Thursday, October 31, 2013

Constitution

Use the infographic below to answer the questions about the Constitution.

What is the title of this infographic?

List one "Fun Fact" about the Constitution from the infographic.

The Constitution is __________ law of the land.

It is the __________ for the organization of the U.S. government.

What part of the Constitution describes the purpose of the document and government?

What part establishes how the government is structured?

True or False? There are 7 Articles in the Constitution.

How many Amendments are in the Constitution?

The first ten Amendments are called:

List the five freedoms protected by the First Amendment.

Which Amendment deals with search and seizure?

True or False? The 7th Amendment guarantees the right to a speedy trial.

Which Amendment prohibits cruel and unusual punishment?

Which Amendment abolished slavery?

True or False? The 26th Amendment set the voting age at 18.

The three branches of government are __________, __________ and _____________.

The Legislative Branch is split into to parts, ___________ and ___________. The Legislative Branch is also referred to as the _____________.

The Legislative Branch ____________the laws.

The Executive Branch ____________ the laws.

The Judicial Branch _________what the law _________.

Which governing principle keeps any one branch from gaining too much power over the other branches?

Federalism is shared power between the __________  __________ and the union of _____________.

True or False? Checks and Balances refers to the idea that the government is created by the people and subject to their will through their votes.

The two political parties mentioned at the bottom of the infographic are the _____________ and the ___________.






A More Perfect Union- PBS

http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/a-more-perfect-union/

The Constitution (Crash Courses in US History)

The Making of the Constitution- Video

Room 167: World Exploration Activity- World Studies

Room 167: World Exploration Activity- World Studies: https://www.cia.gov/kids-page/games/world-exploration/index.html You will need to play several rounds to get enough information to answer ...

Friday, October 25, 2013

Characteristics of a Country

Government (Somalia....warlords and pirates rule)
People (Antarctica, some Pacific Islands)
Borders (Tibet) (Guesstimate on border in Oman...desert with no people)
Sovereignty (Western Sahara)

Sovereignty: Ability to rule oneself

World Studies Notes- Population Terms

Demography: The study of population data

Per Capita: Per person

Birthrate: Number of births per 1,000 people in a country

Deathrate: Number of deaths per 1,000 people in a country

Life Expectancy: The age the average person is expected to live

Infant Mortality: The rate at which babies die

Urban: City
Rural: Country

Labor Market: The market in which workers compete for jobs and employers compete for workers
Outsource: To contract work out to other companies overseas

Wednesday, October 23, 2013

Room 167: The Patriot Spy (Interactive Game)

Room 167: The Patriot Spy (Interactive Game): http://www.webrangers.us/activities/patriot/?id=31

Room 167: George Washington Pumpkin Carving

Room 167: George Washington Pumpkin Carving

Room 167: World Studies- Lab Exercise (using CIA World Factb...

Room 167: World Studies- Lab Exercise (using CIA World Factb...: Compare the United States to five other countries on five different continents.  List the five countries and continents you researched. ...

Room 167: Interactive World Map-Systems of Government

Room 167: Interactive World Map-Systems of Government: via chartsbin.com

Room 167: Interactive World Map- Potential New Borders

Room 167: Interactive World Map- Potential New Borders: http://www.nytimes.com/interactive/2012/09/23/opinion/sunday/the-new-world.html

Room 167: Compare the United States to Countries in the Worl...

Room 167: Compare the United States to Countries in the Worl...: Click here: http://www.ifitweremyhome.com/compare/listing Compare the following countries: Canada: Spend ______________ less on health...

