier to entry? 13-What is it called when you own a piece of a company? 14-Advantages and disadvantages of sole proprietorships 15-Circular Flow Model-review your own and everything we did on it! Remember, from where is something originating (starting) and where is it going? Money flows one direction, factors of production flow the other direction. Study for Unit 2 test-Tuesday! November 11, 2013 in Economics, Economics Honors | Permalink |

Economics

Economics-11/8/13 SSEMI4 The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy. a. Compare and contrast three forms of business organization—sole proprietorship, partnership, and corporation. b. Explain the role of profit as an incentive for entrepreneurs. c. Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition. November 8, 2013-“Stakernomics” Appetizer: On a continuum (line with arrows at each end) fill in the least competitive market structure to the most competitive market structure! (MC, O, PC, and M) Main Course: 3 business organizations-fill in your charts; groups will show their creation Common Assessment-this counts-only what I have taught so far, however! J After your common assessment, complete activity on demand, supply, equilibrium and reasons for supply shifts. You must also graph; this will be turned in for a grade in Micro! Unit 2 test-Tuesday! Sole proprietorship A business owned and run by one person. Advantages- ease of start-up, ease of management, owner can enjoy all profits, owner has full control, easy to discontinue, business itself is exempt from tax on income. Disadvantages- unlimited liability (owner is personally and fully responsible for all losses and debts of business), difficulty of raising financial capital, amount of work for one person may be overwhelming, limited life. Partnership A business jointly owned by two or more people. Advantages- ease of start-up, each partner brings a unique skill to the partnership, larger pool of capital, lack of special taxes on partnership itself. Disadvantages- each partner is fully responsible for partner, unlimited liability for partnerships that are not limited liability partnerships (LLP), limited life, potential for conflict with partners. Corporation A business organization that is owned by stockholders and recognized by law as a separate legal entity having all the rights as an individual. Advantages- ease of raising financial capital through the sale of stock or the issuance of bonds, limited liability for owners, unlimited life, ease of transferring ownership. Disadvantages- difficult to start, owners/shareholders often have little say in how the business is run, many more legal requirements and regulations, double taxation. b. Explain the role of profit as an incentive for entrepreneurs. Entrepreneurs are willing to risk their own resources in order to sell them for financial gain or profits. Entrepreneurs are successful when they provide consumers with goods and services that consumers highly value. Financially successful entrepreneurs have some common characteristics. First, they are willing to assume risk, and high risk can lead to high rewards. Second, entrepreneurs have unique skills that help them develop new products or new cost-cutting production methods or new ways to serve consumers. Third, many entrepreneurs also have the discipline to work long and difficult hours to achieve their goals. These same entrepreneurial characteristics can help anyone to be successful even one who doesn't start a business. If you want to earn more income, develop valuable skills and use them in ways that are highly valued by others.

Economics

Economics-11/7/13 SSEMI4 The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy. a. Compare and contrast three forms of business organization—sole proprietorship, partnership, and corporation. b. Explain the role of profit as an incentive for entrepreneurs. c. Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition. November 7, 2013 Appetizer: Which of the following is the best example of the Law of Supply? (A) A sandwich shop increases the # of sandwiches they SUPPLY every day when the price is increased. (B) A food producer increases the # of acres of wheat he grows to SUPPLY a milling company. (C) A catering company buys a new dishwasher to make their work easier. (D) A milling company builds a new factory to process flour to export. Main Course: •Groups can present their business organization or market structure from my computer to show the class •You will fill out your chart as you hear info you need, so pay attention! •SSEMI4 The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy. • •a. Compare and contrast three forms of business organization—sole proprietorship, partnership, and corporation. • •Sole proprietorship •A business owned and run by one person. • •Advantages- ease of start-up, ease of management, owner can enjoy all profits, owner has full control, easy to discontinue, business itself is exempt from tax on income. • •Disadvantages- unlimited liability (owner is personally and fully responsible for all losses and debts of business), difficulty of raising financial capital, amount of work for one person may be overwhelming, limited life. • • •Partnership •A business jointly owned by two or more people. • •Advantages- ease of start-up, each partner brings a unique skill to the partnership, larger pool of capital, lack of special taxes on partnership itself. • •Disadvantages- each partner is fully responsible for partner, unlimited liability for partnerships that are not limited liability partnerships (LLP), limited life, potential for conflict with partners. • • • • •Corporation •A business organization that is owned by stockholders and recognized by law as a separate legal entity having all the rights as an individual. • •Advantages- ease of raising financial capital through the sale of stock or the issuance of bonds, limited liability for owners, unlimited life, ease of transferring ownership. • •Disadvantages- difficult to start, owners/shareholders often have little say in how the business is run, many more legal requirements and regulations, double taxation. • • •b. Explain the role of profit as an incentive for entrepreneurs. •Entrepreneurs are willing to risk their own resources in order to sell them for financial gain or profits. Entrepreneurs are successful when they provide consumers with goods and services that consumers highly value. Financially successful entrepreneurs have some common characteristics. First, they are willing to assume risk, and high risk can lead to high rewards. Second, entrepreneurs have unique skills that help them develop new products or new cost-cutting production methods or new ways to serve consumers. Third, many entrepreneurs also have the discipline to work long and difficult hours to achieve their goals. These same entrepreneurial characteristics can help anyone to be successful even one who doesn't start a business. If you want to earn more income, develop valuable skills and use them in ways that are highly valued by others. • • •c. Identify the basic characteristics of monopoly, oligopoly, monopolistic competition, and pure competition. • •Monopoly •A market structure in which there is a single supplier of a good or service. Also, a firm that is the single supplier of a good or service for which there are no close substitutes; also known as a monopolist. • •Oligopoly •A market structure in which a few, relatively large firms account for all or most of the production or sales of a good or service in a particular market, and where barriers to new firms entering the market are very high. Some oligopolies produce homogeneous products; others produce heterogeneous products. • •Monopolistic competition •A market structure in which slightly differentiated products is sold by a large number of relatively small producers, and in which the barriers to new firms entering the market are low. • •Pure competition •A market structure in which a large number of relatively small firms produce and sell identical products and in which there are no significant barriers to entry into or exit from the industry. Firms in perfect competition are price takers and in the long run will earn only normal profits. •Words on back of sheet (market structures) must be defined. Also, you are asked to list your top 3 favorite jeans, shampoo, cologne, etc. You should also complete this so we are ready to talk about product differentiation and non-price factors.

