Unit 6 - Civil Rights & Liberties
Liberty Rights Cases
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Liberty Rights Cases
IB MYP American History: Founding Principles, Civics, and Economics
Unit 6 - Civil Rights and Civil Liberties - Liberty Rights Cases
Unit 6 Overview:
This unit will analyze the events surrounding major Supreme Court Civil Rights and Liberty decisions and their impact on the United States. Students must understand their Due Process and
Civil Rights and the 14th Amendment
Criminal Procedure & Due Process
Women's Rights
LGBTQ+ Rights
Race, Housing, and Wealth
Sufferage
Standards:
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Key Skills:
Researching credible sources to become informed on voting rights
Critical reading skills of grade-level text to discuss court decisions and current issues
Use historical thinking skills (context, sourcing, and corroboration)
Express ideas orally and in writing coherently
Key Knowledge:
Landmark Supreme Court decisions that did not uphold democratic values (e.g., Dred Scott v. Sanford, Plessy v. Ferguson, Korematsu v. U.S.)
Landmark Supreme Court decisions that upheld democratic values (e.g., Brown v. Board, etc.)
Public advocacy efforts and civil disobedience were often precursors to policies that secured freedom and equality
Guiding and Essential Questions:
Recognize the legislative, executive and judicial avenues used to seek justice by individuals and groups throughout American history
What is justice?
What is the government’s responsibility to secure freedom, equality, and justice for all?
How can “justice for all” be achieved?
Students will understand that...
Supreme Court decisions last for generations and are not static
“Equal protection of the law,” among other democratic principles, are not guaranteed
Groups of Americans have had to fight discriminatory policies and Supreme Court decisions
Equitable education for North Carolinians was/is a fight
Unit 6 - Vocabulary & Key Terms:
Amendments
Bill of Rights
Precedent
Social order
Rights of the individual
Incorporation
Equal protection
Eminent domain
Due process
Texas v. Johnson
Tinker v. DesMoines
Engel v. Vitale
District of Columbia v. Heller
Mapp v. Ohio
Gideon v. Wainwright
New Jersey v. TLO
Miranda v. Arizona
Korematsu v. United States
Roe v. Wade
Obergefell v. Hodges
Plessy v. Ferguson
Brown v. Board of Education
Regents of University of California v. Bakke
Swann v. Charlotte Mecklenburg Board of Education
North Carolina v. Leandro
Civil Rights Act of 1964
Voting Rights Act of 1965
Shelby County v. Holder
By the end of this unit, students should be able to…
explain how the Supreme Court has expanded individual rights.
explain how the Supreme Court has limited individual rights.
describe how the powers of the U.S. and N.C. Constitutions have been expanded through amendments and court cases.
LESSON ONE:
Civil Rights and Liberties (Bill of Rights and 14th Amendment)
Goal Statement: Review the rights contained in the Bill of Rights and discuss in detail how they apply to school, which Supreme Court Cases influenced those rights and whether the Landmark Cases discussed earlier expanded or limited those rights.
Essential Questions - How has the Supreme Court impacted the rights of individuals at school and outside of school?
Standards
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Lesson - Students will be lead through direct instruction on the information related to the Bill of Rights, how it applies to school and Landmark Supreme Court Cases
Slideshow for direct instruction - Landmark Supreme Court Cases
Resource - Annotated Copy of the Bill of Rights
Resource - 14th Amendment Text
Resource - Bill of Rights Discussion - Part II
Student work - As the class is participating in the discussion, students should be filling out the Landmark Case and Rights Chart
to build their notebook.
This can either be printed or digital
Homework/Asynchronous
Bill of Rights Selective Incorporation Assignment (To Be Handed Out)
Homework Resource (Slideshow) - Doctrine of Incorporation
LESSON TWO:
Due Process Amendments
Goal Statement: Summarize the importance of the right to due process of law for individuals accused of crimes. Analyze how the rule of law establishes limits on both the governed and those who govern while holding true to the ideal of equal protection under the law.
Essential Questions - Which Amendments provide for the due process of law and protect all citizens?
