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Civics-Planner Entries for the week of Sept. 02 to Sept. 05 , 2014

Civics-Planner Entries for the week of Sept. 02 to Sept. 05 , 2014. Tuesday, September 2, 2014 CW: Citizenship & Naturalization (CH 1) HW: On INB Pg. 9 Illustrate the pathway to citizenship (See Textbook pg. 15) Due: 09/04/14 (Per. 1) OR 09/05/14 ( Per. 4 , 6)

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Civics-Planner Entries for the week of Sept. 02 to Sept. 05 , 2014

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  1. Civics-Planner Entries for the week of Sept. 02 to Sept. 05, 2014 Tuesday, September 2, 2014 CW: Citizenship & Naturalization (CH 1) HW: On INB Pg. 9 Illustrate the pathway to citizenship (See Textbook pg. 15) Due: 09/04/14 (Per. 1) OR 09/05/14 (Per. 4, 6) Wednesday, September 3, 2014 CW: John Locke Reading & HW: On INB Pg. 9 Illustrate the pathway to citizenship (See Textbook pg. 15) & finish any CW not completed in class. Due: 09/04/14 (Per. 1) OR 09/05/14 (Per. 4, 6) Thursday, September 4, 2014 CW: Why Gov. Activity & Social Contract & Baron de Montesquieu ReadingHW: Finish any classwork not completed in class. Friday, September 5, 2014 CW: Why Gov. Activity & Social Contract & Baron de Montesquieu ReadingHW: Finish any classwork not completed in class.

  2. Unit 1: A Tradition of Democracy Student Learning Map Key Learning Statement - Unit Essential Question - Concept - Lesson Essential Question – Vocabulary Vocabulary The United States is a model of democracy for the rest of the world. How is the U.S. government a model of democracy? Citizenship How does someone become a citizen of the United States? Civics Government Citizen Naturalization

  3. CivicsUpdate your Table of Contents 5-6 Slip or Trip 8/27/2014 7-8 Ch. 1: We the People 8/28 or 8/29/2014 9-10 Citizenship/Naturalization 9/02/2014 11-12 John Locke Reading & G/O9/03/2014 13-14 Why Government & G/O 9/04 or 9/05/2014 Declaration of Independence 15-16 Baron de Montesquieu & G/O 9/04 or 9/05/2014

  4. Pg. 10 INB Copy and fill the Chart below on page 10 of your INB. Instructions: Illustrate the pathway to citizenship Pg. 09 INB

  5. Pg. 09 INB • Don’t forget your Homework • Illustrate the pathway to citizenship

  6. Writing Non-negotiable: Capitalization &Punctuation Complete sentences Commas in a series Legible Exit Ticket: • Using the components of a good argument answer the following question: • How is this soldier demonstrating good citizenship?

  7. Unit 1: A Tradition of Democracy Student Learning Map Key Learning Statement - Unit Essential Question - Concept - Lesson Essential Question – Vocabulary The United States is a model of democracy for the rest of the world. How is the U.S. government a model of democracy? Enlightenment Ideals What philosophies influenced the Founding Fathers? Social Contract Natural Law (Rights) Consent of the Governed Separation of Powers Checks & Balances

  8. Bell Ringer: Wednesday, 09/03/14 • Influence - having an effect or impact on the actions, behavior, opinions, etc., of another or others. • How can you explain this term in your own words? • Are there people in your life that influence your appearance, actions or words? Remember to answer using complete sentence, capitalization and punctuation. The People The Government

  9. “Influence from the Enlightenment: John Locke” student activity sheet. Write the following notes on your activity sheet: • The age of the Enlightenment occurred during the 18th century in Europe. • The Enlightenment focused on the ideas of reason, liberty, and individual rights. • Ideas from the Enlightenment impacted the ideas included in the Declaration of Independence and the U.S. Constitution.

  10. John Locke Reading Group Work Paragraph 1: Read Aloud • According to the text, whom did John Locke influence? Thomas Jefferson John Locke believed that individuals had “natural rights” these rights should be protected by society and government through the idea of “natural law”. Pair Work: Working with your shoulder partner read the remainder of the text defining the concept of “natural rights” and “social contract”. • Use evidence from the text • Write the definition in your words • Include a visual representation (picture or symbol) • Working with your shoulder partner read & complete the handout.

