Mr. Luedke's Social Studies Class

American Goverment-The most important class you will ever take.

American History- Learn about the History of America and its Culture

World History-Learn how the U.S. and the World mesh historically

Current Political Issues- Where it all comes together, Nationally, State level, and local level. Service is Key!

Reflective Writing

Reflective Writing Process

Worth 25 Points

Exploration: Research a current event. In your paper write about any prejudgments that you have about the event. Prejudgements are things that you think about when intially reading the headline of the article

Explanation: Summarize what happened in the event or article Include what happened in your event

Conjecture: List any questions that you have thought about on what happened. Questions could be about anything that occurred during or surrounding the event

Analysis: Research and cite other news resources (CNN, Fox, Time or Newsweek) that you used to try to find the answers to your questions. Here is where you find at least two different sources. These spurces may or may not talk about the same things that occurred in the event or social issue. Make sure you summarize and cite each article

Synthesis: Answer your questions and then state your opinion about what happened. Talk about your questions? Did you find those ansewers? Do you agree with the research that you completeed? Why? Why not? What have you learned about the event or social issue?

Important information!

Make sure you review and are aware of the Rock Hills Social Skills.

Mr. Luedke’s Class expectations:

All Classes

1) Be ready to work hard

2) There are 5 points per day for daily work.

3) Daily work is just that Daily work. If you are not there you miss out. Our daily work is going to different this year. Daily work will begin as soon as you walk in the door. You will have about five minutes to complete and discuss the daily work. No late daily work will be accepted. It is due when the instructor asks for it to be turned in.

4) NO LATE WORK WILL BE ACCEPTED EVER.(After the required two days for everyday gone policy. The absences must be excused.)

5) YOU ARE RESPONSIBLE TO GET MAKE UP WORK WHEN ABSENT. IF YOU DO NOT DO IT WILL BE PLACED IN THE GRADE BOOK AS A ZERO.

6) Behavior- Any behavior problems will result in an office referral. You will be given directions and instruction and you are expected to follow those directives and instructions immediately. Live by these two guidelines in this classroom: 1) Do not interfere with other students learning. 2) Do not interfere with the instructors teaching. You can not break one without breaking the other. If you are disruptive and impact other students you will leave the classroom. It is not right for you to cause other students difficulties in learning. Education is a privilege, not a right. Don’t waste taxpayers dollars. Use classroom supplies with dignity and respect.

7) Treat each other with respect. Some things that will be discussed in class can bring out a lot of emotion. Believe it or not many people have different view points on different issues. True learning occurs by learning how to listen to other people and see their point of view and their position on an issue. You may not agree with them but you must agree that it is ok to disagree.

8) Daily work will consist of a current event or political issue that is going on in the world. The activity is meant to challenge you and cause you to think.

9) NO EXTRA CREDIT WILL BE GIVEN. YOU WILL PASS THIS CLASS WITH YOUR WORK ETHIC AND MERIT. NOT BY DOING A LOT OF EXTRA CREDIT AT THE LAST MINUTE. THE WORLD DOES NOT GIVE EXTRA CREDIT.

10) “Rigor, Relevance, Determination, and Perseverance”

11) Test reviews will be given a number of ways. Google classroom will be used.

12) CHECK AND USE YOUR EMAIL CONSISTANTLY. THIS IS THE ONLY WAY TO COMMUNICATE WITH ME. I AM ACCESSABLE UNTIL 9PM 7 DAYS A WEEK FOR QUESTIONS VIA EMAIL. I AM AT THE SCHOOL WORKING AT 5:30AM SO I AM ACCESSABLE AT THAT TIME AS WELL. EMAIL, EMAIL, EMAIL, EMAIL!!!!! IT IS A SKILL THAT YIOU NEED TO USE IN THE FUTURE. IT IS HOW THE BUSINESS WORLD COMMUNICATES. I WILL NOT COMMUNICATE AFTER SCHOOL HOURS ANY OTHER WAY.

