Tonight's HW - Due Tuesday 12/15

Tonight's HW:

1. Carefully read the PROJECT REQUIREMENT SHEET which we discussed in class today.

2. Complete the group checklist. Please print one copy, and turn it into me (per group)

3. Begin research on your cases. Remember, in most cases, it's two people to a case. You have until 12/17 (Thursday) for your group to complete the CASE WORKSHEET

Supreme Court Project '09

Hello, R.U.S.H. Students:

Based on the work that we have done in class recently, we are now going to apply what we've learned to a major assessment piece.

Here is a link to the folder, containing all of the files necessary to complete the project.

You will be working in teams for this project. Here is a link to the list of teams. Members are NON-NEGOTIABLE, so please do not ask if you can switch.

Here is a complete description of the project.

12/11/09 and EXTRA CREDIT ASSIGNMENT

Supreme Court Mini-Project Day 2

CLICK HERE

Complete ALL of the questions related to EACH CASE!

GO THE EXTRA MILE!

EXTRA CREDIT!

CLICK THE LINK BELOW FOR THE THEMATIC ESSAY. Using the cases we've worked on (that's the easy thing to do), or other ones that you find interesting, complete the following task!

http://web000.greece.k12.ny.us/SocialStudiesResources/Social_Studies_Resources/USHG_Thematic_Essays/USHG_Thematic_Essay_06.02.pdf

Write a well-organized essay that includes an introduction, several paragraphs addressing the task below, and a conclusion.

Theme: Supreme Court Cases Concerning Constitutional Civil Liberties

The United States Supreme Court has played a major role in either
expanding or limiting constitutional civil liberties in the United States.

Task:
Identify two Supreme Court cases that have had an impact on civil
liberties in the United States.

For each case identified:


•Discuss the facts of the case
•Identify a specific constitutional civil liberty issue addressed by the
Supreme Court
•Discuss how the decision of the Supreme Court either expanded or limited a specific constitutional civil liberty in the United States


You may use any appropriate Supreme Court case from your study of United States
history. Some suggestions you might wish to consider include


Plessy v. Ferguson(1896),
Schenck v. United States (1919),
Korematsu v. United States (1944),
Brownv. Board of
Education of Topeka(1954),
Mapp v. Ohio(1961),
Gideonv. Wainwright(1963),
Miranda v.Arizona (1966),
Tinkerv. Des Moines School District(1969),
New Jersey v. T.L.O. (1985).

You are not limited to these suggestions.

Here's a list of links to help you with your research:

http://www.twyman-whitney.com/apgovpol/landmarkcases2006.htm#CIVILLIBERTIES An excellent listing of all the cases involving Civil Liberties. Start here!

http://landmarkcases.org/ - A listing of the major SC cases in US History. TONS of background information.

http://northport.k12.ny.us/~patch/regreview.html - A list of the important SC cases you need for the Regents Exam. Many of these cases deal with Civil Liberties.

http://tourolaw.edu/patch/CaseSummary.asp - Another good link dealing with the cases.

Supreme Court Mini-Project

This assignment is due no later than 11:59 PM Thursday Night. It is worth 1/2 a test (2 weighted points). If you finish by the end of class Thursday, not only will you have "no homework," but you will get 5 extra points on your grade for the assignment!

CLICK HERE FOR THE ASSIGNMENT. Download a copy, or copy/paste, creating your own google doc.

Tonight's HW 12/8/09

Here's your assignment for this evening. Please post your answers, instead of writing them by hand.

1. Read the Background Information on the Supreme Court Case Tinker vs. United States(1969). The information can be found below.

2. After reading the information about the case, answer the questions that follow.

1. Do you think that the school policy banning armbands was fair? Why or why not?
2. The students knew they would be suspended if they wore armbands to school and chose to do so anyway. Why do you think they ignored the rule?
3. The First Amendment says "Congress shall make no law . . . abridging the freedom of speech." Why do you think the Supreme Court of the United States has ruled that certain actions should have the same protection as verbal speech? Are these reasons valid?
4. Pretend that students in your school wanted to protest the school-wide ban on smoking. Should they be allowed to protest by wearing T-shirts that read "Up with 'Butts'!"? Why or why not?