World History

WORLD HISTORY NOVEMBER 11TH - NOVEMBER 15TH, 2013 MON. NOV. 11TH STANDARD: 13B - IDENTIFY THE IMPACT OF ENLIGHTENMET IDEAS ON NATIONALIST REVOLUTIONS AGENDA: 1. INTRODUCE REVOLUTIONS PROJECT - STUDENTS WILL COMPLETE TASK FROM A CHOICE LIST TO DEMONSTRATE THIER UNDERSTANDING AND MASTERY OF STANDARD 13 - ENLIGHTMENTMENT IDEAS AND NATIONALIST REVOLUTIONS. TUE. NOV12TH AGENDA: 1. REVOLUTIONS PROJECT WED.NOV. 13TH AGENDA: 1. REVOLUTIONS PROJECT THURS. NOV. 14TH 1. REVOLUTIONS PROJECT DUE 2. STUDY GUIDE FOR UNIT 6 TEST AGENDA: FRI. NOV. 15TH AGENDA: 1. UNIT 6 TEST 2. READING GUIDE FOR UNIT 7

Economics

Economics-11/4/13 November 4, 2013 Appetizer: Clozed notes-fill out completely please! Feel free to look at your notes. Main Course: Supply notes Graph supply Reasons for shifts in supply

World History

WORLD HISTORY NOVEMBER 4TH - NOVEMBER 8TH, 2013 MON. NOV. 4TH AGENDA: 1. sCIENTIFIC rEVOLUTION 2. CREATE A NEW INVENTION - IT WOULD BE? TUE. NOV. 5TH AGENDA: 1. ENLIGHTENMENT FIGURES 2. INNTRODUCE REVOLUTIONS PROJECT WED. NOV. 6TH AGENDA: 1. REVOLUTIONS PROJECT THUR. NOV 7TH REVOLUTIONS PROJECT FRI. NOV. 8TH AGENDA: 1. REVOLUTIONS PROJECTS DUE TODAY 2. START PRESENTATIONS

Economics

Economics-11-1-13 November 1, 2013 Appetizer: If the price of Pepsi increases, the DEMAND curve for a close substitute like Coca-Cola will: (A) Shift downward toward the horizontal axis (B) Decrease and shift to the left (C) Increase and shift to the right (D) Remain unchanged Main Course: Demand curves from yesterday-Volunteers to do 1-9 on white board! Each answer has an a,b,c,d. You are a marketing executive for the Georgia Beef Company in charge of sales in the U.S. and Asia. You are concerned about the possible effects of these news stories on the demand for beef in May. Read the following eight newspaper headlines and complete the following instructions for each headline. A-Indicate if the change in demand will be an increase or a decrease B-State if the curve will move to the right (increase) or to the left (decrease) C-Draw a demand curve for beef showing the movement of the curve (left-decrease or right-increase) D-Indicate which determinant caused the change in demand Headlines: Price of Beef to Rise in June Millions of aliens (immigrants) swell U.S. population Pork Prices Drop Surgeon General Warns that Eating Beef May Be Hazardous to Health Sales of Soy Burgers on the Rise Real Income for Americans Drops for the Third Month in a Row Charcoal (think about complements)Shortage Threatens Memorial Day Cookouts Burgers Without Buns Become Nationwide Fad: High Protein Diets Gain Popularity Japan Halts U.S. Beef Imports, Mad Cow Disease Blamed Notes on demand elasticity Prac 1. Funeral Services 9. Cigarettes 2. Milk (Babies) 10. China (fancy stuff) 3. Fresh tomatoes 11. potatoes 4. Movie tickets 12. coffee 5. Expensive cars 13. electricity 6. Butter 14. gasoline 7. Housing 14. clean water 8. Physician services 15. insulin tice with demand elasticity

Economics

Economics-10/30/13 October 30, 2013 EOCT-December 9th and 10th Appetizer: Which of the following lists would an economist consider to be land? (a) factories, office buildings, assembly lines, workers (b) farm fields, tractors, pesticides, fertilizers (c) dams, bridges, rock quarries, oil wells (d) iron ore, natural gas, fertile soil, water Chalk outside for circular flow Green EOCT book-pages 56-#1-4 49 #1-3, 57-#1-4 to be handed in Activator: YouTube: AP Econ Thrift Shop Download Chapter 4-DEMANDstakersection1 Main Course: What is the purpose of money? Why is it considered a standard of value or medium of exchange? Money also serves as a store of ready to graph demand! Follow up paper from TOD on Tuesday; you will add the following answers on your papers: page 57-#1-4 and page 49-#1-3 (this will count as 1 grade) value (you can save it now and spend it later)! Make sense? Notes on demand, law of demand, individual demand and market demand schedule, Draw an L on your paper: label y axis P (price) and x axis Q (quantity); now you are to graph

