Examining the Declaration — The Denunciation and Conclusion 📜

Today is Halloween 🎃

🎯 Learning Targets

• Summarize the arguments in the Declaration of Independence

⏰ What We Did

• Concluded the examination of the Declaration of Independence by reading and interpreting the document's denunciation and statement of declaration

⚙️ Resources

• Examining the Declaration — The Denunciation and Conclusion (A-11)

💻 Homework

• Watch and take notes on Lesson 4, Part 4: Organizing a New Nation, before class tomorrow

Examining the Declaration — The Indictment 📜

🎯 Learning Targets

• Summarize the arguments in the Declaration of Independence

⏰ What We Did

• Continue the examination of the Declaration of Independence by reading and interpreting the document's evidence against King George III and Parliament in groups

⚙️ Resources

• Examining the Declaration — The Indictment A | B | C | D | E (A-10)

Examining the Declaration — The Introduction and Preamble 📜

🎯 Learning Targets

• Summarize the arguments in the Declaration of Independence

⏰ What We Did

• Begin the examination of the Declaration of Independence by reading and interpreting the document's introduction and preamble

⚙️ Resources

• "Examining the Declaration — The Introduction and Preamble" (A-9)

Examining the Declaration — The Introduction and Preamble 📜

Today's class was led by a guest teacher 🏫

🎯 Learning Targets

• Summarize the arguments in the Declaration of Independence

⏰ What We Did

• Begin the examination of the Declaration of Independence by reading and interpreting the document's introduction and preamble

⚙️ Resources

• "Examining the Declaration — The Introduction and Preamble" (A-9)

Moving Toward Revolution 📜

🎯 Learning Targets

• Describe how and why American colonists organized to oppose English rule; Summarize the arguments in the Declaration of Independence

⏰ What We Did

• Used Lesson 4, Part 2 notes to complete "How Thomas Jefferson Got the Job; America's Political Heritage"

⚙️ Resources

• "How Thomas Jefferson Got the Job; America's Political Heritage" (A-8)

Roots of American Government 🏛

🎯 Learning Targets

• Examine the connection between American government and governments in ancient Greece and Rome
• Explain how the English tradition of government influenced Americans
• Identify the ideas of European writers who influenced the development of American government

⏰ What We Did

• Checked for completion of Lesson 4, Part 2 instructional notes
• Using notes from Lesson 4, Part 2, answered the following questions in complete sentences:

1. Define direct democracy, republic, natural rights, and separation of powers.
2. Describe which traditions in colonial government can be traced back to Ancient Greece and Rome.
3. What did the American colonists inherit from the English tradition of government?
4. What ideas of Locke and Montesquieu were important to the colonists?
5. Compare What similarities do you think the colonists saw in the Greek, Roman, and English traditions of government?

💻 Homework

• Watch and take notes on Lesson 4, Part 3: Moving Toward Revolution, before class tomorrow

The Colonial Experience 🇬🇧

Today's class was led by a guest teacher 🏫
Late Start Day 🕣

🎯 Learning Targets

• Describe the role colonists played in their government
• Define the rights and responsibilities of colonial citizens
• Identify the freedoms that early colonists struggled to gain
• Explain why many colonists became dissatisfied with royal governors

⏰ What We Did

• Watched and took notes on Lesson 4, Part 1: The Colonial Experience
• Using notes from Lesson 4, Part 1, answered the following questions in complete sentences:

1. Define heritage, legislature, charter, and tyranny.
2. Why were colonial citizens able to influence the laws that governed them?
3. Compare English citizens in the colonies with American citizens today.
4. How are some of our freedoms rooted in the colonial period?
5. Evaluate How well do you think the colonists practiced the values of freedom, justice, and equality? Explain your answer.

⚙️ Resources

• Civics ✮ Lesson 4 Instructional Notes
• Lesson 4, Part 1: The Colonial Experience

💻 Homework

• Watch and take notes on Lesson 4, Part 2: Roots of American Government, before class tomorrow

PSAT/NMSQT Testing ⚫️

⏰ What We Did

• 11th Grade students were taking the PSAT/NMSQT

Unit 1 Assessment 💯

🎯 Learning Targets

• Assess Civics Unit 1 comprehension

⏰ What We Did

• Completed the Unit 1 Assessment

Unit 1 Review ♻️

🎯 Learning Targets

• Review Civics concepts introduced in Unit 1

⏰ What We Did

• Reviewed Lessons 1, 2, and 3 instructional notes of Civics for Monday's assessment

Lesson 3 Lesson Review 3️⃣

🎯 Learning Targets

• Review the key concepts covered in Lesson 3 of Civics

⏰ What We Did

• Took a quiz on Lesson 3, Part 1: Being a Voter
• Began working on Lesson 3 Lesson Review

⚙️ Resources

• Civics ✮ Lesson 3 Lesson Review (LR-3)

The Electoral College 🇺🇸

🎯 Learning Targets

• Explain the role of the Electoral College in presidential elections

⏰ What We Did

• Distributed and discussed "The Electoral College: How the President Gets Elected" handout
• Completed "The Electoral College: Myth and Reality" individually, then as a group through Kahoot!