Post your responses to the questions. Looking forward to seeing what you have to say.

Background Info
John and Mary Beth Tinker attended public school in Des Moines, Iowa. In December of 1965 a community group in Des Moines decided to protest American involvement in the Vietnam War by wearing black armbands. The Tinkers agreed to wear their black armbands to school. However, principals in the school district, aware of the students' plans created a rule that any student wearing an armband to school would be suspended unless the student removed the armband. Although the Tinkers knew about this rule, they decided to come to school wearing armbands anyway. After refusing to take the armbands off, John and Mary Beth Tinker were sent home by the principal. Their suspension lasted until they agreed to come back to school without the armbands.

The Tinkers filed a suit in the U.S. District Court to stop the school principals from enforcing the rule in the future. Although the District Court said that this type of protest was a form of expression protected under the First Amendment's freedom of speech clause, the Court sided with the school officials, saying that the rule was needed to "prevent the disturbance of school activities." The Tinkers appealed their case to the U.S. Eighth Circuit Court of Appeals, but they lost. The Tinkers decided to appeal the case to the Supreme Court of the United States.

The fundamental question of the case came down to this: Does the First Amendment's promise of free speech extend to the symbolic speech of public school students? And, if so, in what circumstances is that symbolic speech protected? The First Amendment to the Constitution says, "Congress shall make no law . . . abridging the freedom of speech." The Fourteenth Amendment extends this rule to state government as well, of which schools are a part. However, the First Amendment does not say which kinds of speech are protected. It also does not specify what types of expressive actions should be considered as speech.

The question of what kind of speech or action is protected under the First Amendment has been considered many times by the Supreme Court of the United States. Generally, the Court has held that the First Amendment protects adult symbolic speech that does not harm or threaten to harm. However, at the time of Tinker, it was unclear whether students' rights in this area were different.

In 1968 the Supreme Court of the United States agreed to hear the Tinker's case and consider whether the Des Moines public schools ban on armbands was an unconstitutional violation of the students' right to free speech. The Court's decision in Tinker v. Des Moines was handed down in 1969.

Amendment Mini-Project

CLICK HERE FOR THE LINK TO THE MINI-PROJECT.

Download the file to your own google docs account!

HW Assignments Week of 11/30/09

Hello, Everyone:

Here are your HW assignments for the week of 11/30/09. I've tried to post these in advance, so you can budget your time for your other classes, and the assignments you may have for them.

Assignment #1: Due Date: 12/01/09

One of the ways that our Constitution has survived for so long is its ability to be flexible. This flexibility is made possible by the amendment process, which allows the Constitution to be changed as needed.

For this assignment you need to do the following.

1. CLICK HERE. Read the information on the process of Amending the Constitution.

2. Think of an amendment you'd like to see added to the US Constitution. In a post of no more than 100 words (but at least 50), explain:

a) What your proposed amendment is about.
b) Why your amendment should be added to the Constitution.

Here's a link to a list of amendments that have been proposed in recent years.

Assignment #2: Due Date: 12/03/09

Hello, Everyone:

Here is tonight's HW Assignment:

1. WATCH THE VIDEO (CLICK HERE FOR THE LINK). If you haven't set up your PowerMedia Plus! Account, you're going to need to do that in order to watch the video. Use Passcode: yPNvYtchCh to set up an account if you have not yet done so.

2. TAKE NOTES while you watch the video.

3. After you watch the video, answer the questions below.

a. Why were these amendments passed?
b. How do these amendments expand the Constitutional rights of the people?
c. To what degree do these amendments restrict the rights of citizens?
d. Which amendments are the most important, the least? Why?
e. Do you think that the government should have passed an amendment banning the consumption of alcohol? Explain why or why not.

4. For people who cannot access the video, here is a link to information about the amendments.
http://www.ushistory.org/documents/amendments.htm

http://regentsprep.org/Regents/ushisgov/themes/government/amendments.htm

PLEASE MAKE SURE THAT YOU ARE POSTING YOUR RESPONSES ON THE BLOG. PLEASE MAKE SURE THAT YOU ARE PUTTING YOUR NAME ON YOUR RESPONSES. NO CREDIT WILL BE GIVEN FOR ANONYMOUS POSTS!