Take the First Amendment Quiz

http://usatoday30.usatoday.com/news/nation/2011-06-29-first-amendment-quiz_n.htm

New Poll: Americans Know More About the Simpsons than the Constitution

http://www.nbcnews.com/id/11611015/ns/us_news-life/t/doh-more-know-simpsons-constitution/#.UmfoU3CshsI

Tuesday, October 22, 2013

Tinker v. Des Moines 1969

The question in this case is: Does the prohibition against wearing armbands in public schools as a form of symbolic protest, violate the First Amendment's freedom of speech protections?

http://www.oyez.org/cases/1960-1969/1968/1968_21

From the majority opinion:

In our system, state-operated schools may not be enclaves of totalitarianism. School officials do not possess absolute authority over their students. Students in school as well as out of school are "persons" under our Constitution. They are possessed of fundamental rights which the State must respect, just as they themselves must respect their obligations to the State. In our system, students may not be regarded as closed-circuit recipients of only that which the State chooses to communicate. They may not be confined to the expression of those sentiments that are officially approved.

In Keyishian v. Board of Regents, 385 U.S. 589 MR. JUSTICE BRENNAN, speaking for the Court, said:
"'The vigilant protection of constitutional freedoms is nowhere more vital than in the community of American schools.' The classroom is peculiarly the 'marketplace of ideas.' The Nation's future depends upon leaders trained through wide exposure to that robust  exchange of ideas which discovers truth 'out of a multitude of tongues, [rather] than through any kind of authoritative selection.'"

The principle of these cases is not confined to the supervised and ordained discussion which takes place in the classroom. The principal use to which the schools are dedicated is to accommodate students during prescribed hours for the purpose of certain types of activities. Among those activities is personal intercommunication among the students. This is not only an inevitable part of the process of attending school; it is also an important part of the educational process. A student's rights, therefore, do not embrace merely the classroom hours. When he is in the cafeteria, or on the playing field, or on the campus during the authorized hours, he may express his opinions, even on controversial subjects like the conflict in Vietnam, if he does so without "materially and substantially interfer[ing] with the requirements of appropriate discipline in the operation of the school" and without colliding with the rights of others.

Under our Constitution, free speech is not a right that is given only to be so circumscribed that it exists in principle but not in fact. Freedom of expression would not truly exist if the right could be exercised only in an area that a benevolent government has provided as a safe haven for crackpots. The Constitution says that Congress (and the States) may not abridge the right to free speech. This provision means what it says. We properly read it to permit reasonable regulation of speech-connected activities in carefully restricted circumstances. But we do not confine the permissible exercise of First Amendment rights to a telephone booth or the four corners of a pamphlet, or to supervised and ordained discussion in a school classroom.

It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate. …The problem posed by the present case does not relate to regulation of the length of skirts or the type of clothing, to hair style, or deportment. It does not concern aggressive, disruptive action or even group demonstrations. Our problem involves direct, primary First Amendment rights akin to “pure speech.”

First Amendment Case Notes (Grid)

Name:
Case – What is the name of the case? Where can the full case record be found? In what year was the case decided?
Facts – What are the key issues between the central parties of the case? What happened that is of legal significance?
Issue – What are the central legal issues the court must decide in order to arrive at a decision?
Holding – What did the court decide?
Reasoning – Why does the court decide the way it does? What is its logic and analysis of the facts?
 Case
 Facts
 Issue
 Holding
 Reasoning
Schenck v. U.S.



The most stringent protection of free speech would not protect a man in falsely shouting fire in a _____________________ [...] The question in every case is whether the words used are used in such circumstances and are of such a nature as to create a clear and present danger that they will bring about the substantive evils that Congress has a right to prevent





West Virginia Board of Education v. Barnette 1943


6-3
"If there is any fixed star in our constitutional constellation, it is that no official, high or petty, can prescribe what shall be ___________ in politics, nationalism, religion, or other matters of opinion or ____________ citizens to confess by word or act their faith therein."
United States v. O'Brien 1968




Tinker v. Des Moines 1969

Symbolic speech in public school
7-2
 In order for school officials to justify censoring speech, they "must be able to show that [their] action was caused by something more than a mere desire to avoid the discomfort and unpleasantness that always accompany an ______________ viewpoint,"
Cohen v. California 1971