⚙️ Resources

• The Electoral College: How the President is Elected (H-2)
• The Electoral College: Myth and Reality (A-7)

Campaigning for Office 🏘

🎯 Learning Targets

• Explore how campaigns are planned and managed
• Describe how campaigns are financed
• Identify factors that help people win elections

⏰ What We Did

• Collected the Election Advocacy Projects at the beginning of class
• Read a primary source account on what it takes to run for elected office
• Weighed the pros and cons of making the decision to run for elected office

⚙️ Resources

• Running for Office; Making Decisions (A-6)

💻 Homework

• Watch and take notes on Lesson 3, Part 4: The Electoral College, before class tomorrow

Mock Election Advocacy Project 🪧

Today is Columbus Day 🌎

🎯 Learning Targets

• Describe ways that candidates get their messages to voters
• Analyze the role of interest groups in the election process
• Explain how candidates and interest groups try to influence the way people vote
• Explore the importance of the media in election campaigns

⏰ What We Did

• Finished developing propaganda for either one of the two mock candidates or an issue raised in the campaign simulation (NOTE: Propaganda posters are due at the beginning of class tomorrow)

💻 Homework

• Watch and take notes on Lesson 3, Part 3: Campaigning for Office, before class on Monday

Class to Gymnasium 🏀

Today's class was led by a guest teacher 🏫

⏰ What We Did

• The class went to the CHS gymnasium with the guest teacher

Mock Election Advocacy Project 🪧

Half-Day Due to Parent-Teacher Conferences 🐲

🎯 Learning Targets

• Describe ways that candidates get their messages to voters
• Analyze the role of interest groups in the election process
• Explain how candidates and interest groups try to influence the way people vote
• Explore the importance of the media in election campaigns

⏰ What We Did

• Continue developing propaganda for either one of the two mock candidates or an issue raised in the campaign simulation (NOTE: Propaganda posters are due at the beginning of class tomorrow on Monday)

Mock Election Advocacy Project 🪧

Late Start Day 🕣

🎯 Learning Targets

• Describe ways that candidates get their messages to voters
• Analyze the role of interest groups in the election process
• Explain how candidates and interest groups try to influence the way people vote
• Explore the importance of the media in election campaigns

⏰ What We Did

• Begin developing propaganda for either one of the two mock candidates or an issue raised in the campaign simulation

⚙️ Resources

• Election Advocacy Poster Rubric

How Candidates and Groups Try to Influence Your Vote 📢

🎯 Learning Targets

• Describe ways that candidates get their messages to voters
• Analyze the role of interest groups in the election process
• Explain how candidates and interest groups try to influence the way people vote
• Explore the importance of the media in election campaigns

⏰ What We Did

• Examined historic campaign ads from previous presidential election cycles to identify propaganda techniques

⚙️ Resources

• "I Like Ike" (Dwight Eisenhower, 1952)
• "Kennedy For Me" (John Kennedy, 1960)
• "Daisy" (Lyndon Johnson, 1964)
• "Nixon Now" (Richard Nixon, 1972)
• "Prouder, Stronger, Better" (Ronald Reagan, 1984)
• "Bear" (Ronald Reagan, 1984)
• "Tank" (George H.W. Bush, 1988)
• "Read My Lips" (Bill Clinton, 1992)
• "Rats" (Republican National Committee, 2000)
• "Windsurfing" (George W. Bush, 2004)

Identifying Propaganda Techniques 💭

🎯 Learning Targets

• Describe ways that candidates get their messages to voters
• Analyze the role of interest groups in the election process
• Explain how candidates and interest groups try to influence the way people vote
• Explore the importance of the media in election campaigns

⏰ What We Did

• Checked notes completion for Lesson 3, Part 2: How Candidates and Groups Try to Influence Your Vote
• Reviewed the eight most common forms of propaganda presented in the Lesson 3, Part 2 instructional video
• Individually -- then as a class -- identified propaganda techniques used in a mock political campaign speech

⚙️ Resources

• Identifying Propaganda Techniques (A-5)

Professional Development Day 🟢

Clintondale High School is closed today for students, while teachers are engaging in professional development. Classes will resume at 7:35 A.M. on Monday, October 7, 2024.
 

Being a Voter 🔞

Today is Mean Girls Day 💁🏼‍♀️

🎯 Learning Targets

• Explain the purpose of general elections
• Describe how and when elections are held, and who may vote in them
• Explore the importance of becoming an informed voter

⏰ What We Did

• Examined the reason the voting age was lowered to 18 and how that age group has exercised their suffrage
• Interpreted an editorial cartoon on the role of the media in elections, as a segue into campaign influences

⚙️ Resources

• 18-Year-Olds and the Vote; Voting and Elections (A-4)

💻 Homework

• Watch and take notes on Lesson 3, Part 2: How Candidates and Groups Try to Influence Your Vote, before class on Monday

Being a Voter 🗳

🎯 Learning Targets

• Explain the purpose of general elections
• Describe how and when elections are held, and who may vote in them
• Explore the importance of becoming an informed voter

⏰ What We Did

• Distribute "Civics ✮ Lesson 3 Instructional Notes" packet
• Watch and take notes on Lesson 3, Part 1: Being a Voter
• Examined and analyzed voter turnout data for federal elections

⚙️ Resources

• Civics ✮ Lesson 3 Instructional Notes
• Lesson 3, Part 1: Being a Voter
• Voter Participation in National Elections (A-3)

Lesson 2 Lesson Review 2️⃣

🎯 Learning Targets

• Review the key concepts covered in Lesson 2 of Civics

⏰ What We Did

• Took a quiz on Lesson 2, Part 2: Our Two-Party System
• Completed and turned in the Lesson 2 Lesson Review from last week
• Turned in the Lesson 1 Lesson Review from two weeks ago