Assignment #3: Due Date: Friday 12/04/09

If you didn't finish the mini-project in class today, you must complete it for HW tonight.

1. CLICK HERE. Download, and print the task sheet for this thematic essay.

2. CHOOSE TWO AMENDMENTS TO RESEARCH - Here's the video link from the other day

3. Using the internet, textbooks, encyclopedias, etc., do research and find out:
• The historical circumstances that led to the adoption of the
amendment. In other words, what was going on at the time that led to the adoption of the amendment? Why was it necessary? Why did the gov't decide to make the amendment?
• How the amendment changed the United States government
and/or American society. In other words, how was, or how has life been affected in America as a result of the amendment's passage?

4. COMPLETE an OUTLINE using the BLOCK Diagram of a THEMATIC ESSAY.

So...On Friday, you need to bring in.
1. Task sheet
2. Research notes
3. Outline.

Click here for examples of what your essay should (and should not) look like when you're done! Don't even think about copying these...I've already read 'em, and know what to look for!

Assignment #4: Thematic Essay! Due on Monday 12/07/09

Final Draft of your thematic essay on the constitutional amendments.

Click here for examples of what your essay should (and should not) look like when you're done! Don't even think about copying these...I've already read 'em, and know what to look for!

Federalism Mini-Project

Due Date: Monday November 29, 2009!

Objective: Students will:
a. analyze the nature of the relationship between the Federal and State governments
b. explain how various government actions illustrate the system of Federalism in their daily lives.

Background information: The concept of Federalism is one that underlies all concepts about the power of government in the US system. Federalism within the United States system is the balancing of power between a Federal Government and State Governments. Within this system, the Federal Government is superior to the State Governments. For example, a state could not pass a law that directly contradicted a law passed on the federal level. Within these principles, power is divided among the federal (delegated powers) and state governments (reserved powers). Power is also shared between the federal and state governments (concurrent powers).

How does Federalism affect your daily life? For this assignment, you will carefully observe your school, your neighborhood…In short, the world around you. You will then express this idea in a written (and visual, if you choose) form.

What do I have to do?
1. For the next few days, carefully observe your surroundings. Using the list of powers that you were given in class, as well as in the Constitution (p. 158 of your TB), look for examples of these things in action around you. These examples can consist of almost anything; buildings, street signs, even people!
2. Using a notebook, or your reporter’s pad, make a list of these things. Record where and when you saw these things, and the example of the power you see in action. For added information (and extra points) take pictures of them. Here are some examples:

• a. A Post Office, or a USPS mailbox. This would be an excellent example of a Delegated Power, because the Federal Government has the power to establish post offices and postal roads.
  
• b. A hairdresser. A hairdresser needs a license to cut hair in New York State. One of the RESERVED POWERS of the state government is to license professional workers.

3. Your goal is to find AT LEAST two examples of each of the powers occurring in your daily lives. Remember, the powers are the:

• a. Delegated: Federal Government
  
• b. Reserved: States
  
• c. Concurrent: Shared
  

4. After finding your examples, compose an essay that:

• a. Discusses how Federalism works (one paragraph)
  
• b. Identifies at least two examples of each power (one paragraph for each of the three powers). Your examples must identify where and when you saw them, as well as a brief description of the example.
  
• c. Has a strong introduction and conclusion. Therefore, your essay should be at least 6 paragraphs.
  

5) Your essay must be TYPED or neatly handwritten in ink. If you type your essay, it must be double spaced, and you must use 12 point font (Arial, or Times New Roman only).
6) For added visual impact, and extra credit (up to 20 points), you may attach photographs of your examples to a poster board along with your essay, similar to the “What America Means to Me” project. Please note that this is an optional step. You will not be penalized if you do not complete this step.
7) BE CREATIVE…WORK HARD…HAVE FUN!
8) Make sure that you include your name, and class period on your assignment.

HW 11/16 and 11/17/09

MONDAY NIGHT: STUDY FOR A QUIZ on the three branches, and checks and balances.

TUESDAY: CLICK HERE for the DBQ that we worked on in class today. Please print out the documents, and complete the remaining questions. When you've finished with that, please complete an outline of the DBQ Essay. We will spend time in the academic lab working on your essay. Please bring a rough draft of your essay to school on Thursday.