13) Mr. Luedke’s Philosophy on Teaching and Learning:

a. Nothing is impossible to learn

b. Everything in this world comes down to “want to”.

c. There are three basic kinds of people in the world: 1) Those that Make Things Happen- The people in this group are the movers and the shakers of the world. They are productive and help make our society a better place to live. 2) Those that Watch Things Happen- The people in this group generally sit back and watch the first group. As the first group does things this second group gripes and complains about how the first group does things yet they do nothing to help or produce towards the betterment of society. 3) Those that wonder “What Happened?”- This group does not have the slightest clue about what is going on in the society. They typically feed off of society and are generally none productive members of that society. MY CHALLENGE TO YOU IS TO BE A MEMBER OF THE FIRST GROUP. THEY ARE THE ONES THAT IN THE LONG RUN END UP BEING THE MOST SUCCESSFUL.

d. “Weak-Mindedness”- One of my favorite sayings is “Don’t be weak-minded”….what I mean by this statement is that just because you are faced with some type of adversity, whether it be in the classroom or in extra-curricular activities, you can not and must not ever give up and quit. You can not be afraid to push your self farther than you think you can go. Greatness is never achieved with out hard work.

e. AI- This is an interesting situation. I use AI. Students use AI. AI is a tool. It should not do your work for you. You have to build the dendrites and neurons in your brain. That is on you as a student.

Mr. Luedke’s Classroom Procedures

1) Enter the room with the intent to learn something everyday.

2) Enter the room and sit down. There will be no talking at that time.

3) Understand that questions will not be answered when you are walking through the door or during the time waiting for the bell or during the bell work time frame. Class attendance will be taken then.

4) Wait for the Bell.

5) Immediately begin Bell work.

6) Question and answer time from the previous day.

7) Instruction begins. You are expected to remain silent during instruction.

8) You can interrupt instruction by raising your hand with a question that is related to the instruction.

9) Participate and stay on task with instructional strategies.

10) Participate and work with others on instructional project based learning opportunities.

11) Remain seated for dismissal. Mr. Luedke dismisses class not the bell.

12) There will be no food allowed in the classroom

13) Bottled water with a lid will be allowed. No other drinks will be allowed.

14) No food or drinks from other classrooms will be allowed.

15) No other projects from other classes will be allowed in the classroom. Those projects can stay in the classrooms they are created in.

16) Use appropriate voice tone when doing in class activities.

17) All IPADS will be placed on the table in front of the student at the beginning of the hour. IPADS will not be opened until instructed by Mr. Luedke

18) Consequences: Failure to follow these procedures will be deemed a violation of the Rock Hills “Follow instruction” expectation and will result in an office referral.

October 12th-October 15thth 2026

World History Lesson Plans 9th

Monday:

Who is Sir Francis Drake and what is his historical significance?

Who is Samuel Dechamplain? Explain his Historical significance.

Who is Hernan Cortes? What is his historical significance?

Find Out in Learning Groups

Using the Boards Learning groups depict the above using no words

1) What country claimed control of Canada? Why did that country want sole rights to Canada? What was the main source of trade for Canada?

Explain what the Columbian exchange is.

Describe what the conditions were like for the people involved in the Middle passage.

Describe how triangular trade worked.

Find out in Learning groups

Using the Boards Learning groups depict the above using no words

Tuesday:

1) How does the economic system of Capitalism work?

2) Analyze and explain how mercantilism functions.

Find out in Learning Groups

Using the Boards Learning groups depict the above using no words

Wednesday:

Study Guide for test

Thursday:

Explorer’s test

Friday:

Factorium/ News

October 12th-October 15th 2026

American History Lesson Plans

Monday:

Learning Groups activity- Starting a business

Step 1: Planning Your Business
Working in small groups, students will determine what business they would like to start and how to organize it to be successful.

Assume the role of entrepreneurs. Using information from the chapter as well as library or Internet resources, each group of students should first determine what their business will be. Students should then make a list of the resources they will need for their business. Remind students to consider labor or human resources, natural resources, and financial resources, as well as machinery, factories, processing plants, and so on. Using library or Internet resources, students should determine how much capital will be needed to acquire the resources the group identified. Next, students should create a flowchart illustrating the processes that will likely be followed in their business. The flowchart should identify where in the process each resource identified by the group will be utilized or consumed.

Time for groups to share their decisions, what they have learned about their businesses, and the costs of the businesses.

