Tuesday, September 30, 2014

Tuesday/ Wednesday 30 September / 1 October

Class covered a variety of related topics today including:

The Six Principles of the Constitution (and the 7th Individual liberty).
The Virginia Plan and the New Jersey Plan for the Constitution, and the Great Compromise / Connecticut Plan
The Electoral College and pitfalls of the dual representation model of the Great Compromise

NOTE: New vocabulary words
Delegated Powers: powers that the Constitution grants to the Federal Government
Reserved Powers: powers not specifically assigned to the Federal Government, and so assumed to belong to the states.

Homework: 
Was the Great Compromise a good solution (be sure to consider the electoral college, and the way combining representation can lead to a minority of voters choosing the president)? 
What changes (if any) would you suggest be made to the structure of our government (the Constitution)?

The Constitution of 1789

Popular Sovereignty

Definition – A government in which the people rule, based on the idea of classical liberalism.This means they participate by voting.Example – People can run for office, campaign for individuals who run, or protest decisions made by others.

Federalism

Definition – A system of government in which powers are shared by the state and national government.
In our system, the national government does have ultimate authority, but states have a lot to say in what goes on as well.
Powers for the national government = delegated powers,
Powers for the state government = reserved powers,
Powers shared between the national and the state are concurrent powers.

Separation of Power

Definition – Divides the roles of government into 3 branches, Executive, Legislative, and Judicial.
Why?  So that one person or one group of people do not control everything and become to powerful.Checks and Balances
Definition – Each of the 3 branches of government has a little control, or check, on the other 2 branches.
This balances power between the 3, ensuring that none of the branches get out of control.
Example – Federal judges are nominated by the President, but have to be approved by Congress.

Judicial Review

Definition-the power of a court to adjudicate the constitutionality of the laws of government or the acts of a government official.

All actions and laws are subject to review by a court. All laws must be consistent with the constitution.

Limited Government

Definition – Everybody has to follow the same laws, even members of the government.
If a Representative killed a man, he would face a trial just like everybody else.

Individual Liberty

Definition – Personal liberties and privileges that people are born with and can not be taken away.The Bill of Rights, the first Ten Amendments, was created to list out all of these rights so people know when the governments tries to take them away.


1791

The Bill of Rights

Definition – Personal liberties and privileges that people are born with and can not be taken away.
The Bill of Rights, the first Ten Amendments, was created to list out all of these rights so people know when the governments tries to take them away.

Articles 11 and 12 adopted at the same time clarify Federalism.


Homework:
Was the Great Compromise a good solution (be sure to consider the electoral college, and the way combining representation can lead to a minority of voters choosing the president)? 
What changes (if any) would you suggest be made to the structure of our government (the Constitution)?



Monday, September 29, 2014

Thursday / Friday 25/26 September

Class spent considerable time reading the story "Being Country."

We talked about issues of identity and completed and spent time writing on the prompt: write about a way in which you identify with food as an individual, family, community, or ethnic group.  Address how food contributes to defining one of these aspects.

Students had time to read in their independent reading book, and the class went over how to create a journal entry. Students shared journal entries in order to verify that what they are doing meets the requirements of the assignment.

Wednesday, September 24, 2014

Tuesday / Wednesday 23 / 24 September

The class practiced for the vocabulary quiz.

Mr. Zartler finished his lecture (out line below).

Homework: Students were assigned the following short essay:
Describe the path from the Magna Carta to the United States Constitution (or the French Revolution).

Students had time to begin this essay in class.

There will be a vocabulary test on Thursday / Friday.

5th and 6th period watch a video on the importance of registering to vote and voting. These students were given voter registration materials. 2nd and 3rd will receive these materials on Thursday.

Monday, 22 September.

Periods 5 and 6 turned in their short answer essays on types of government.

Students were reminded of the quiz on Thursday / Friday.

Mr. Zartler began a lecture on the history of laws and government in the west: Code of Hammurabi to the French Revolution.


Thursday, September 18, 2014

18 / 19 September

Mr. Zartler collected the short answer / essay responses to types on types of government.

