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Objective(s):
-- Evaluate the 10 most important facts/events of the Civil War Activities: -- In groups, complete poster of 10 most important facts/events of the Civil War Independent Learning: -- None Notes/Handouts/Material covered in class: -- None
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Objective(s):
-- Evaluate the 10 most important facts/events of the Civil War Activities: -- In groups, continue determining 10 most important things to know about the Civil War based on skim/scanning textbook chapter (see yesterday's post for page numbers) -- (some groups) Begin creating poster Independent Learning: -- Weekly Weekend Work -- Check OG email -- Check StudentVue -- Do any missing work -- Clean-out/Organize backpack -- Restock supplies Notes/Handouts/Material covered in class: -- None Objective(s):
-- Evaluate the most important facts/events of the Civil War Activities: -- If you did not turn in Civil War map from yesterday, turn in right now -- Finish skim/scanning your reading section for important facts/events -- Share with group -- As a group, come up with the 10 most important facts/events Independent Learning: -- None Notes/Handouts/Material covered in class: -- (worksheet from yesterday) Objective(s): -- Determine important facts/events about the Civil War Activities: -- Turn in Civil War map worksheet from yesterday -- In groups, skim/scan assigned reading to list important facts/events of the Civil War Independent Learning: -- None Notes/Handouts/Material covered in class: 
Substitute today Objective(s): -- List important events of the Civil War -- Describe the various sides states took in the Civil War Activities: -- With partner, list the top 10 facts/events immigrants should know about the Civil War; share with class; add to list from what other people said Independent Learning: -- Complete map work using online textbook link found at the bottom of the listing on Google Classroom Notes/Handouts/Material covered in class:
Objective(s):
-- Explain how to change an outcome at the Supreme Court -- Describe a "faithless elector" Activities: -- Take notes on changing an outcome at the Supreme Court -- Discuss and define a faithless elector Independent Learning: -- None Notes/Handouts/Material covered in class: -- Two ways to change a decision of the Supreme Court: A. Since decisions are based on the Constitution, if you want to change the results of a case, change (amend) the Constitution. (Ex: flag-burning case) B. The Supreme Court is made up of 9 members appointed by the President and approved by the Senate. If you want a decision of the Supreme Court to be different, bring up a similar case again when members of the Supreme Court are different. [Supreme Court members cannot be removed from the court unless they do something really bad. When they do leave, the current president gets to replace them, and whomever s/he picks will be there a long time. It is a very powerful job of the president, and comes into play with a presidential election.] -- Faithless elector: Someone who has pledged to vote for a particular candidate for president at the Electoral College but then doesn't. A. There have been 8 known cases of faithless electors from 1900 - 2012. B. Arizona is one of 20 states that do not have laws requiring an elector to vote as promised. Other states impose a fine, imprisonment, or cancel their vote and replace them. Objective(s): -- Explain the pros and cons of the Electoral College Activities: -- Finish reading and discussing the Electoral College packet -- Give opinion as to whether 4 elections where the popular vote and the electoral vote didn't out of 44 elections held is too many or not that bad -- Check out websites that allow you to calculate electoral votes: http://www.270towin.com/ https://www.archives.gov/federal-register/electoral-college/map/predict.html Independent Learning: -- Weekly Weekend Work -- Check OG email account -- Check StudentVUE -- Do any missing work -- Organize/clean out backpack -- Restock supplies (or write in planner to come to office or Ms. Schaedler s room first thing Monday morning to get necessary supplies) Notes/Handouts/Material covered in class:
Objective(s): -- Explain the Electoral College Activities: -- Read the Electoral College packet Independent Learning: -- None Notes/Handouts/Material covered in class: -- "safe' state: state traidtionally goes with a particular party -- "swing" or "battleground" state: close, could go to either party -- majority: more than half -- plurality: more than any other candidate in a race with 3 or more candidates
Objective(s):
-- Contrast adult and juvenile justice systems -- Describe electoral college Activities: -- Go over p. 16 answers in packet. Discuss related Supreme Court cases. -- View video on Electoral College. Independent Learning: -- Complete p. 16-18 in packet. Due tomorrow. Notes/Handouts/Material covered in class: -- None Substitute today: This posting is subject to change after reading sub's report
Objective(s): -- Contrast adult and juvenile justice systems Activities: -- Read packet about adult v. juvenile application of Bill of Rights and the rights of juveniles. -- Complete pages 16-18 in gov't packet. Skip #6 on p. 18. (May work with partner if desired.) Independent Learning: -- Complete classwork. Due Wed. Notes/Handouts/Material covered in class: -- (Will post tomorrow) |
AuthorCarol Schaedler has been with CFSD for 30 years. She loves teaching the kids in the middle. Archives
May 2017
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