5-4

Texas v Johnson 1989





Monday, October 21, 2013

Room 167: First Amendment-Notes

Room 167: First Amendment-Notes: First Amendment: Rights contained in the First Amendment Values served by protecting the First Amendment Absolutist, Balancing and Categori...

http://www.splc.org/jideas/multimedia_resources.php

-Freedom of Speech is not absolute
-Issues arise when freedom of speech conflicts with other values

Approaches to First Amendment Analysis:
Absolutist
Categorical
Balancing

Values Served by Protecting Free Speech:
Discovery of the Truth
Facilitating participation by citizens in political decision-making
Assuring self-fulfillment
Checking abuse of government power
Promoting Tolerance

Cases:
Schenck v. United States 1919
Chaplinski v. New Hampshire 1942
West Virginia Board of Education v. Barnette 1943
New York Times v. Sullivan 1964
United States v. O'Brien 1965
Tinker v. Des Moines 1969
Cohen v. California 1971
Miller v. California 1973
Texas v. Johnson 1989

Not protected by the First Amendment

Room 167: World Studies Demographics Research Project (World...

Room 167: World Studies Demographics Research Project (World...: World Religions: Source: LiveScience What are the four largest religions in the world? What percentage of Christians are Catholic? Wh...

http://wpmedia.life.nationalpost.com/2012/03/fo0324_religion2.pdf

Sunday, October 20, 2013

If the World Were a Village Assignment

Open your books to the Table of Contents. On what page can you find information about world religions?

On what what page can you find information about world languages?

On what page can you find information about world health?

List three other topics listed in the Table of Contents.

How many "chapters" are there in this book?

Turn to page 7. As of 2013, the world's population reached ______ billion people.

In this book, we will imagine the world as a tiny village of only _______ people.

In this book, each person will represent _______ million people.

In our tiny village, which three nationalities make up the majority? What page did you find this information?

How many people represent the number of people from the United States?

Can you find them in the global village? Where are they?

What is the most common language in our global village?

How many speak English?

How many speak Spanish?

What percentage of our global village is under the age of nine?

Most of our villagers are between the ages of:

Only one of our villagers is over the age of:

What are the top two religions in or village?

How many of our villagers consider themselves non-religious or atheist?

What are the two biggest changes with regard to religion in the past 200 years?

How many people in our village do not have a reliable source of food some or all of the time?

How many people in our village are severely undernourished and always hungry?

If the food in your village was divided equally, would everyone have  enough to eat?

How many villagers have access to safe water in their homes or within a short distance?

How many must spend a large part of each day getting safe water?

How many have access to adequate sanitation?

For those who do not, they are at risk  for diseases caused by poor sanitation such as:

How many breath unhealthy air caused by pollution?

How many school-age children live in our village? How many of them attend school?

In our global village, the richest 10 people have _____% of the wealth. The poorest 10 have less than $______ a day.

How many in our village have electricity?

What was the average life expectancy in 1850? In 1900? Today?

What was one reason given for why we can expect longer lives today?

What information do we learn on page 29?

What page can we find the sources for the statistics used in this book?

Who is the author of this book? Where can you find information about the author?

What did you learn about the author?




http://www.iftheworldwereavillage.com/video.html

Wednesday, October 9, 2013

Boston Massacre Scripted Play Questions

Describe the setting (time and place):

Tension is rising between _________________  and ________________.

Why are people upset?

What is/who is a "lobsterback/redcoat"?

Who are the "patriots" mentioned on page 9?

What did they "need"?

The British gave them what they needed with the passage of the  _____________  Acts.
What was the ___________ Acts:

What happened outside the Customs House on March 5, 1770?

Who was Crispus Attucks?

What was his role in this event?

Who was put on trial for murder?

Who defended the men accused of murder?

What happened at the trial?

Describe Paul Revere's involvement in this event.