World History

WORLD HISTORY OCTOBER 28TH - NOVEMBER 1ST, 2013 STANDARD SSWH - THE STUDENT WILL TRACE THE ORIGINS AND INFLUENCE OF THE OTTOMAN, MUGHAL AND SAFAVID EMPIRES MON. OCTOBER 28TH AGENDA: 1. INTRODUCE OTTOMAN EMPIRE 2. READING GUIDE OTTOMAN TUES. OCT. 29TH AGENDA: 1. WORLD HISTORY TEAM COLLABORATIVE A.M. 2. WRITING IN THE STANDARD - SUMMARY OF ONE EMPIRE OTTOMAN, SAFAVID, MUGHAL 3. VOCAB SENTENCES WED. OCT. 30TH AGENDA: 1. COMMMON ASSESSMENT 2. INTRODUCE SAFAVID EMPIRE / NOTES THURS. OCT. 31ST AGENDA: 1. READING GUIDE - MUGHAL EMPIRE 2. PEER TUTORING FRI. NOV. 1ST AGENDA: 1. ORGANIZER ON THE THREE EMPIRES - OTTOMAN, SAFAVID, MUGHAL 2. POST IT, I KNOW IT

Economics

Economics-10-29-13 October 29, 2013 Appetizer: The purpose of a production possibilities graph is to (a) enable a country to win a war. (b) keep an economy from having nonproductive workers. (c) show alternative ways to use an economy’s resources. (d) make it possible to increase an economy’s output. Main Course: answer your sticky note questions (TOD) review circular flow model one more time Discuss your circular flow activity from Monday-correct yours if it is wrong Go outside and draw some circular flow models with sidewalk chalk; yes, we are going to play in the street and on the sidewalk. Simulation with circular flow TOD-page 56 (Green EOCT book) # 1-4-answers only.

Economics

Economics-10/28/13 October 28, 2013 Appetizer: What is the difference between the product market and the factor (resource) market? Main Course: Turn in your own circular flow model Review circular flow again Activity in small groups Discuss together One more circular flow activity that will count as a grade TOD-what questions do you still have about the circular flow model? Put your answer on sticky notes

Economics

Economics-10-25-13 Download Circular%20Flow%20Map%20v2%20Introduction October 25, 2013 Appetizer (Activator): Based on your drawing of the circular flow model and the definitions, what is the purpose of the circular flow model? Get out your circular flow drawing and definitions please! Main Course: EQ: What is the circular flow model and its parts? Discuss activator Diagram of circular flow model; please get yours out so we can discuss it Practice with circular flow, Andy and Abby

Economics

Economics-10-23-13 October 23, 2013 Appetizer: Get out your standards for econ and write down the numbers of standards you have learned so far! Virtual Economics: Productive Resources-video clip and 5 question quiz Main Course: FOP mini project; poster; model, etc. Make sure your name is on it please! Crossword puzzle together 10 question assessment-hand in when finished Clozed notes and things to study for test on Thursday Levi Strauss-discuss EOCT 1-practice and grade

Economics

Economics-10-22-13 October 22, 2013 Download Chapter2Role of the Entrepreneur Appetizer: Which of the economic goals are the most important? Why? Please get out your papers from yesterday on economic systems and goals Main Course: Links and Stars Activity Review: What is a ? Market Economy Economic decisions are made by individuals and are based on exchange, or trade Choices made by individuals determine what gets made and how, as well as who consumes the goods and services produced Command Economy Aka centrally planned economy-the central government alone decides how to answer all 3 key economic questions A central authority is in command of the economy Mixed Economies Most modern economies are mixed Government plays a very limited role Features of American Free Enterprise System This is a balance of economic freedoms and government intervention. Some government intervention is desired to protect economic freedom and the public interest. Economic Freedom Right to choose an occupation; work wherever you can find a job Competition Producers have right to engage in rivalries to gain business Private Property Individuals and businesses have the right to buy and sell property Self-Interest Consumers and producers may make decisions on the basis of their own benefit Voluntary exchange Consumers and producers may freely buy and sell goods Profit Motive American free enterprise is driven by the desire for profit-powerful incentive Review goals: Pages 42-43-Summarize Role of Government by headings: Protecting property rights & contracts, providing public goods and services, redistributing income, promoting competition, resolving market failures, and effects of regulation and deregulation To be turned in: page 44 #1-3 and page 45 #1-3 October 22, 2013 in Economics, Economics Honors | Permalink | Comments (0) October 21, 2013 Economics-10-18 and 10-21-13 Download Copy of Economic Systems-staker Download Copy of Production Possibilities Curve October 21, 2013 Appetizer (Activator): EQ: What are the 3 economic questions asked by the 3 economic systems? What are economic goals? Main Course: Review on white boards the PPF or PPC illustration and what happens at various points on graph Notes on EQ (Activator) Classwork/HW: Production Possibilities Activity