Standards
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Lesson - Students will be lead through direct instruction on the information related to 4th, 5th and 6th Amendments and complete a close reading of the 14th Amendment followed by a discussion
Slideshow for direct instruction - Due Process: 4th, 5th and 6th Amendments
Student work - As the class is covering the information or after the class has covered the information, students should use the 4th, 5th and 6th Amendment Notes Student Version
to continue to build their notebook. Students will also work with a partner to complete a close reading of the 14th Amendment with the intention of discussing the following question - Do you agree or disagree with the following statement and why? "The 14th Amendment expanded the rights of citizens."
This can either be printed or digital
Homework/Asynchronous
Due Process 4th, 5th and 6th Amendment Assignment (To be handed out)
LESSON THREE:
Evolution of Women's Rights
Goal Statement: Students will have a deeper understanding of the evolution of women's rights throughout the United States history and the struggle it took to get where we are now.
Essential Questions - How have women demonstrated resilience to inequality, injustice and discrimination within the American system of Government?
Standards
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Lesson - As individuals or pairs, students will go through the Evolution of Women's Rights slideshow and complete the Women's Rights Chart
to add to their notebook and for class discussion
Slideshow for direct instruction - Evolution of Women's Rights
Student work - Students will work independently or in pairs to complete the Women's Rights Chart
and prepare for a discussion related to the information
Homework/Asynchronous
Complete the Quizlet related to Unit #6 for review (potentially for review in class)
LESSON FOUR:
Evolution of LGBTQ+ Rights
Goal Statement: Students will have a deeper understanding of the evolution of LGBTQ+ rights throughout the United States history and the struggle it took to get where we are now.
Essential Questions - How have members of the LGBTQ+ community demonstrated resilience to inequality, injustice and discrimination within the American system of Government?
Standards
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Lesson - As individuals or pairs, students will go through the Evolution of LGBTQ+ Rights slideshow and complete the LGBTQ+ Rights Chart
to add to their notebook and for class discussion
Slideshow for direct instruction - Evolution of LGBTQ+ Rights in America
Student work - Students will work independently or in pairs to complete the LGBTQ+ Rights Chart
and prepare for a discussion related to the information
Homework/Asynchronous
Complete the Quizlets related to the review of Unit #6 (potentially for review in class)
LESSON FIVE:
Race and Housing
Goal Statement: Students will have a review the practices of the United States as it relates to Race and Housing throughout our history.
Essential Questions - How successful has the US system of government been at guaranteeing equity in housing?
Standards
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Lesson - Students will be lead through direct instruction on the information related to Race, Housing and Welfare slideshow and complete the Race, Housing and Welfare Student Notes to add to their notebook and for class discussion
Slideshow for direct instruction - Race, Housing and Welfare
Student work - As the class is covering the information or after the class has covered the information, students will use the Race, Housing and Welfare
Student notes to continue to build their notebook
This can be either be printed or used as a digital copy
Homework/Asynchronous
Review your notes from Unit #6 and continue to use the Quizlets from Unit #6 to review
LESSON SIX:
Race and Education
Goal Statement: Students will have a review the practices of the United States as it relates to Race and Education throughout our history.
Essential Questions - How successful has the US system of government been at guaranteeing equity in education?
Standards
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Lesson - Students will be lead through direct instruction on the information related to Race and Education slideshow and complete the Race and Education
Student Notes to add to their notebook and for class discussion
Slideshow for direct instruction - Race and Education
Student work - As the class is covering the information or after the class has covered the information, students will use the Race and Education
Student notes to continue to build their notebook
This can be either be printed or used as a digital copy
Homework/Asynchronous
Review your notes from Unit #6 and continue to use the Quizlets from Unit #6 to review
LESSON SEVEN:
Race and Educations - Part II
Goal Statement: Students will have a review the practices of the United States as it relates to Race and Education throughout our history.
Essential Questions - How successful has the US system of government been at guaranteeing equity in education?
Standards
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Lesson - Students will be given an article related to race and education and Charlotte's role in that history. Students will read the article and answer questions related to the article and prepare to discuss the article as a class.