The class discussed Maslow's Hierarchy of Needs and the way governements can help people fufil those needs.

Counselors presented information vital to seniors.

Homework:

Students are to find defintitoins for the following words on the vocabulary list: 
Seperation of Powers
Legislative Branch
Bicameral Legislature
Executive Branch
Judicial Branch
Federal Government

Thursday / Friday Lecture Outline and Images 18 / 19 September


A Brief History of (Western) 

Laws and Rules for Governance


What do these look like to you?









Code of Hamurabi 1772 BCE





Magna Carta 1215 CE (more or less -- it's complicated)



Charles I (and the English Revolution) 1649 RIP




Articles of Confederation 1777 / 1781 



Constitution of the United States of America 1787 / 1788 / 1789 CE




Bill of Rights (Ammendments 1-10) 1791



Safeguards of liberty (Amendments 1, 2, 3)



Safeguards of justice (Amendments 4, 5, 6, 7, 8)



Unenumerated rights and reserved powers (Amendments 9, 10)

Tuesday, September 16, 2014

Tuesday / Wednesday 16 / 17 September

Homework was checked.

Mr. Zartler taught a lesson on "clairfying questions".

Students shared their homework and asked one another clairifying questions. Most students learned of ways to improve their short essay and will revise the essay; 2nd and 3rd period will turn it in on Thursday, 4th and 5th period on Monday. 

The class discussed which metaphors for kinds of governement seemed most accurate.

Students were given a worksheet with the following vocabulary words


Constitution
Athenian Democracy
Republic
Monarchy
Absolute Monarchy
Constitutional Monarchy
Dictatorship
Oligarchy
Meritocracy
Code of Hamurabi
Magna Carta
Charles I
Separation of Powers
Legislative Branch
Bicameral Legislature
Executive Branch
Judicial Branch
Federal Government

There will be a quiz on 25 or 26 September.

Students worked in groups on the words constitution to oligarchy.

The class then briefly discussed Maslow's Hierachy of Needs and how to break the hierachy into catergories or into specific needs in order to create an analyticaly chart answering the following questions:
What "Needs" can a government help people attain, and how? Which needs are you unsure whether a government can help? Which needs are not something a Government can help a person attain, and why?

Students had time to work on this chart in class. This completed chart should be brought to next class.

Monday, September 15, 2014

Monday, 15 September

The analysis of Maslow's Hierarchy will be completed in class later this week.

Class today consisted of a "Gallery Walk" reviewing the posters created last class.

Homework:
Considering all your notes and understanding about four forms of government (Monarchy; Dictatorship; Athenian Democracy; Republic) answer the following questions in three well developed paragraphs (about one typed page).

1) Is one form of government superior?

2) Are there patters of strengths and weakness?

3) Which form do you prefer?

This is due to be turned in NEXT class.

Friday, September 12, 2014

Edited/ Revised Thursday / Friday 11/13 September

I apologize, but I left off the reading based on the Maslow's Hierachy of Needs Reading which is suppossed to be due on Monday; after reading the handout students were to complete a chart the chart should answer the questions:

What "Needs" can a government help people attain, and how? Which needs are you unsure whether a government can help? Which needs are not something a Government can help a person attain, and why?

Class began with a lesson to develop metaphorical thinking skills.

The rest of class was spend "Jigsawing" the information students have about forms of government.

Expert groups created metaphor posters for the form of government they studied and taught about.

No homework this weekend.

Wednesday, September 10, 2014

Tuesday / Wednesday 9 / 10 September

Class began with a discussion of the terms "Crisis" and "Commonplace". Students then wrote about and discussed how much time and energy people should focus on preparing for crisis even though we spend very little time in crisis.

The class continued comparing values and choices about competing values.

The class then used the following analytical chart to first analyze Grant H. S. as if it were a government. Then beginning in class and finishing as homework students were to complete the chart for the type of government they had previously been assigned.


Monday, September 8, 2014

Monday, September 8th

Each student was given a two sided sheet. For the information on BOTH sides of the sheet circle new voabularly words.

After reading the side "Types of Governments", answer these two questions: Do any of the forms of government described seem to be more prone to failure or to problems? Do any of the forms of government seem to be more effective and reliable?