World History

WORLD HISTORY OCTOBER 21ST - OCTOBER 25TH, 2013 MON. OCT. 21ST STD - SSWH 9 - STUDENTS WILL TRACE THE DEVELOPMENT OF THE REFORMATION AND THE BREAK AWAY FROM THE ROMAN CATHOLIC CHURCH TO START PROTESTANT DENOMINATIONS. AGENDA: 1. MINI - MAXI GROUP - STUDENTS WILL WORK WITH A PARTNER AND CREATE AN ORGANIZER FOR ONE OF THE 3 PERIODS OF THE REFORMATION - A/ PROTESTANT REFORMATION, B. ENGLISH REFORMATION, OR C. CATHOLIC COUNTER REFORMATION. TUE. OCT. 22ND AGENDA: 1. STUDENT PARTNERS WILL BE ASSIGNED TO A TOPIC GROUP AND SHARE THE INFORMATION ON THE OARGANIZERS THEY CREATED WITH THEIR PARTNERS YESTERDAY. 2. THE MAXI (TOPIC) GROUP (PROTESTANT REFORMATION), ETC. WILL COMBINE INFORMATION AND CREATE A MAIN IDEA OUTLINE TO SHARE WITH THE REST OF THE CLASS (PEER TUTORING). 3. THE REST OF THE CLASS WILL TAKE NOTES AS EACH TOPIC GROUP PRESENTS THEIR INFORMATION TO THE CLASS TO REVIEW FOR THE UNIT 4 TEST ON FRIDAY, OCT 25TH WED. OCT 23RD AGENDA: 1. COMPLETE STUDENT REVIEW TOPICS, ANGLICAN REFORMATION, ETC. 2. STUDENTS WILL BEGIN REVIEW WITH THE UNIT 4 STUDY GUIDE THUR. OCT 24TH AGENDA: 1. COMPLETE UNIT 4 STUDY GUIDE 2. REVIEW GAME / TEST TAKING STRATEGY / PRACTICE TEST FOCUSING ON MULTIPLE CHOICE QUESTIONS, AS STUDENTS DO NOT TRANSLATE GENERAL INFORMATION TO MULTIPLE TEST QUESTION FORMAT. FRI. OCT 26TH 1. UNIT 4 TEST 2. READING GUIDE UNIT 5 AFTER UNIT 4 TEST

Economics

Economics-10-16-13October 16, 2013 October 16, 2013 Download Scarcity and Opp Cost Appetizer: Which sentence best describes the economic problem of scarcity? a. It exists only in poor, underdeveloped nations. b.It exists only after a natural disaster. c. It existed only in the past when there was no technology. d.It is the basic economic problem facing all societies. EQ: What is a rational decision? Main Course: Turn in homework Clip from virtual economics Pages 34-35-Read and take notes in your notebook. More practice: Imagine that a wealthy person has donated 2 acres of land to your school. The school board must decide how to use this land resource to satisfy the needs and wants of the community. a. List 4 ways the school might put this land to productive use b.In your opinion, what are the two best alternative uses from the list above? c. Which alternative do you think would be the better choice? What would be the opportunity cost of this decision?

Economics

AP Human Geo-10/15/13 October 15, 2013 Appetizer: What are the 2 main branches of Islam? (A) Sunni and Shintoism (B) Shiite and Sunni (C) Sunni and Shamanism (D) Shiite and Shamanism (E) Shiite and Shintoism If a Spanish speaker and French speaker come together to conduct trade and revert to the authentic form of English they both learned in their schools, English is known to them as a(n) (A) creolized language (B) language branch (C) isogloss (D) pidgin language (E) lingua franca Main Course: (#3 and 17) Discuss questions Clock buddies-key issue 4-religion Read,discuss, and briefly summarize with your clock buddy the following topics: Share out your summaries Unit 2 test Thursday

Economics

Economics-10-14-13 Economics-Monday, 10/14/13 Download Scarcity and Opp Cost Download Econ fundamentals A-petty SSEF1 The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs and trade offs for individuals, businesses and governments. Element: SSEF1.a Define scarcity as a basic condition which exists when limited productive resources exceed unlimited wants. Element: SSEF1.b Define and give examples of productive resources as land (natural), labor (human), capital (capital goods), entrepreneurship. Element: SSEF1.c List a variety of strategies for allocating scarce resources. Element: SSEF1.d Define opportunity cost as the next best alternative given up when individuals, businesses and governments confront scarcity by making choices. Appetizer (Activator) What is economics? Main Course: Syllabus and Standards What is economics? If I had $1 million I would……… Notes on econ Summarizing statements-TOD using standards sheet