Step 2: Obtaining the Capital
Directions: Returning to their groups, students should review the plans, lists, and flowcharts for their business. Using their textbook as well as library or Internet resources, students should find out how business leaders obtain the money necessary to start a business. Students may want to look ahead and refer to the table on page 423. Remind students that a sole proprietorship is usually a small business owned by one person and that a partnership is owned by two or more people who usually invest their own money in the business. Larger businesses, however, require huge amounts of money, or capital. Two of the most common ways businesses obtain the large amounts of capital required are bank loans and the selling of stocks to investors, who then own part of the business. Each group should prepare a chart showing the advantages and disadvantages of these two options. After the charts are complete, a representative from each group should share the group’s chart and findings with the class. Next, have students return to their groups and decide the best way for their business to obtain the needed capital.

Putting It Together Have volunteers from each group explain how the group plans to obtain the required capital and why the group chose that particular option. Discuss with the class the likelihood of each business’s success in obtaining the necessary capital.

Step 3: Expanding the Business
Directions: Returning to their groups, students should review the plans, lists, and flowcharts for their business. They should also assume that they have received the necessary capital and that, so far, their business is successful. Given their business’s success, each group of business leaders now wants to expand the business by becoming more efficient, keeping costs low, and eliminating competition. Using their textbook as well as library or Internet resources, students in each group should research what steps might be taken to expand or improve the business. For example, the group might decide that vertical or horizontal integration might be a useful way to expand the business. Alternatively, the group may decide to expand the business by building more factories and hiring more workers. Each group should make a final recommendation based on members’ research.

Putting It Together Have volunteers from each group present the group’s recommendation to the class. Discuss with the class the pros and cons of the various recommendations. Have the class hypothesize which recommendations are likely to be the most successful.

Step 4: Working With a Union
Directions: Have students return to their groups. Each group should assume that their business is successful and that the business owners are making a good profit. The business’s workers have joined a union and are now asking for improvements such as better benefits, a shorter work week, and higher wages. Using their textbook as well as library or Internet resources, have each group make a list of their workers’ specific demands. Groups should include a rationale from the workers’ viewpoint for each request. Next, each group should review and evaluate the list of the workers’ demands and determine how the business will work with the union to pay fair wages and create a safe and fair workspace. Remind the groups that each demand will likely cost money, thus reducing the profitability of the business or threatening its ability to employ as many workers. The group should provide a rationale for each of the business’s decisions.

Putting It Together Have a volunteer from each group present to the class the list of workers’ demands and the business’s responses. Discuss what might happen if an agreement between the business and the workers cannot be reached. After the class discussion, groups may want to reconvene to reevaluate the business’s decisions.

Step 5: Being an Entrepreneur
Students will synthesize what they have learned in Steps 1, 2, 3, and 4.

Directions: Have the groups of students review their business, its cost, its growth, and its relationship with its workers. Have students determine which of the general aspects of starting the business was the most difficult. Have each group try to reach a consensus. Have a volunteer from each group share the group’s decision with the class. Discuss with students the challenges and rewards of entrepreneurship and industrialization in the United States.

After completing all of the above the students will create a presentation of their business and present their business/sell their business in the “Shark Tank” Model. The Instructor will be the Shark Tank investor

Shark tank video example

Tuesday:

Shark Tank Presentations

Wednesday:

l How did innovations in communications technology change business practices and daily life in the United States?

Find out in Learning Groups

l How did Thomas Edison’s research laboratory change American life?

Find out in learning groups

l What arguments did business leaders and social critics make about the role of government in business?

l How did business strategies change during the Second Industrial Revolution?

l How did entrepreneurs take advantage of changes in business organization?

l How did new methods of marketing products change American life?

Find out in Learning groups

Thursday:

Review from Wednesday: Class Split, Depict the topics covered the previous day using no words, explain to class

Accomplishments of Andrew Carnegie

Find out in learning groups

Accomplishments of John D Rockefeller

Find out in learning groups

Accomplishments of JP Morgan

Find out in Learning groups

Create a Skit in your learning groups depicting the life of one of the above Entrepreneurs

Friday:

Present Skits in class

October 12th-October 15th 2025

American Government Lesson Plans

Monday:

Work On Project

THE LEGISLATIVE BRANCH

“HOW CONGRESS REALLY WORKS”

Student Project Handout

Student

Class/Period

Due Date

Essential Question:

How does the United States Congress turn ideas into laws, and how does the Constitution limit its power?