The readings are pasted below:

Types of Government
Aristotle, a Greek political philosopher of the 4th century B.C., distinguished three principal kinds of government: monarchy, aristocracy, and polity (a kind of enlightened democracy). The differences among them chiefly concerned whether power were held by one, by a few, or by many. Aristotle thought that the selfish abuse of power caused each type to become perverted, respectively, into tyranny, oligarchy, and a lower form of democracy characterized by mob rule. Monarchy tended to become tyrannical because it vested authority in a single ruler. Aristocracy, a government based on birth and privilege, in which the rulers governed for the good of the whole society, tended to become oligarchy as a consequence of restricting political power to a special social and economic class; only a few members of the class would have enough drive and ability to acquire the power to govern. The polity, likewise, would deteriorate into ochlocracy, or mob rule, if the citizens pursued only their selfish interests.
Aristotle's classifications suited the societies of ancient times, but they do not correspond to the power structure of later societies. Modern writers have developed a variety of schemes for classifying governments, based on the nature of the ruling class, the economic system, the government's political institutions, the principles of authority, the acquisition and exercise of power, and other factors. Some influential writers on government include Thomas Hobbes, Baron de Montesquieu, Jean Jacques Rousseau, Karl Marx, Gaetano Mosca, Vilfredo Pareto, and the sociologist Max Weber.



Monarchy (http://en.wikipedia.org/wiki/Monarchy)
The most common form of government from ancient times to the early part of the 20th century was monarchy, or rule by a hereditary king or queen. Monarchy passed through three basic stages, varying according to the nation and the political and economic climate. The first stage was that of the absolute monarch. In the Christian part of the world during the Middle Ages, a conflict developed between the pope and the kings who recognized his spiritual authority. The pope wanted to expand the power of the church beyond spiritual matters to include the temporal realm. But some kings proclaimed that God had given them the right to rule, and by proclaiming this divine right they were able to give legitimacy to their reigns and limit the pope's power. (See church and state; investiture controversy.)
Limited monarchy was the second stage. Kings depended on the support of the most powerful members of the nobility to retain their thrones. In England and some other Western European countries, the nobility placed limits on the power of the ruler to govern. This was done in England, for example, through the Magna Carta. Threatened with the loss of political and financial support, even the strongest kings and emperors had to accept a system of laws that protected the rights and privileges of powerful social and economic classes.
The third stage in the evolution of monarchy was the constitutional monarchy. Present-day monarchs are nearly all symbolic rather than actual rulers of their countries. (A few exceptions can be found in Africa and Asia.) In such monarchies as Great Britain, the Netherlands, Sweden, and Spain, governing power is now in the hands of the national parliaments.


