Objective(s): -- Describe the issues behind the 9/11 bill -- Explain how to complete a current event assignment Activities: -- Finish reading current event article on Obama vetoing the 9/11 bill -- Receive the current events assignment worksheet -- Go over how to complete the worksheet -- Work on the current event assignment Independent Learning: -- Bill paragraph due today at 3:00 pm -- Current Event due Monday Notes/Handouts/Material covered in class:
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Objective(s): -- Describe the issues behind the 9/11 bill Activities: -- Read current event article on Obama vetoing the 9/11 bill -- Discuss Independent Learning: -- Bill paragraph due tomorrow at 3:00 pm -- Current Event due Monday Notes/Handouts/Material covered in class:
Objective(s):
-- Explain some considerations when writing and passing a bill -- Evaluate the effectiveness of the current bill-to-law method Activities: -- Finish going over student-written bills and results of vote by opposite house -- Begin assignment on Google Doc (bill paragraph) evaluating the steps in how a bill becomes a law Independent Learning: -- Bill paragraph assignment due Friday Notes/Handouts/Material covered in class: -- See Google doc in Google classroom Objective(s):
-- Explain some considerations when writing and passing a bill Activities: -- As a whole class, brainstorm reasons that bills may not pass -- In H of R and Senate subgroups, discuss and vote on bills written by members of the other house -- Add to list of reasons that bills may not pass -- Go over results of bill discussions/votes Independent Learning: -- None Notes/Handouts/Material covered in class: Objective(s):
-- Explain some considerations when writing a bill Activities: -- Turn in "How Our National Laws Are Made" worksheet or a note saying why your work is not turned in. -- Finish conference committee work and sending bill back to both houses. Vote on revised bill. (If passes by 2/3, bill will override presidential veto. -- Briefly discussed current possibility of the overriding of a presidential veto this week in the actual Congress. -- Individually, in pairs, or in small groups, turn something in the Orange Grove planner policy section into a bill (amend or delete something that is already there). Turn in to Ms. Schaedler Independent Learning: -- None Notes/Handouts/Material covered in class: -- Ask me for a bill-writing sheet Objective(s):
-- Explain how a bill becomes a law Activities: -- Continue Congressional simulation of passing a bill Independent Learning: -- Complete worksheet: "How Our National Laws are Made." Due Monday. -- Weekly Weekend Work: -- Check OG gmail for messages from teachers -- Check StudentVUE -- Do any missing assignments -- Organize backpack -- Restock supplies (or write in planner to stop at office or Ms. Schaedler's room before school on Monday to get supplies) Notes/Handouts/Material covered in class: -- None Objective(s):
-- Explain how a bill becomes a law Activities: -- Finish going over diagram of how a bill becomes a law -- Receive another "bill-to-law" diagram; "Bill is proposed" -- Go over that diagram -- Walk a pretend bill through the classroom to simulate process -- Begin simulation of Congress passing bills -- Receive worksheet, "How Our National Laws are Made" Independent Learning: -- Complete worksheet: "How Our National Laws are Made." Due Monday. Notes/Handouts/Material covered in class: -- "How A Bill Becomes A Law" (see me for a copy) -- "Bill is Proposed" (see me for a copy) -- "How Our National Laws are Made" (see me for a copy) Objective(s): -- Explain how a bill becomes a law Activities: -- Review checks and balances by completing p. 11 in packet -- Watch "I'm Just a Bill" video -- Receive and go over bill to law diagram; highlight times that bill can be killed Independent Learning: -- None Notes/Handouts/Material covered in class: -- "How A Bill Becomes A Law" (see me for a copy) Objective(s): -- Explain Checks and Balances Activities: -- View various definitions of "checks" -- Assemble checks and balances diagram -- Write in examples of checks and balances on the appropriate arrows -- Label diagram "checks and balances" Independent Learning: -- Complete classwork if not finished in class Notes/Handouts/Material covered in class:
Objective(s): -- Explain how the three branches of government can both be separate and yet, work together by using metaphors Activities: -- Take notes on the three branches of government -- In groups of 3 from Friday, continue creating visual representation of the three branches/separation of powers. -- Discuss a way that your items could represent each of the branches, based on your notes of what the branches do -- Present visual to class; explain connections to the three branches -- Receive materials for Checks and Balances work Independent Learning: -- None Notes/Handouts/Material covered in class:
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AuthorCarol Schaedler has been with CFSD for 30 years. She loves teaching the kids in the middle. Archives
May 2017
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