World History

WORLD HISTORY OCTOBER 14TH - OCTOBER 18TH, 2013 MON. OCT. 14TH SSWH9 The student will analyze change and continuity in the Renaissance and Reformation. a. Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. WORLD SESSION: 1. PPT NOTES - RENAISSANCE - ADVANTAGES OF ITLAY AS THE BIRTHPLACE OF THE RENAISSSANCE 2. ID - ART OF THE RENAISSANCE TUE. 0CT 15TH SSWH9 The student will analyze change and continuity in the Renaissance and Reformation. a. Explain the social, economic, and political changes that contributed to the rise of Florence and the ideas of Machiavelli. WORL SESSION: 1. READING COMP. CH 17 - ECT. QUESTIONS 2. RENAISSANCE ART REVIEW FOR QUIZ ON WED. WED. OCT 16TH Identify artistic and scientific achievements of Leonardo da Vinci, the “Renaissance man,” and MichelangelO. Explain the main characteristics of humanism; include the ideas of Petrarch, Dante, and Erasmus. WORLD SESSION: 1. QUIZ ON RENAISSANCE ART 2. INTRODUCE THE REFORMATION / MARTIN LUTHER. THUR. OCT 17TH STANDARD SSWH9 Analyze the impact of the Protestant Reformation; include the ideas of Martin Luther and John Calvin. e. Describe the counter reformation and the Council of Trent and the roel of the Jesuits. WORK SESSION: 1. Teacher will present short presentation on the Renaissance man- Leonardo da Vinci and Michelangelo. 2. Students will be provided with handouts of readings on the inventions of Leonardo da Vinci. In pairs students will be asked to give descriptions and illustrations of his inventions. Pairs will then compare Leonardo’s invention with its modern version. This will include Gutenberg and the invention of the printing press. Students will share their findings with the class. Teacher should bring modern objects to classroom(only practicle inventions). FRI. OCT. 18TH STANDARD SSWH 9 -Describe the English reformation and the role of Henry VIII and Elizabeth I. g. Explain the importance of Gutenberg and the invention of the printing press WORK SESSION: Teacher will use PowerPoint presentation to explain the Protestant Reformation. Students will take notes using their student notebooks. Students will create a chart to show understanding of the Cuases of the reformation: Social, political, economic and religious, in their student notebooks. Students will create a newspaper article about The Protestant Reformation. They will have to share the teachings of both Calvin and Luther and explain how these ideas spread.

World History

WORLD HISTORY OCTOBER 9TH - OCTOBER 11TH, 2013 WHY DID THE CHURCH BECOME THE CENTER OF LIFE DURING THE MIDDLE AGES? WED. OCTOBER 9TH STANDARD SSWH 7 - THE STUDENT WILL BE ABLE TO IDENTIFY THE CHANGES IN SCIENCE, LEARNING AND LITERATURE, BROUGHT ABOUT IN THE MEDIEVAL AGE. ESSENTIAL QUESTION: WHY DID THE CHURCH BECOME THE CENTER OF LIFE DURING THE MIDDLE AGES? AGENDA: 1. INTRODUCE NEW UNIT = STANDARD SSWH 7 THE MEDIEVAL PERIOD / & SSWH9 THE RENAISSANCE & REFORMATION. Work Session: Students will be given a graphic organizer. Teacher will give presentation about Charlemagne. Who is he? What did he accomplish? Why is he important. Students will use their graphic organizer to take notes. Through presenation teacher will ask questions to help students connect content (example: What caused Christianity to spread through Europe, and why was this important? Guess Who? Through this presentation, students will take notes on different roles of people in western Europe. The presenation will start with a picture. The students will identify which role the person in the picture is playing (Noble, Knights, church officials, peasants). After they identify which category they belong to the following slides will describe each of their roles in the feudal system in western Europe. The presenation will cover the Feudal system and the economic side of the feudal system. THURS. OCTOBER, 10TH WHY DID THE CHURCH BECOME THE CENTER OF LIFE DURING THE MIDDLE AGES? AGENDA: Work Session: The Power of the Church Prezi. Teacher will give presentation about eh role of the church in medieval society. Connecting the impact of religion on the feudalism, politics, economy, and the society. Students will take notes in their student notebooks. Through presentation, teacher will use questions to help assess students learning and keep student engaged in the prezi. Teacher and Students will read and interpret Primary source : Letters of Gregory VII and Henry IV. Students will then write a letter that restates their argument in their own way. FRI. OCTOBER 11TH WHY DID THE CHURCH BECOME THE CENTER OF LIFE DURING THE MIDDLE AGES? AGENDA: Work Session: Analyzing Art: Students will use page 365 in their textbook to analyze the picture about chivalry. This will be an introduction to what chivalry is, and how It played a role in the medieval society. Teacher will show a short clip from the movie “Braveheart” This will help students make connections to chivalry today. Short presentation on Knights, tournaments, and litarture of chivalry, Class discussion: Is chivalry dead?

American Govenment

Government-10-10-13 October 10, 2013 Appetizer: What things did you find surprising about government? Think of the things you learned; write down your thoughts on your last warm-up for government Main Course: Final Exam on Friday with 3 constructed responses that will count Review Sheet for exam Game to review for final

American Government

Government-10/9/13 October 9, 2013 Appetizer: What do you now know about political parties? Main Course: Turn in Chapter 16-Political Party handout from last Wednesday as soon as class starts I will not accept it late Review sheet for Friday exam in Government

American Government

Government-9/27/13 Test in 4th period Appetizer: (Activator) Download The Supreme Court What is the Supreme Court? What do they do? Main Course: Warm up (appetizer/activator) on your papers Notes on Supreme Court Research: you will randomly select a court case and research and answer questions about it; you also need to note how the “Bench” (Supreme Court) voted on your particular case There are 2 of you for each case; first you will work individually on laptops or BYOD, then I will give you a chance to collaborate with

World History

WORLD HISTORY SEPT. 30TH - OCT. 2ND MONDAY, SEPT. 3OTH STANDARD: TRACE THE DEVELLOPMENT OF MESO-AMERICAN CULTURES AGENDA: 1. MESO-AMERICAN NEWSPAPERS DUE TODAY 2. START STUDY GUIDE FOR UNIT 3 TEST IMPROTANT NOTICE: PROGRESS REPORT CARDS DISTRIBUTED IN HOMEROOM TODAY . TUES. OCT. 1ST STANDARD: TRACE THE DEVELLOPMENT OF MESO-AMERICAN CULTURES AGENDA: 1. COMPLETE UNIT 3 STUDY GUIDE WED. OCT.2ND STANDARD: AGENDA: 1. UNIT 3 TEST 2. PENCIL / SCANTRON HAPPY FURLOUGH DAYS!!

