Unit+One+Democracy+and+Authority

=Democracy and Authority=

How did the Warren Court cases highlighted impact various levels of authority- local, state and the federal government?
 * Class # 27- Wednesday November 19th (All Classes)**
 * Focus:**

Activities: 1. Get out new purple study guide 2. Finish 9066 to 911 3. Warren Court Cases

Homework: Study for the test Informative Text (Checkpoint # 3)- Monday 11/24 Tan Tuesday 11/25 (Red and Blue) Your informative text should be submitted to turnitin.com BEFORE THANKSGIVING BREAK- see the "Junior Thesis" link for information regarding your class password and id
 * Tan- due Monday 11/24**
 * Red and Blue- due Tuesday 11/25**

Focus: Examine the role of FDR during the New Deal and WWII. How does his actions fit within the theme of democracy and authority?
 * Class # 26- Monday November 17th (Red) Tuesday November 18th (Blue and Tan)**

Activities: 1. Get back "Do Now" and Go over JT Checkpoint 2 + 3 2. Finish powerpoint on FDR during New Deal 3. Begin watching 9066 to 911

Homework: Study for Assessment JT checkpoint Wednesday- November 19th- all classes THursday (Red and Blue)

Focus: Examine the role of FDR during the New Deal and WWII. How does his actions fit within the theme of democracy and authority?
 * Class # 25- Friday November 14th (Red and Blue) Monday November 17th- Tan**

Activities: 1. Get out Junior Thesis Reader 2. Using your three pages of notes complete the "Do Now" Worksheet 3. Complete powerpoint on FDR during the New Deal 3. FDR's executive order 9066 4. Watch 9066 to 911 and answer questions on video guide

Homework: JT Assignment # 2- Take 5-6 pages of notes on a topic Assessment on Gilded Age- - (Red and Blue) Thursday November 20st Friday November 21nd (Tan)

Focus: Examine the role of the executive branch during the Great Depression and WWII. Activities: 1. Red only- Explain zones for the JT and assign Zone homework 2. Go over 1920's homework and explain FDR's role as executive- see powerpoint
 * Class # 24- Wednesday November 12th (Red) Thursday November 13th (Tan and Blue)**
 * NOTE AN ELECTRONIC COPY OF JT READER IS ELECTRONICALLY AVAILABLE UNDER "JUNIOR THESIS" LINK**

JT checkpoint # 1- Take notes on Three Zones due Friday November 14th - Red and Blue Monday November 17th- Tan
 * Homework:**

Due Next class: Red and Blue- Friday 11/14- Read your assigned Warren Court case and complete section of chart Tan- Due Monday 11/17-Read your assigned Warren Court case and complete section of chart Focus: Understanding the Context of the Great Depression
 * Class # 23- Monday November 9th (Blue) Wednesday November 12th-** NOTE RED BLOCK THIS DOES NOT APPLY TO YOU

Activities: 1. Very Briefly introduce JT- Readers will be distributed on Thursday Nov. 13th 2. Watch 20th Century- The 1930's and take notes

Homework: Identify three zones (Broad areas of interest) for the JT Take three pages of hand-written notes (one per zone) due Friday November 16th Focus: Participate in the Socratic Seminar
 * Class # 22: Friday November 7th (Tan and Blue) Monday November 10th (Red)**
 * 1) Evaluate grass-roots organizations’ (e.g. Progressive Party, NWP, NWSA, WCTU) ability to effect change in the government and the law.
 * 2) Compare the presidencies of Roosevelt, Taft and Wilson in terms of democracy and authority.
 * 3) Evaluate the relationships between the different branches of the national government, and between the national government and state governments

Homework Read attached packet Directions; read and annotate reading titled "The 1929 Crash Brings the New Deal" Read "Decade of Democrats" and answer the questions on the following page Read through the "New Deal Programs" and answer the questions on the page titled "New Deal Programs Analysis"
 * Class #21: Thursday November 6th (Tan and Blue) Friday November 7th (Red)**

Focus: Evaluate the Progressive Era in regards to Democracy and Authority.

Activities: 1. Using computers and the questions for the socratic seminar-share out google docs and prepare for the Socratic Seminar Socratic Seminar: Friday November 7th- Tan and Blue Monday November 8th

Read attached packet Directions; read and annotate reading titled "The 1929 Crash Brings the New Deal" Read "Decade of Democrats" and answer the questions on the following page Read through the "New Deal Programs" and answer the questions on the page titled "New Deal Programs Analysis"
 * Homework:**

Focus: Evaluate the Progressive Era
 * Class# 20: Tuesday November 4th (Tan and Red) Wednesday November 5th (Blue)**

Activities: 1. Finish the Progressive Era Video Progressive Era Movie 2. Working in the assigned groups complete the Progressive Era Google Doc Progressive Era Evaluation

Homework: Finish your groups google doc.