Resource: Article - The Desegregation and Resegregation of Charlotte's Schools
Resource: Questions to be completed - Discussion Questions (To be handed out)
Student work - Students will read and take notes on the article and complete the discussion questions. As a class, we will participate in a discussion on Charlotte's role in helping solve problems in race and education and also the city's role in contributing to the problem
Homework/Asynchronous
Complete the Quizlet related to Unit #6 for review (potentially for review in class)
LESSON EIGHT:
Race and Education - Affirmative Action
Goal Statement: Students will have a review the practices of the United States as it relates to Race and Education throughout our history.
Essential Questions - How successful has the US system of government been at guaranteeing equity in education?
Standards
CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions have upheld the founding principles.
CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation, disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality, and justice for all.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have had access to justice as established in the founding principles of government.
CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have contributed to the protection of individual rights and “equality and justice for all” over time.
Lesson - Students will be given an article related to race and education as it relates to Affirmative Action through the lense of current Supreme Court Cases. Students will read the article and complete and assignment related to the article and prepare to discuss the article as a class.
Student work - Students will research the Students for Fair Admissions v University of North Carolina Supreme Court case and complete the Crystal Ball Gazing Assignment
Homework/Asynchronous
Students will work to complete the SFFA v UNC Crystal Ball Gazing Assignment
Review
Goal Statement: Students will review for their upcoming assessment on Unit #6
Essential Question: What do I know about Unit #6
Lesson - Students will participant in a review of Unit #6
Student Work - Students will actively review for the upcoming assessment by reviewing their Unit #5 Review Materials, take part in a online quiz and asking questions for clarification.
Homework/Asynchronous
Study for your upcoming assessment on Unit #6
Agenda:
New Announcement! It is official... CMS and MPHS will contact you on Monday for your decision regarding grades.
Happy Short Week!
3 New Assignments for this week on Study.com
Assignments for this week:
#1. GACE Political Science (532): Practice & Study Guide
Chapter 17 Lesson 3 - Criminal Law vs. Civil Law: Definitions and Differences
#2 Intro to Criminal Justice: Help and Review
Chapter 8 Lesson 35 - What Is a Court Trial? - Definition, Process & Rules
#3 Chapter 14 Lesson 1 - History & Evolution of the Juvenile Justice System
Objectives and Essential Questions:
What do I need to know about my world, and how does it relate to me and my C&E class?
When is my group Zoom meeting?
Have I filled out the STUDENT CHECK IN FORM ?
Have I signed up for Zoom?
Have I signed up for the class Remind?
Have I signed up for Google Classroom?
Have I signed up for Study.com?
How does a Bill become a Law?
How does the Legislative Branch function?
What are the powers of the President?
What roles does the President fulfill in our government?
Homework, Announcements & Reminders:
Announcements:
If you want to understand the new grading policy... CLICK HERE!
To sign up for our class Remind, Google Classroom, Study.com, or Zoom see the "Sign Ups" tab under the "Resources" page on the class website
Homework:
Sign up for the Remind!
Sign up for Google Classroom
Sign up for Study.com
Check the Website multiple times per day... just in case... things are changing faster than I can keep up!
Remember to check Unit 4 - The Three Ring Circus for our Daily Agendas for this Unit. I will only be posting once a week because we only have one assignment per week.
Due: Monday May 18, 2020
Ch. 9 The U.S.’s Executive Branch
1.Lesson #8 - Staffing the Executive Office: Presidential Appointees and The Appointment Process
2. Lesson #11 - What is Bureaucracy? Role, Structure and Characteristics
Ch. 10 The Judicial Branch
3. Lesson #1 - The Federal Court System of the United States: Definition, Structure & Levels
4. Lesson #2 - The Power of the Federal Judiciary: Sources & Consequences
5. Lesson #4 - Judicial Decision Making: Steps & Participants
Announcements:
Civitas meetings postponed until further notice BUT... we may have one via Zoom soon!
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Fall Semester 2019-2020
Agenda:
World Warm Up?
