8th grade assignments
3++...make inferences about how the philosophers would agree or disagree with each other based on other ideas they have expressed. For example, you know about Monty's ideas in greater detail. Could you infer what Locke would think about one of Monty's ideas? Use Locke's ideas to justify your inference.
Make 3 sets of comparisons...A "set" is identifying a big idea (like role of government) and then finding one similarity between all 3 philosophers' opinions about the big idea and then how their opinions on the big idea are also different.
T. 9/20W. 9/21
Go back to Monty and compare with Locke & Paine…there could be a quiz using the “compare” and “connect” questions in the note guides. Period 7 - we'll finish Paine tomorrow, so just look for sims/diffs between Monty & Locke tonight.
3+...make a connection between the philosophers' ideas and American society.
Bill of Rights lesson online: http://floridastudents.org/PreviewResource/StudentResource/119020
Start with the "First Amendment" using the menu list on the right side.
HW: Read the "Liberty" section in Monty, pt.2 and take notes using the note guide.
(this was class work)
3. what do we (sovereign nations) get to do now that we don't belong to England any more?
2. list specific complaints
1. rationale (we went over that in class in 7th period.
Here are the things you needed to find out about the Declaration of Independence:
Montesquieu defines several government types...take notes using the note guide
T. 9/13Be sure to turn in missing arguments or revisions.
T.9/6Here are some questions that could help shape our discussion tomorrow:
Note: If you don't believe in evil as a concept, then you can address these ideas in terms of degrees of wrong-doing. A completely relativistic position ("...truth and morality exist in relation to culture, society, or historical context, and are not absolute.") is possible, but you will have to deal with the fact that cultures don't live in isolation from one another.
TH. 9/8 Quick-write tomorrow. Attached is the rubric in WORD and PDF.
NOTE: Modest Proposal is also due Thursday since most of those arguments are already done. Two versions are posted...the condensed version and the original text. Annotate...what is the author proposing? What are some of the logical arguments in support of his proposal? What is his real message?
T. 8/303 complete arguments from the Korematsu case due Thursday.
Prep continues. We will have oral arguments on Monday.
Got docs today. Some teams brought docs home, some didn't. Do what you need to do.
M. 8/22Read through the basic outline for your side of the case tonight. Justices...read through both sides.
(This timeline has been streamlined for class purposes. Full timeline found at http://www.momomedia.com/CLPEF/chrono.html.)
Today doing independent study of Japanese Internment Timeline of events (2nd exposure). Timeline document with hyperlinks attached below. You also have a hard copy in your binder.
7. reverse vs. affirm lower court decision
6. dissenting opinion
5. majority opinion
4. oral arguments
3. amicus brief
2. Setting precedent
1. Plaintiff and defendant
Here are the vocabulary words on the Supreme Court Procedures quiz tomorrow:
M. 8/15Finish reading the "Supreme Court Procedures" article. Prompts in the margin will help you know what to pay attention to. Due W. 8/17
Th. 8/11Show your parents/guardians the class website and ask them to sign your planner when the tour is completed. Due from F.8/12 to T.8/16