THURSDAY: Please complete a final draft of your DBQ Essay. CLICK HERE AND PRINT THE RUBRIC FOR YOUR ESSAY! You must hand in the rubric with your essay. +5 points for printing the rubric. -5 for not printing!

HW Friday 11/13/09

Tonight's HW 11/13/09

Due: 11/16/09

CLICK HERE. Print out the section on the three branches of gov't. You are responsible for bringing this to school on Monday!

READ, and Outline the section. Please write down your notes on looseleaf. You are also responsible for bringing your outline to school on Monday.

ANSWER the questions below. Each answer should be sufficiently detailed, and should be at least one well-developed paragraph in nature. Single-Sentence answers will not suffice!

Tonight's HW 11/9/09

Tonight's HW:

1. Determine which position you will be taking in this discussion...Check below for your position.

PERIOD 1: Everyone from Maria A. to Christopher O. will be taking the FOR position. In other words, you will have to discuss why schools should have the right to limit student speech and behavior outside of school.

Everyone in Period 1 from Nancy P. to Joseph W. will take the AGAINST position. You will have to discuss why schools should NOT have the right to limit student speech and behavior outside of school.

PERIOD 3: Everyone from Mattelyn A. to Anna L. will take the FOR position.
Everyone from Gabby L. to Christina V. will take the AGAINST position.

Here is the outline you can use to help you. You should outline the following points:

• Background Information
• Your Position
• Opposing Position
• How the Bill of Rights supports your position
• Facts, statistics, quotes to support your position
• Current events (new laws, court cases)
• Opposing argument
• Why you disagree
• Summarize your arguments

Tonight's HW 11/6/09

Due Monday 11/9/09

CLICK HERE Download the issue brief, read it, and print it.

CLICK the links below, and read the following articles. You should outline each article and take notes.

Free Speech and Cyberbullying
MySpace Hoax Led to Suicide

Suspension Violated Student's Rights

Students Have Free Speech Rights

'Bong Hits 4 Jesus' Ruling

Student Sues School For Degree

Free Speech vs. Class Disruption

What are the arguments for allowing schools to punish students for behavior outside of school?

What are the arguments against allowing schools to punish students for their behavior outside of school?

What role should schools play in deciding what is or is not appropriate online activity for their students?

Should a school be able to suspend you for insulting a fellow student over Facebook?

Editorials

Students’ Right to Free Speech

Schools Must Monitor Students

Channel One Blog

CLICK HERE FOR THE CHANNEL ONE BLOG!

Remember. You are responsible for completing TWO CHANNEL ONE BLOG ASSIGNMENTS PER WEEK.

Posting to the blog is preferred, however, on a limited basis, I will take assignments on paper.

Tonight's HW 11/2/09

CLICK HERE for the presentation, "Issue Introductions."

After viewing the presentation...

1. Which amendment from the Bill of Rights relates to...

a. Gun Control

b. Death Penalty

c. Violent Video Games

d. Student Free Speech

e. Student Searches

f. Religion and Science

g. Trials and Terrorism

2. Choose FOUR (4) of the questions listed below. For each question, explain your opinion in a response of AT LEAST ONE PARAGRAPH (FIVE SENTENCES MINIMUM).

a. Should people be allowed to purchase assault weapons, like machine guns?

b. Should a person be sentenced to death if he or she commits a terrible murder?

c. Should schools have the right to discipline students for behavior that happens outside of school?

d. Should schools have the right to search students to protect the safety of all students?

e. Should there be laws to prevent minors from buying violent video games?

f. Should public school students learn about Intelligent Design as well as Evolution?

g. Should the government be allowed to imprison suspected terrorists for years, without a trial?

Today's Assignment - "Constitution Quest"

Your mission: With a partner, you will be working on the "Constitution Quest."

CLICK HERE FOR THE LINK TO THE CONSTITUTION QUEST

CLICK HERE FOR THE INTERACTIVE CONSTITUTION

For each section of the Constitution, you will be directed to answer a series of questions. The questions can be answered by clicking on the highlighted words.