Focus: Does the expansion of the power of the federal government during the Progressive Era result in more protection of individual rights?
 * Class # 19: Thursday October 30th (Red) Friday October 31st (Tan and Blue)**

Activities: 1.Collect Essays 2. DDM (You need to take this if you are absent)! 3. Powerpoint- Gilded Age to Progressive Era 4. Movie- Watch movie and answer questions

Homework: Read and annotate pages 63-66 in reader

Focus: How did the rise of corporate empires increase the political and economic corruption during the Gilded Age?
 * Class # 18: Wednesday October 29th (Red and Blue) Thursday October 30th (Tan)**

Activities: 1. Finish group work with visuals 2. Present visuals

Homework: Essay due tomorrow- Stapled with Rubric Attached

How did the rise of corporate empires increase the political and economic corruption during the Gilded Age?
 * Class # 17: Tuesday October 28th (All Classes)**
 * Focus:**

Activities: 1. Collect formative checkpoints 3. Read Robber Barons and Rebels 3. Create image- see attached document

Homework: Essay due Thursday October 30th

Focus: Why did African Americans lose the gains they had made during Reconstruction?
 * Class # 16: Friday October 25th (Red) Monday October 27th (Tan)**

Activities: 2.Compromise 1877- Full Text of resource (Great Source for Paper) 3. Jim Crow- Remembering Jim Crow Remembering Jim Crow
 * 1.** Finish Supreme Court Decisions

Homework: Formative Checkpoint- Due Tuesday Paper Due Thursday Oct 30th


 * Class # 15: Wednesday October 22 (Blue) Thursday October 23rd(Red) Friday October 24th (Tan)**

1. Finish 13-15th Amendments 2.Supreme Court Cases

Homework: Formative Checkpoint Read and annotate attached article

Focus: To what extent has the federal government successful in reconstruction the nation after the Civil War?
 * Class # 14: Monday October 20th (Red and Blue) Wednesday October 22nd (Tan)**

Activities: 1. Complete Report Cards 2. Go over 13-15th Amendments

Homework: Formative Checkpoint- Get to the lab for signature

Focus: To what extent has the federal government successful in reconstructing the nation after the Civil War?
 * Class # 13: Friday October 17th (All Classes)**

Activities: 1. Hand out rubric and claim creation 2. Finish Report Cards 3. Book distribution

Homework: Formative checkpoint one- Get into the lab Work on central claim and evidence

Focus: To what extent was the federal government successful in reconstructing the nation after the civil war?
 * Class # 12: Tuesday October 14th (Red) Thursday October 16th (Blue and Tan)**

Activities: 1. Set historical context 1. Report Cards- Using the three plans of Reconstruction mapped out in the homework- complete report cards on: Lincoln Johnson Congressional Reconstruction

Homework: Work on Essay


 * Class # 11: Friday October 10th (Red and Blue) Tuesday October 14th (Tan)**
 * 1. Test**

Homework: See the below pdf for your reading assignment

Read the document titled "Reconstruction and the New South pages # 1-4 (page numbers are located on the bottom of each page- page # 1 is NOT THE TITLE PAGE) and stop reading at bottom of page 4 where it reads "Plans for Reconstruction." If you cannot print this document take notes on a SPOP. If you can print this document you can mark-up the document in the margin.

To what extent should wartime atmosphere impact protections of civil liberties?
 * Class # 10: Wednesday October 8th (Red) Thursday October 9th (Tan and Blue)**
 * Focus:**

Activities: 1. Lincoln's suspension of Habeas Corpus

Homework: Study for Assessment Red and Blue- Friday October 10th Tan- Tuesday October 11th

Complete causes of the civil war: How did different perceptions of democracy and authority give rise to the sectionalism that culminated in the Civil War? To what extent should wartime atmosphere impact protections of civil liberties?
 * Class #9: Tuesday October 7th (Red and Blue) Wednesday October 8th (Tan)**
 * Focus:**

Activities: 1. Tan- go over Growth of a Nation narration (See link in class #8) Red and Blue- Review Growth of a Nation and present Pizzas- specifically claims for each groups 2. Lincoln's suspension of Habeas Corpus Read background of Lincoln's Suspension Review- Milligan, Merryman, Valladigham 3. Claim development- receive feedback

Homework: Study for test Red and Blue- Friday October 10th Tan- Tuesday October 11th