Project Overview

You will become an expert on Congress and then act as a member of Congress. You will investigate the Constitution, compare the House and Senate, study committees and leadership, track a real bill, write your own legislation, participate in a congressional hearing and debate, and reflect on how effectively Congress represents the American people.

Final Portfolio: 10 sections • Congressional Simulation • Original Bill • Final Reflection

PROJECT ROADMAP

Part

What You Will Do

Complete

1

Congress at a Glance

☐

2

Constitutional Powers

☐

3

House vs. Senate

☐

4

Congressional Leadership

☐

5

The Committee System

☐

6

How a Bill Becomes a Law

☐

7

Track a Real Bill

☐

8

Become a Member of Congress

☐

9

Write Your Own Bill

☐

10

Hearing, Debate & Vote

☐

11

Lobbying & Interest Groups

☐

12

Oversight & Impeachment

☐

13

Final Portfolio & Reflection

☐

Project Rules

· Use reliable sources and record where your information comes from.

· Separate facts from opinions. When making an argument, support it with evidence.

· Participate respectfully in debate. You are evaluating ideas, not attacking people.

· Your legislation must be specific, constitutional, and realistically enforceable.

· During the simulation, represent your assigned member and constituency—even when the position differs from your personal opinion.

PART 1 — CONGRESS AT A GLANCE

Complete the chart and explain why the Framers created a bicameral legislature.

Think Like a Constitutional Convention Delegate

1. Why did the Framers create two chambers instead of one?

________________________________________________________________________________

2. Which chamber is designed to be more responsive to public opinion? Explain.

________________________________________________________________________________

3. Which chamber is designed to be more deliberative? Explain.

________________________________________________________________________________

4. Would you keep Congress bicameral? Why or why not?

________________________________________________________________________________

PART 2 — CONSTITUTIONAL POWERS OF CONGRESS

Use Article I of the Constitution and other reliable sources.

Power

What It Means

Example

Taxation

Spending

Borrowing money

Interstate commerce

Coin money

Declare war

Military powers

Create lower federal courts

Impeachment

Necessary & Proper Clause

Limits on Congress

Identify at least eight constitutional limits on congressional power.

1. __________________________________ Constitutional source: ______________________________

2. __________________________________ Constitutional source: ______________________________

3. __________________________________ Constitutional source: ______________________________

4. __________________________________ Constitutional source: ______________________________

5. __________________________________ Constitutional source: ______________________________

6. __________________________________ Constitutional source: ______________________________

7. __________________________________ Constitutional source: ______________________________

8. __________________________________ Constitutional source: ______________________________

Challenge Question

Why can Congress have significant power while still being limited by the Constitution?

________________________________________________________________________________

PART 3 — HOUSE VS. SENATE ANALYSIS

Choose which chamber you believe has greater influence on national policy. Defend your answer using at least three pieces of evidence.

My position: ☐ House has greater influence ☐ Senate has greater influence ☐ Neither / depends

Evidence #1:

________________________________________________________________________________

Evidence #2:

________________________________________________________________________________

Evidence #3:

________________________________________________________________________________

My conclusion:

________________________________________________________________________________

PART 4 — CONGRESSIONAL LEADERSHIP

Position

Chamber

Main Responsibilities

Speaker of the House

House Majority Leader

House Minority Leader

House Whip(s)

Senate Majority Leader

Senate Minority Leader

Senate Whip(s)

President pro tempore

Leadership Question

Who has the greatest practical influence over what Congress considers? Explain the role of party leadership.

________________________________________________________________________________

PART 5 — THE COMMITTEE SYSTEM

Select one real congressional committee and complete the profile.

Committee Name

Chamber

Chair

Ranking Member

Major responsibilities:

________________________________________________________________________________

Important issues:

________________________________________________________________________________

Recent legislation or investigation:

________________________________________________________________________________

Why this committee matters:

________________________________________________________________________________

Why Committees Matter

Why doesn't Congress debate every bill with all 535 members before it reaches a vote?

________________________________________________________________________________

PART 6 — HOW A BILL BECOMES A LAW

Create a flowchart showing the major steps from an idea to a federal law. Include at least 10 possible points where a bill can fail.