American Government

Government-9-24-13 September 24, 2013 Appetizer: (without looking at your own charts) Answer on your warm-up papers with today’s date! 1-Which department is in charge of the IRS and the banks? 2-Which department is responsible for the running of our national parks? 3-Which department is the attorney for the government? 4-This department is responsible for all branches of the military. 5-This person and department travels all over the world and represents the U.S. at the U.N. Review the power point with the correct people shown as secretaries! J Envelope, please! You will randomly be given an envelope with a department inside. It is your responsibility to create an “advertisement” for your department on lineless paper I have provided. This will be graded! J Create an advertisement for your randomly selected department SSCG14 The student will explain the impeachment process and its usage for elected officials. SSCG14.a Explain the impeachment process as defined in the U.S. Constitution. SSCG14.b Describe the impeachment proceedings of Andrew Johnson and Bill Clinton. Write a brief description of all parts of this standard-Pages 164 and 777

American Government

Government-9-23-13 September 23, 2013 Appetizer: What do you consider to be the most important cabinet position? Tell me why. EQ: What are the 15 cabinet positions? Main Course: Warm up on your warm-up papers Discuss the cabinet positions Download President’s Cabinet I was at in-services 3 days last week-students watched "12 Angry Men" about the judicial system. We also are wrapping up Unit 2 on the 3 branches of government. Students wrote a summary on the movie.

World History

WORLD HISTORY SEPTEMBER 23RD - SEPTEMBER 27TH, 2013 MON. SEPT. 23RD STANDARD: THE IMPACT OF THE CRUSADES IN IN EUROPE AND JERUSALEM AGENDA: 1. PPT NOTES CRUSADES Standards: SSWH5 The student will trace the origins and expanision of the Islamic World between 600CE to 1300 CE. E. - Describe the impact of the Crusades on both the Islamic World and Europe. AGENDA WORK SESSION: 1. NOTES CRUSADES 2. VIDEO CLIP / CRUSADES CLOSING: 5 MINUTE SUMMARY TUES. SEPT. 24TH STANDARD: SSHW8 RISE OF AFRICAN KINGDOMS AGENDA: 1. BANTUS MIGRATIONS - MAP ACTIVITY 2. MANSA MUSA - GOLD KING OF MALI / READING COMP WED. SEPT. 25TH STD: SSWH8 - RISE OF MESOAMERICAN CIVILIZATIONS AGENDA: 1. nOTESS / READING ACIVITY FOR NEWSPAPER 2. NEWSPAPER PERFORMANCE TASK FOR MESOAMERICAN CULTURES. Closing/Summarizer: Group responsibilities. THURS. SEPT 26TH STD: SSWH8 AGENDA: 1. MESO-AMERICAN NEWSPAPER PERFORMANCE TASK INDIVIDUAL WORK Closing/Summarizer: Group responsibilities. FRI. SEPT. 27TH STD: SSWH 8 1. MESO-AMERICAN NEWSPAPER PERFORMANCE TASK INDIVIDUAL WORK Closing/Summarizer: Group responsibilities. AGENDA:

American Government

Government-9/18/13 September 18, 2013 Appetizer: Write down 3 roles of the president and briefly explain EQ: What is the president’s cabinet? What are their jobs and who are they? Main Course: Discuss warm up (appetizer) Common Assessment will count-only the things I have taught so far Laptop activity or BYOD-you will make a chart with the 15 cabinet positions-it is in the book as well. You need to briefly describe what their job is and what the person’s name is that presently serves in Obama’s cabinet. Page 276 in the book to find the cabinet.

American Government

Government-9-16-13 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. Please make sure your cell phones are in your pockets, purses, or book bags; not on desk or in your laps, unless we are looking something up together. No longer will I be nice about this! You will live without for 90 minutes! September 16, 2013 Appetizer: What are some formal qualifications for the president? EQ: What are the different roles (hats the president has to wear) the president has? Main Course: Pages 252-258-on your lineless paper create a graphic organizer or bubble map for the different hats (roles) the president has-you will have 30 minutes to do this. I will come around and check to make sure you are doing the assigned task. Then we will discuss the roles as a class