Republic  (http://en.wikipedia.org/wiki/Republic)
A republic is a form of government in which power resides in the people,[1] and the government is ruled by elected leaders run according to law (from Latin: res publica), rather than inherited or appointed (such as through inheritance or divine mandate). In modern times the definition of a republic is also commonly limited to a government which excludes a monarch.[1][2] Currently, 135 of the world's 206 sovereign states use the word "republic" as part of their official names.
Both modern and ancient republics vary widely in their ideology and composition. In the classical and medieval period of Europe many states were fashioned on the Roman Republic, which referred to the governance of the city of Rome between it having kings, and emperors. The Italian medieval and Renaissance political tradition today referred to as "civic humanism", in America, is sometimes considered to derive directly from Roman republicans such as Sallust and Tacitus. However, Greek-influenced Roman authors, such as Polybius[clarification needed] and Cicero, sometimes also used the term as a translation for the Greek politeia which could mean regime generally, but could also be applied to certain specific types of regime which did not exactly correspond to that of the Roman Republic. Republics were not equated with classical democracies such as Athens, but had a democratic aspect.
Republics became more common in the Western world starting in the early 19th century, eventually displacing absolute monarchy as the most common form of government. In modern republics the executive is legitimized both by a constitution and by popular suffrage. Montesquieu included both democracies, where all the people have a share in rule, and aristocracies or oligarchies, where only some of the people rule, as republican forms of government.[3]
Most often a republic is a sovereign state, but there are also sub-sovereign state entities that are referred to as republics, or which have governments that are described as 'republican' in nature. For instance, Article IV of the United States Constitution "guarantee[s] to every State in this Union a Republican form of Government".[4] Similarly, the Soviet Union was constitutionally described as a "unitary, federal multinational state", composed of 15 republics, two of which – Ukraine and Belarus – had their own seats at the United Nations.
Dictatorship 
As a form of government, dictatorship is principally a 20th-century phenomenon. The dictator, often a military leader, concentrates political power in himself and his clique. There is no effective rule of law. The regime may or may not have a distinctive political ideology and may or may not allow token opposition. The main function of a dictatorship is to maintain control of all governmental operations. There have been some cases—Indira Gandhi in India and several military dictatorships in Latin America—in which authoritarian rulers have relaxed their control and have even allowed open elections. In certain Soviet-bloc countries of Eastern Europe dictators were forced from power in bloodless coups or voluntarily relinquished their authority to popularly elected officials as Soviet power declined.
The totalitarian dictatorship, as in Nazi Germany, Communist China, and the former USSR, is much more thoroughgoing. It seeks to control all aspects of national life, including the beliefs and attitudes of its people. It has a set of ideas that everyone is expected to embrace, such as revolutionary Marxism or counterrevolutionary fascism. At its most extreme, as during the leadership of Joseph Stalin in the USSR, the power of the dictator may become more absolute than in any of the earlier forms of tyranny. Such gross power in the hands of one person results inevitably in the development of what has been called a cult of personality. The leader is credited with almost infallible wisdom, because to admit that he or she may be wrong would deprive the regime of its authority. In some Communist countries the cult of personality appears to have given way to the dominance of a group of party leaders—a ruling oligarchy. The administrative complexities of managing a modern industrial state are too great to be monopolized by an individual leader such as Stalin or Mao Zedong(Mao Tse-tung). The successor regime in China, for example, continues to claim infallibility for its policies and doctrines but not for the leaders. Examples of 20th-century dictators in addition to those already mentioned include Idi Amin Dada(Uganda), Kemal Atatürk (Turkey), Fulgencio Batista and Fidel Castro (Cuba), Francisco Franco (Spain), Saddam Hussein(Iraq), Ferdinand Marcos (Philippines), Benito Mussolini (Italy), Juan Peron (Argentina), and António Salazar (Portugal).


Athenian Democracy / “True Democracy” (modified from Wikipedia)
Athens a city-state including an area around the city called Attica in the area now called Greece, developed its democracy around the sixth century BC. Athens is one of the first known democracies. Other Greek cities set up democracies, most following the Athenian model, but none are as well-documented as Athens.
It was a system of direct democracy, in which participating citizens voted directly on legislation and executive bills. Participation was not open to all residents: to vote one had to be an adult, male citizen, and the number of these "varied between 30,000 and 50,000 out of a total population of around 250,000 to 300,000."[1] At times, the opinion of voters could be strongly influenced by the political satire of the comic poets at the theatres.[2]





Thursday, September 4, 2014

Thursday & Friday, 4-5 September

Homework was collected.

Class began with writing about the following question:

Are rules good things or bad things? Do you like following rules? Waht makes a good rule? What makes a bad rule? Who should make rules?

The class then discussed their thoughts.

The class had a variety of discussions using the values activity from last class.


Wednesday, September 3, 2014

Tueday & Wednesday, September 2 and 3

Class began with a detailed review of the syllabus, including grading policies, and academic honesty policies. I will edit this post and create a link to the entire document as soon as it is officially approved.

Each student then considered and wrote about what would make a perfect world. The word Utopia, which means "A Perfect World," as was the fact that utiopia literally means "no where" in its original greek form.

Mr. Zartler then introduced the following exercise. Although each pair is not an opposite, students were asked to consider how many times out of ten they would choose one or the other, or how much money they would spend to promote one choice over the other. The idea is to make a mark in the grey band to show relative degree of agreement with either idea. This work is due on Thursday/ Friday.