  11. John Locke Reading Continued… Bell Ringer: Wed., Sept. 03, 2014 • Why do you think liberty is a natural right? • What does it mean as an individual to have liberty? Use the remainder of your class time to complete “Influences from the Enlightenment: John Locke” • Individual liberty is a natural right because it is natural for people to be free from government abuse of power.

  12. “Why Government” Bell Ringer: Thurs. 9/12/13 & Fri. 9/13/13 • In a social contract, citizens give up some of their freedoms in exchange for the government to protect their natural rights of life, liberty, and property. In return, the government has a responsibility to hold up their end of the social contract. If government does not hold up their end of the contract, citizens would no longer agree to be governed and they would have the right to revolt. This is known as “consent of the governed. • Add consent of the governed to your activity sheet. Review: Influence from the Enlightenment & John Locke Reading to answer the questions below: According to the reading, how are the concepts of social contract and the purpose of government related? What evidence in the text led you to your answer?

  13. Bell Ringer:Thurs. 09/12/13 & Fri. 09/13/13Copy & Complete the sentences below • In a ______________, citizens give up some of their freedoms in exchange for the ____________to protect their ____________ of life, liberty, and property. In return, the ________________ has a responsibility to hold up their end of the social contract. social contract government natural rights government Next, take out your homework and place it on the top of your desk for scoring.

  14. “Why Government”You will complete activity sheets to add to your understanding of John Locke’s views on natural rights, social contract and government. Step One: • “Why Government Activity Prep” activity sheet and the “Why Government Activity pgs. 1 and 2” and review the directions as a whole class. • You will draw a picture for each statement in Step One on the “Why Government Activity Prep” activity sheet and draw the picture on the corresponding “Why Government Activity pgs. 1 and 2.” • You will have fifteen minutes to draw the pictures for Step One. Step Two: • Read the instructions for “Why Government Activity Prep” activity • You will cut out and match each statement to one of the pictures. • You will share out your answers as a class. • Use their completed “Why Government Activity pgs. 1 and 2” activity sheets to complete the “Why Government Worksheet pg. 1” activity sheet.

  15. Declaration of IndependenceSee page 38-41 of Civics in Practice • Thomas Jefferson was inspired by John Locke. • Thomas Jefferson was the primary author of the Declaration of Independence, the document that formally stated the colonies’ desire to be independent from England. • The Declaration of Independence and the Revolutionary War are what led to the colonies becoming the United States.

  16. Declaration of Independence • We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. Be sure to update your activity sheet as we go through each of the quotes.

  17. Declaration of Independence • Governments are instituted among Men, deriving their just powers from the consent of the governed • …whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it… Be sure to update your activity sheet as we go through each of the quotes.

  18. Declaration of Independence • A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Be sure to update your activity sheet as we go through each of the quotes.

  19. Quote from President John Quincy Adams on the Declaration of Independence “The Declaration of Independence was founded upon one and the same theory of government: the writings of Locke.” Based on this statement, how would you summarize the impact 0f John Locke on the Founding Fathers?

  20. Declaration of Independence Exit Ticket (Choose one of the following and answer using complete sentences): • Based on these excerpts, what connection can you make between the ideas in the Declaration of Independence and John Locke’s ideas? • How did John Locke influence Thomas Jefferson’s (and the other writers of the Declaration of Independence) ideas about natural rights and government?

  21. Baron de Montesquieu Read paragraph 1: Whole group “According to the text, what document did Montesquieu influence?” The United States Constitution

  22. Baron de Montesquieu – Handout Instructions Pair Work: Working with your shoulder partner read the remainder of the text and complete the handout.

  23. Baron de Montesquieu – Handout Instructions • Discussion Question: “Based on what we have learned from the reading, Montesquieu influenced the structure of our government. How would you evaluate his influence on the on the Founding Fathers?”

  24. Exit Ticket: John Locke & Baron de Montesquieu Your response must use complete sentences, appropriate capitalization, and punctuation.Write a well-crafted informative response using the following prompt: Using what you have learned from your readings, explain how John Locke and Baron de Montesquieu influenced the Founding Fathers. Provide a specific example for Locke and Montesquieu. [Be sure to address the three components of argument writing].

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