World History

WORLD HISTORY SEPTEMBER 16TH - SEPTEMBER 20TH, 2013 MON. SEPT. 16TH EQ: HOW DID YOU PREPARE FOR THE UNIT TEST? AGENDA: 1. UNIT 2 TEST 2. MAKE-UP DAY 3. INTRODUCE ISLAMIC CULTURES TUES. SEPT. 17TH EQ: WHAT EVENTS LED TO THE RISE OF ISLAMIC RELIGION AGENDA: 1. COMMON ASSESSMENT #2 - COUNTS AS GRADE 2. INTRODUCTION OF ISLAMIC CIVILIZATION - READING FOR GROUP ASSIGNMENT ON WED. 9-18 3. ISLAMIC BROCHURE - INSTRUCTIONS WED. SEPT. 18TH EQ: WHAT EVENTS LED TO RISE OF ISLAMIC RELIGION & EMPIRES? AGENDA: 1. ORGANIZER - ISLAMIC CIVILIZATIONS 2. SMALL GROUPS - BECOME THE EXPERT ON THEIR TOPIC ABOUT ISLAM 3. QUIZ PANEL - OPERATES LIKE TELEVISION SHOW HI-Q STUDENTS WILL ANSWER QUESTIONS ABOUT THEIR ASSIGNED TOPIC IN A CHALLENGE MATCH AGAINST OTHER TEAMS (TOPICS). THURS. SEPTH 19TH EQ: HOW DID THE CRUSADES IMPACT BOTH CHRISTIAN & ISLAMIC CULTURES? AGENDA: 1. VIDEO SEGMENT - THE CRUSADES SULEI=YMAN VS. RICHARD 2. NOTES CRUSADE FRI. SEPT. 20TH EQ: HOW DOES THE CHRISTIAN / MUSLIM CONFLICT IMPAACT OUR LIVES TODYA? AGENDA: 1. COMPLETE ILSAM BROCHURE / ILLUSTRATED STORY BOARD. Posted at 07:49 AM | Permalink | Comments

American Government

Government-9-13-13 September 13, 2013 Appetizer (Activator): What are the qualifications for President of the US (POTUS)? You will turn this in to me! Main Course: Quiz on legislative branch of government-IRESPOND and constructed responses-you may write on the back of your quiz! J When you finish your quiz, read pp 213-219- Chapter 8 Notes on qualifications for president Dessert: TOD: What is the standard you learned about today?

Amercan Goverment

Government-9-12-13 September 12, 2013 Appetizer: Which bill appeals to you and why? EQ: How does a bill become a law? Main Course: Finish presenting the last few bills (voting will take place at end of class as your TOD) Review legislative branch and checks and balances Review sheet on legislative(chapter 5) and checks and balances(chapter 4) This will be turned in for a grade Dessert: Vote on your favorite bill

American Government

Government-9-11-13 September 11, 2013 Appetizer: Why did President Obama make a 15 minute speech to the nation last night? (If you watched it and wrote a brief summary, hand it in please!) Main Course: Present your “bill” to the class (“Congress”) Vote on your favorite one Handout on checks and balances (chapter 4 in the textbook) and summary on legislative branch-we did not get to this in 1st period. This needs to be turned in on your way out today (TOD)

American Government

Government-9-11-13 September 11, 2013 Appetizer: Why did President Obama make a 15 minute speech to the nation last night? (If you watched it and wrote a brief summary, hand it in please!) Main Course: Present your “bill” to the class (“Congress”) Vote on your favorite one Handout on checks and balances (chapter 4 in the textbook) and summary on legislative branch-we did not get to this in 1st period. This needs to be turned in on your way out today (TOD)

World History

World History September 9th - September 13th, 2013 MON. SEPT. 9TH EQ; AGENDA: 1. CAFE CHOICE PROJECT - STUDENTS WILL CHOOSE 1 MENU ITEM FROM EACH OF THE MEAL SELECTIONS - APPETIZER, ENTREE. SIDE DISH, AND DESERT. 2. STUDENTS WILL USE MENU PACKET, TEXT AND NOTES TO COMPLETE CHOSEN MENU SELECTIONS. DUE DATE: CAFE MENU PROJECT IS DUE WED. SEPT. 11TH ANNOUNCEMENTS: GHSGT MAKE-UP TODAY - MATH LOOKING AHEAD: UNIT II TEST ON FRI. 9-13 TUES. SEPT. 10TH EQ: HOW DID JUSTINIAN RE-ESTABLISH THE POWER OF THE OLD ROMAN EMPIRE? AGENDA: 1. CAFE CHOICE PROJECT - STUDENTS WILL CHOOSE 1 MENU ITEM FROM EACH OF THE MEAL SELECTIONS - APPETIZER, ENTREE. SIDE DISH, AND DESERT. 2. STUDENTS WILL USE CAFE MEN, HAND-OUT PACKET, TEXT AND NOTES TO COMPLETE CHOSEN MENU SELECTIONS. DUE DATE: CAFE MENU PROJECT IS DUE WED. SEPT. 11TH ANNNOUNCEMENTS: GHSGT MAKE-UP SCIENCE LOOKING AHEAD: UNIT II TEST ON FRI. 9-13 WED. SEPT. 11TH EQ: WHY WOULD WE CONSIDER JUSTININA'S WIFE THEODORA, A FEMINIST TODAY? AGENDA: 1. CAFE MENU PROJECT DUE TODAY 2. START STUDY GUIDE FOR UNIT II TEST 3. ALTERNATIVE ASSESSMENT - CLASSS QUIZ LOOKING AHEAD: UNIT II TEST ON FRI. 9-13 THURS. SEPT. 12TH EQ: WHY DO YOU THINK THE BYZANTINE EMPIRE DECLINED? HOW DID THE DECLINE OF THE BYZANTINE EMPIRE COMPARE TO THE DECLINE OF THE ROMAN EMPIRE? AGENDA: 1. COMPLETE STUDY GUIDE FOR UNIT II 2. PYRAMID / TEAM CHALLENGE REFIEW GAME ANNOUNCEMENTS: GHSGT MAKE-UP - SOCIAL STUDIES LOOKING AHEAD: UNIT II TEST ON FRI. 9-13 FRI. SEPT. 13TH EQ: HOW DID THE DECLINE OF THE BYZANTINE EMPIRE COMPARE TO THE DECLINE OF THE ROMAN EMPIRE? AGENDA: 1. UNIT II TEST 2. SCORING SHEET / PENCIL AFTER TEST: INTRODUCE UNIT III READING COMP - PP. 350 - 365