IDEA → INTRODUCTION → __________________ → __________________ → __________________ →

________________________________________________________________________________

__________________ → __________________ → __________________ → __________________ → PRESIDENT → LAW

What If…?

The President vetoes the bill?

________________________________________________________________________________

Congress overrides the veto?

________________________________________________________________________________

The President does nothing?

________________________________________________________________________________

The House and Senate pass different versions?

________________________________________________________________________________

PART 7 — TRACK A REAL BILL

Choose a real federal bill and follow its progress through Congress.

Item

Your Research

Bill number / title

Sponsor

Party

Date introduced

House or Senate

Committee

Cosponsors

Major provisions

Current status

Presidential action

Support vs. Opposition

Strongest argument supporting the bill:

________________________________________________________________________________

Strongest argument opposing the bill:

________________________________________________________________________________

Why did the bill succeed, fail, or remain unresolved?

________________________________________________________________________________

Sources:

________________________________________________________________________________

PART 8 — BECOME A MEMBER OF CONGRESS

Your teacher will assign you a fictional congressional identity.

My Role

Information

Name

Chamber

State / District

Political Party

Committee

Top constituency concerns

Major policy priorities

Political allies

Constituent Profile

Who are the people you represent? What issues are most important to them?

________________________________________________________________________________

Simulation rule: You must consider your constituents, party, committee, evidence, and constitutional responsibilities when deciding how to vote.

PART 9 — WRITE YOUR OWN BILL

Create legislation addressing a real national problem.

Bill Information

Your Proposal

Bill title

Problem being addressed

Purpose

Constitutional authority

Who is affected?

Estimated cost

How will it be paid for?

Major Provisions

1.

________________________________________________________________________________

2.

________________________________________________________________________________

3.

________________________________________________________________________________

4.

________________________________________________________________________________

Arguments

Best argument FOR my bill:

________________________________________________________________________________

Best argument AGAINST my bill:

________________________________________________________________________________

How I would respond to the strongest criticism:

________________________________________________________________________________

PART 10 — COMMITTEE HEARING & FLOOR DEBATE

Committee Hearing Preparation

Task

My Notes

Opening statement

Evidence I will present

Likely opposition argument

My response

Question I will ask another witness/member

Amendment I may propose

Floor Debate

Prepare a 1–2 minute speech explaining why Congress should pass or reject your bill.

Key claim:

________________________________________________________________________________

Evidence:

________________________________________________________________________________

Constitutional justification:

________________________________________________________________________________

Response to opposition:

________________________________________________________________________________

Final position: ☐ YES ☐ NO

PART 11 — LOBBYING & INTEREST GROUPS

You will represent an interest group attempting to influence the legislation.

Interest Group

Information

Group name

Who do we represent?

Position on bill

Three main arguments

Evidence we will use

Amendment we want

Members of Congress we will target

Reflection

Is lobbying a legitimate part of representative government, an unfair influence on Congress, or both? Explain.

________________________________________________________________________________

PART 12 — CONGRESSIONAL OVERSIGHT & IMPEACHMENT

Oversight Investigation

Scenario: A federal agency has spent millions of dollars on a program that Congress believes is being poorly managed.

What information would your committee request?

________________________________________________________________________________

Who would you call as witnesses?

________________________________________________________________________________

What questions would you ask?

________________________________________________________________________________

What action could Congress take?

________________________________________________________________________________

Impeachment Check

Question

Answer

Where does impeachment begin?

What is an Article of Impeachment?

Where is the trial held?

What vote is required for conviction?

Does impeachment automatically mean removal?

How is impeachment different from criminal prosecution?

FINAL PORTFOLIO & REFLECTION

Organize your completed work into these sections:

· Congress at a Glance

· Constitutional Powers

· House vs. Senate

· Leadership

· Committee System

· Real Bill Investigation

· Congressional Identity

· Original Bill

· Hearing & Debate

· Lobbying

· Oversight & Impeachment

· Final Reflection

Final Reflection — Minimum 750 Words

Prompt: After completing this project, do you believe Congress is an effective institution of representative government? Why or why not?

Your response must include:

· A clear claim/thesis

· At least three specific examples from the project

· Constitutional evidence

· Discussion of both strengths and weaknesses of Congress

· A counterargument and response

· A concluding judgment

FINAL PROJECT RUBRIC — 100 POINTS