Review the The Law Slideshow and fill out the The Law Slideshow Worksheet or take notes
Complete the Court Vocabulary Worksheet on your own.
Objectives and Essential Questions:
What is going on in the world? How does it relate to the subjects we are studying and how does it effect our world?
Gain an understanding of the United States' laws and legal system
What are the origins of our legal system?
What is jurisdiction and how do you figure out who has it?
Homework & Reminders:
Remember... daily agendas for this unit are listed now under Unit 5 - Law and Order
Please familiarize yourself with the rules of Partial Martial Law below...
Homework: If you did not do so in class...
Complete the The Law Slideshow and fill out the The Law Slideshow Worksheet or take notes
Complete the Court Vocabulary Worksheet
Complete ONE of the Jurisdiction Worksheets
Announcements:
Test on Executive, Judicial Branch, and the Law is on November 19th!
Here is a good study aid!
https://quizizz.com/admin/quiz/5dbcc113974f25001ab301f9/ex-jud-law-review
Thank Mr. Thompson for the Quizzizizziziz!
and another one from Mr. G -
Unit #4 and #6 Study Guide (The old Unit 6 is now our Unit 5)
Civitas Club!
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Friday November 15, 2019
Agenda:
World Warm Up!
1st Block:
Review
2nd Block:
Continue...The Law Slideshow and fill out the The Law Slideshow Worksheet or take notes
Complete the Court Vocabulary Worksheet on your own.
Objectives and Essential Questions:
What is going on in the world? How does it relate to the subjects we are studying and how does it effect our world?
Gain an understanding of the United States' laws and legal system
What are the origins of our legal system?
Homework & Reminders:
Martial law remains in place - See below for 1st block negotiated settlement
Remember... daily agendas for this unit are listed now under Unit 5 - Law and Order
Please familiarize yourself with the rules of Partial Martial Law below...
Homework: If you did not do so in class...
Complete the The Law Slideshow and fill out the The Law Slideshow Worksheet or take notes
Complete the Court Vocabulary Worksheet
Complete ONE of the Jurisdiction Worksheets
Announcements:
Test on Executive, Judicial Branch, and the Law is on November 19th!
Here is a good study aid!
https://quizizz.com/admin/quiz/5dbcc113974f25001ab301f9/ex-jud-law-review
Thank Mr. Thompson for the Quizzizizziziz!
and another one from Mr. G -
Unit #4 and #6 Study Guide (The old Unit 6 is now our Unit 5)
Civitas Club!
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Monday November 18, 2019
Agenda::
Review for the Test
World Warm Down as time permits
Objectives and Essential Questions:
What is going on in the world? How does it relate to the subjects we are studying and how does it effect our world?
What do I need to know for the Test?!
Homework & Reminders:
Martial law remains in place - See below for 1st block negotiated settlement
Remember... daily agendas for this unit are listed now under Unit 5 - Law and Order
Please familiarize yourself with the rules of Partial Martial Law below...
Homework: If you did not do so in class...
Complete the The Law Slideshow and fill out the The Law Slideshow Worksheet or take notes
Complete the Court Vocabulary Worksheet
Complete ONE of the Jurisdiction Worksheets
Announcements:
Test on Executive, Judicial Branch, and the Law is on November 19th!
Here is a good study aid!
https://quizizz.com/admin/quiz/5dbcc113974f25001ab301f9/ex-jud-law-review
Thank Mr. Thompson for the Quizzizizziziz!
and another one from Mr. G -
Unit #4 and #6 Study Guide (The old Unit 6 is now our Unit 5)
Civitas Club!
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Tuesday November 19, 2019
Agenda::
Executive, Judicial, and Law Test
Turn in outstanding work
World Warm Down as time permits
Objectives and Essential Questions:
What is going on in the world? How does it relate to the subjects we are studying and how does it effect our world?
What do I need to know for the Test?!
Homework & Reminders:
Martial law remains in place - See below for 1st block negotiated settlement
Remember... daily agendas for this unit are listed now under Unit 5 - Law and Order
Please familiarize yourself with the rules of Partial Martial Law below...