American Government

Government-9/9/13 September 9, 2013 Appetizer: What are the steps for a bill to become a law? EQ: What are some bills being considered by the HR and the Senate? Pebblebrook 2.0-Discoing to the beat of the HR and Senate! Main Course: Grab a laptop and start researching and having fun with bills being considered in the HR and the Senate. You have to turn in 3 bills from each by the end of the class. I want everyone to look at the draft for a bill stating the Syria crisis. Tell me what you think about the statement and verbage. Dessert: TOD-what surprising thing did you learn today about bills? Laptop Activity-Music of the Day-Discoing to the beat of the Congress (HR and Senate) www.house.gov Click on legislative activity Bills to be considered (text for bills) http://docs.house.gov/floor/ http://www.senate.gov/pagelayout/legislative/b_threhttp://www.foreign.senate.gov/imo/media/doc/DAV13973.pdfe_sections_with_teasers/active_leg_page.htm This site goes directly to bills! Notice Syria’s drafted bill: http://www.foreign.senate.gov/imo/media/doc/DAV13973.pdf http://thomas.loc.gov/home/thomas.php Your task is to investigate 3 bills from HR (House of Representatives) and 3 from the Senate. Write down the #, who authored (who wrote it) and what the general idea of the bill is about. Your task is to use the entire period perusing the HR and Senate websites. Look up the Majority and Minority leadership by name. You will each hand this in to me at the end of the period. You will have the opportunity to share with your peers. Please do not list the 1st three you find; investigate, be thoughtful about this task. This is the beauty of a democracy and how bills do get passed. Have fun, but learn!

World History

WORLD HISTORY 09-03 / 09-06-2013 Standards: SSWH4 The student will analyze the importance of the Byzantine and Mongol empires between 450CE to 1500CE. Analyze the importance of Justinian, include the influence of the Empress Theodora, Justinian’s’ code, and Justinian’s efforts to recapture the west. Describe the relationship between the Roman and Byzantine Empires; include the impact Byzantium had on Moscow and the Russian Empire, the effect the Byzantine culture on Tsar Ivan III and Kiev, and the rise of Constantinople as a center for law, religion, and the arts. Explain the Great Schism of 1054CE. Analyze the spread of the Mongols on Russia, China and the west, the development of trade, and European obseravtsons through the writings of Marco Polo. TUES. SEPT. 3RD STARTER: PUT DATES ON LIST IN CHRONOLOGICAL ORDER AND THEN IN ORDER OF IMPORTANCE AGENDA: 1. NOTES - FALL OF THE ROMAN EMPIRE 2. COMPLETE ORGANIZER OR REASONS OF THE FALL OF ROME CLOSE: POST-IT WED. SEPT. 4TH STARTER: Opening Warm-up AND/OR Activator (highlight one): SSWH4 WORDLE – Vocabulary AGENDA: Student Writing in the Standards Students will be given 2 options for each standard. They will complete 2 standards today. 1. SCHOOL WIDEWSRITING DAY - 3RD PERIOD / WRITING RUBRIC 2. 2ND AND 4TH PERIODS - DBQ WRITING - FALL OF THE ROMAN EMPIRE CLOSE: 3-2-1 THURS. SEPT. 5TH STARTER: DESCRIBE THE GREAT SCHISM BETWEEN THE ROMAN CATHOLIC AND THE BUZANTINE CHURCH p. 188 AGENDA: 1. COMPLETE DBQ ESSAYS ( TEAM TAUGHT) 2. BEGIN NOTES ON THE BYZANTINE EMPIRE CLOSE: - LEGACY OF THE JUSTINIAN CODE FRI. SEPT. 6TH STARTER: AGENDA: Work Session: 1. Student Writing in the Standard 2. Students will be given 2 options for each standard. They will complete 2 standards today. CLOSE: SSWH4 STANDARD - SUMMARY SENTENCES

American Government

Government-9/5/13 Appetizer: Which qualification is most important to you personally for Senators or Congressmen(women)? Main Course: Turn in body bio if you have not done so Download House and Senate Review notes from Wednesday Continue with notes on Congress Create a graphic organizer with the following terms: page 132ish in book- incumbent, gerrymander, Majority leader, minority leader, whips, standing committee, conference committee, joint committee, select committee

American Government

Government-9/4/13 Download House and Senate September 4, 2013 Appetizer: How many Congressional districts does GA have? What does the word Congress mean to you? Do you know who your senators and congressmen are? EQ: What is the Senate and the House of Representatives? Main Course: Discuss appetizer Look up on your phones our 2 senators to Washington, DC Notes on Legislative branch Body Bio-what qualities should our senators and congressmen possess? Draw pictures, use adjectives, be creative, think outside the box! Dessert: Turn in your completed Body Bi

American Government

nit 1 Test Students will work on Think-Tac-Toe to finish up unit 1 on foundations

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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