Causes of the Civil War: How did different perceptions of democracy and authority give rise to the sectionalism that culminated in the Civil War?
 * Class # 8: Monday October 6th (All Classes)**
 * Focus:**

Activities: I checked 23-35 for homework. 1. Finish creating pizzas for democracy v. authority 2. Watch "Growth of a Nation" narration- fill in worksheet (Louisiana Purchase, Northwest Ordinance, Missouri Compromise, Compromise of 1850) Growth of a Nation

Homework: Study for assessment Blue and Red- Friday October 10th Tan- Tuesday October 14th

Causes of the Civil War: How did different perception of democracy and authority give rise to sectionalism that culminated in the Civil War?
 * Class # 7 (Red) Thursday Oct 2nd (Blue and Tan) Friday Oct 3rd**
 * Focus:**

Activities: 1. Pizza Party- Create posters that answers the below Task: In groups share and discuss the topics you were assigned. As a group determine how the north and south perceived different events leading to the civil war in terms of democracy and authority. On a poster display four separate pizzas. Two (1- democracy 1- authority) for the north and two (1-democracy and 1- authority) for the south. The space/size of your pizzas should indicate the amount of democracy and authority that is being exercised. At the top of your poster make a claim that addresses the above focus question.

Homework: Read and annotate 23-35 in reader Assessment Red and Blue- Friday Oct 10th Tuesday Oct 14th- Tan

Focus: Asses Andrew Jackson's Presidency in terms of democracy and authority. Causes of the Civil War: How did different perception of democracy and authority give rise to sectionalism that culminated in the Civil War?
 * Class # 6: Tuesday September 30th (Red and Blue) Thursday Oct 2nd (Tan)**

Activities: 1. Complete Jackson Jigsaw and discussion 2. Causes of Civil War

Red: Causes of the Civil War

Blue: Causes of the Civil War

Tan: Causes of Civil War

Homework: Go onto the above google docs and complete your assigned term.

Focus: To what extent was Andrew Jackson truly a common man who reflected new democracy emerging in the country? OR did Jackson extend the powers of the President beyond his constitutional powers, growing the power of the president in ways that increased authority rather than democracy?
 * Class #5: Friday September 26th (Red) Monday September 29th (Blue and Tan)**

1. Finish Jackson powerpoint 2. Work in small groups reading jigsaw documents- after all groups have shared out assess the Presidency of Jackson
 * Activities:**

Homework: None

Focus: To what extent was Andrew Jackson truly a common man who reflected new democracy emerging in the country? OR did Jackson extend the powers of the President beyond his constitutional powers, growing the power of the president in ways that increased authority rather than democracy?
 * Class # 4: Wednesday September 24th (Red and Blue) Friday September 26th (Tan)**

Activities: 1. Marshall Court- Go over final similarities 2. Jacksonian Democracy- Powerpoint and jigsaw readings

3. Jigsaw- Readings around Jackson Administration 4. Examples of Change in the Franchise

Homework: Red and Blue- None Tan- Read and annotate 18-22

1. How effectively has the federal government maintained its authority while protecting the rights of the individual and the states?
 * Class # 3: Tuesday September 23rd (All Classes)**
 * Focus:**

o what extent was Andrew Jackson truly a common man who reflected new democracy emerging in the country? OR Did Jackson extend the powers of the Activities: 1. Finish Founding Period Powerpoint and notes (See powerpoint below) 2. Marshall Court- go over homework

Homework: Read and annotate Jackson Reader pages 20-22 (Red and Blue Only)

Focus: Do the democratic ideals outlined in the Declaration of Independence exist in the Constitution or are they diluted or omitted?
 * Class # 2: Friday September 19th (Red) Monday September 22nd (Tan and Blue)**

Activities: 1. Report out the where in Constitution are democratic principles 2. Founding Period Powerpoint and notes Take notes on handout

Homework: Read and annotate the Supreme Court Case For each of the cases be sure to outline: - What is the legal precedent that is being established? - Where do we see democracy and authority in the decisions?


 * Class # 1**: Thursday September 18th (Red and Blue) Friday September 19th (Tan)

Focus: Introduction to Theme One- 1. How effectively has the federal government maintained its authority while protecting the rights of the individual and the states? 2. Do the democratic ideals outlined in the Declaration of Independence exist in the Constitution or are they diluted or omitted?

Activities: 1. Overview of theme Democracy- The rights of citizens under the government. Authority- Government regulating and/or restricting the political rights of the people in the United States. 2. Read Declaration of Independence- pages 2-4 Complete attached worksheet

Homework: None