Homework: If you did not do so in class...
Complete the The Law Slideshow and fill out the The Law Slideshow Worksheet or take notes
Complete the Court Vocabulary Worksheet
Complete ONE of the Jurisdiction Worksheets
Announcements:
Test on Executive, Judicial Branch, and the Law is on November 19th!
Here is a good study aid!
https://quizizz.com/admin/quiz/5dbcc113974f25001ab301f9/ex-jud-law-review
Thank Mr. Thompson for the Quizzizizziziz!
and another one from Mr. G -
Unit #4 and #6 Study Guide (The old Unit 6 is now our Unit 5)
Civitas Club!
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Wednesday November 20, 2019
Agenda::
One last court case?!
Objectives and Essential Questions:
What is going on in the world? How does it relate to the subjects we are studying and how does it effect our world?
What do I need to know for the Test?!
Homework & Reminders:
I have given up... martial law has been suspended, but the cell phone policy remains.
Remember, we are starting Unit 6 tomorrow - Ante Up!
Homework:
TBD
Announcements:
Civitas Club! Meeting on Thursday November 21, 2019. Location TBD
Contact info:
Remind - @mphsci to 81010
Website -mphscivitas.weebly.com
Thursday April 25, 2019 - Ante Up!
Agenda:
Review the The Law Slideshow and fill out the The Law Slideshow Worksheet or take notes
Objectives and Essential Questions:
What is going on in the world? How does it relate to the subjects we are studying and how does it effect our world?
Gain an understanding of the United States' laws and legal system
What are the origins of our legal system?
Homework:
TBD
Due:
See Election Rubric for details... Speeches and campaign portfolio.
Important Announcements/Reminders:
Friday April 26, 2019 - Law and Order
Agenda:
World Warm Up!
Objectives and Essential Questions:
What is going on in the world? How does it relate to the subjects we are studying and how does it effect our world?
Gain an understanding of the United States' laws and legal system
What are the origins of our legal system?
Reminders:
Remember... daily agendas for this unit are listed now under Unit 5 - Law and Order
Homework:
Complete the The Law Slideshow and fill out the The Law Slideshow Worksheet or take notes
Complete the Court Vocabulary Worksheet
Complete ONE of the Jurisdiction Worksheets
Due: Monday April 29th -
1. The Law Worksheet
2. The Court Vocabulary Worksheet
3. And ONE of the Jurisdiction Worksheets
Important Announcements/Reminders:
Monday April 29, 2019 - Law and Order
Agenda:
Review for Unit test!
Hand back work
Hand in Worksheets
Objectives and Essential Questions:
What is going on in the world? How does it relate to the subjects we are studying and how does it effect our world?
Gain an understanding of the United States' laws and legal system
What are the origins of our legal system?
What do I need to know for the test?
Reminders:
Remember... daily agendas for this unit are listed now under Unit 5 - Law and Order
Be sure to bring your Chromebook for the test! Fully charged!
Homework:
Study for the unit test
Due: TBD
Important Announcements/Reminders:
Tuesday April 30, 2019 - Law and Order
Agenda:
Law and Politics Unit Test
Objectives and Essential Questions:
How well am I prepared for the test?
Reminders:
We start Economics on Thursday! Be ready to roll!
Always bring your Chromebook on testing days! Fully charged!
Homework:
Study for the unit test
Due: TBD
Important Announcements:
The Politics and Law Unit Test Averages are IN!
1st Block: 94.9%
2nd Block: 94.2%
3rd Block: 94.6%
WELL DONE ALL!
Wednesday May 1, 2019 - Law and Order
Agenda:
Teacher Workday
No Classes!
Objectives and Essential Questions:
How am I going to prepare for Economics?
Do well on the exam
Homework:
Study for the unit test
Reminders:
We start Economics on Thursday! Be ready to roll!
Due: TBD
Important Announcements:
The Politics and Law Unit Test Averages are IN!
1st Block: 94.9%
2nd Block: 94.2%
3rd Block: 94.6%
WELL DONE ALL!