It is suggested that while working on this assignment, you have two "tabs" open. One for the Interactive Constitution, and one for the questions.

This assignment is due no later than the end of class tomorrow (Friday Oct. 30th).

HW 10/27/09

Assignment Due Date: 10/29/09

Resources: Textbook Chapter 5, Section 3(pp. 145-149)

Web Resources: http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=294

CLICK HERE FOR THE ASSIGNMENT

HW 10/22 and 10/23/09

CLICK HERE FOR A LINK TO HELP YOU WITH BOTH ASSIGNMENTS!

Assignment#1 Due Friday 10/23/09

CLICK HERE FOR THE ASSIGNMENT

Review Chapter 5 Section 2 in your Textbook (pp. 140-144). Using the information in the textbook, and your knowledge of US History, complete the assignment.

Assignment #2:

• Rough Draft and Outline Due MONDAY 10/26/09
• Final Draft DUE TUESDAY!!! 10/27/09
• NO LATE ASSIGNMENTS WILL BE ACCEPTED! If you don't turn it in, it's a ZERO. No exceptions! No Excuses!
  

Thematic Essay: Constitutional Issues

The Constitutional Convention of 1787 adopted several compromises to resolve disagreements over major issues facing the new nation.

Task:

Identify two issues from the Constitutional Convention of 1787 (what were two disagreements that occurred?).

For each issue identified

• Describe the disagreement that arose over the issue at the C.C. (tell us about the disagreement; don’t just say what it was! Who was it between? What was it over?)
• Explain how the issue was resolved through the use of Compromise (Give the details behind the compromises; how did they work? What did each side get?

You may use any issue that was discussed at the CC. . Some
suggestions you might wish to consider include, but are not limited to:

• Representation in Congress
• Slavery
• Taxation

Here's a Link to Help you with the Compromises

Tonight's HW - 10/20/09 Due 10/22

READ Chapter 5 Section 2 pp 140-144.

1. What were the causes of Shays' Rebellion?
2. Why do you think historians consider it a catalyst in the movement toward creating a new U. S. Constitution?
3. What were the major issues that had to be resolved at the Constitutional Convention?
4. Create a CHART that lists the main provisions of the Virginia Plan and the New Jersey Plan.
5. What was the impact of slavery and sectionalism in the debates that ensued at the Constitutional Convention?
6. Explain the meaning of the term "checks and balances." Are there any instances where a branch of government has no checks and balances on its power?
7. Why do you think that many people today feel that the electoral college has long since become antiquated or completely unnecessary?
8. Why is the U. S. Constitution called "a living document?"

Chapter ID's

Daniel Shays	* separation of powers
* Shays' Rebellion	* checks and balances
* James Madison	* electoral college
* Roger Sherman	* elastic clause
* Virginia Plan	* veto power
* New Jersey Plan	* writ of habeas corpus
* Great Compromise	* bill of attainder
* Three-Fifths Compromise	* ex post facto law
* delegated (enumerated) powers	* judicial review

HW Thursday October 15

Hello, Everyone:

Here's tonight's HW assignment.

CLICK HERE. Using the resources listed in this post, prepare your "cheat sheet" for the exam.

Research the topic for the thematic essay, and prepare an outline for the Thematic Essay. You may prepare an outline on looseleaf paper

Position Assignments and Issues

Part. In Gov't Students

Listed Below are your group assignments, the issues you will be covering, as well as the position (affirmative, or negative) that you will be taking. In other words, you will support, or defend a position. So, if you have gun control, and you are the "affirmative side," you will support the government's position that these things should be regulated (regular people shouldn't have access to them). If you are on the "negative side," you will side with those people that think the government should not limit the types of weapons to which people may have access.

Here are the group assignments:

Gun Control: Affirmative: Paula, Ellie, and Ciera. Negative: Alan, Joanna, Angie

Death Penalty: Affirmative: Elena, Penny, Estefania. Negative: Monica, Mike K, Victoria

Student Searches: Ladonna, Divya, Chandler...Negative: Katlyn, Lisa, Alex

Violent Video Games: Michael E, Andrew, Sebastian...Negative: Angela, Marlyn, Christina C.

Religion and Science: Daniel, Josue, Erica...Negative: Mia, Anthony M, Travis