Tuesday / Wednesday 28-29 October

The class studied the process of constitutional amendment. The class categorized the amendments already made to the Constitution. The class studied pages 72-77 of the text and focused on knowing the process of amendment.

The class then focused on the history of the Federal Equal Rights Amendment and compared it to Ballot Measure 89: Oregon's Equal Rights Amendment.

Monday, 27 October

Class focused on finishing analyzing ballot measures 90, 91, and 92.

Students were told to bring their texts to the next class.

Thursday / Friday 23-24 October

Class will focus on analyzing Ballot Initiatives on the November 2014 ballot.

Monday & Tuesday / Wednesday 20-22 October

Class took notes on a timeline of voting rights.

Students should have one sentence each on:
Colonial Times; 1848; 1870; 1889-90; 1920; 1957; 1964; 1964 Civil Rights Act; 1965 Dr. King, et. al.; 1965 Voting Rights Act; 1971; 2013; 2014.

Class then looked at parts of the November 2014 Voters Pamphlet. We discussed  several candidate races.

How to Vote?

In Oregon we vote for both candidates who -- will hold office and make laws if they win --  and directly on proposed state and local laws. Oregon produces a Voter’s Pamphlet to ensure that voters have access to a variety of information; no one edits or “fact checks” what is published however. Anyone can submit an argument “in Favor” or “in Opposition” for $300.

TOPIC	LEFT	RIGHT
Government	A strong government is a good way to help people and society.	Government should be as small as possible to allow for individual freedom.
Taxes	The wealthy should pay more in order to provide for the less fortunate.	Taxes should be kept low for everyone; the money a person earns is theirs to spend as they choose.
Jobs	Jobs are created by educating citizens, spending on public projects like schools and roads.	Entrepreneurs will create jobs if government stays out of their way.
Economic Success	The government should pass rules to allow everyone a good chance at success.	Success is simply a matter of working hard; the government should stay out of peoples’ lives.
Environment	We need to protect the world we live in; climate change is a threat to the world and to humans.	People will protect the environment if there is profit to be made. Natural resources are best used to grow our economy.

CANDIDATES:

Does the candidate seem to have similar values as I do?

Does the candidate agree with me on key issues?

Does the candidate seem trustworthy, honest, wise, caring, experienced?

Does the candidate belong to the political party that I support?

How do people and groups I know and trust feel about the candidate? (Or the opposite)

Is the candidate a member or better representative for an under-represented group?

Is the candidate better than “the other guy”?

BALLOT INITIATIVES:

What is the basic idea?

Do I agree with the idea?

Does the proposal align with my values?

How do people and groups I know and trust feel about this idea? (Or the opposite)

Will it solve a problem?

Will it create (a) problem(s)?

Is it fair? Is it just?

Will it cost a lot? Is the cost worth it?

Will it generate revenue? (How will the new revenue be used?)

Thursday / Friday 16 / 17 October

Using this video on the concept of "One Person -- One Vote" students used the following to track and learn key concepts.

Note the homework assignment at the bottom of the second sheet:
Create a political cartoon illustrating the unfairness of under-representation in decision-making. The cartoon can be based on historical, current, or hypothetical example. Your work will be posted around the room. Your fellow students will walk around the gallery writing comments about other students work on the paper below and initialing their comments. Try to communicate your position clearly. Be creative! (Remember that political cartoons often use personification; captions; labels; and exaggeration.)

Tuesday / Wednesday 14 / 15 October

Students in 2nd and 3rd periods turned in their essays on "The Great Compromise".

Students in 5th & 6th period spent time on a final peer-feedback and peer-edit activity.

Both classes studied the arguments of supporters of Columbus Day in contrast to the articles examined in the previous class.

Periods 2 and 3 wrote and turned in responses.

Monday, 13 October

Students were reminded of the major paper due tomorrow. Questions were answered.

The class jigsawed two documents relating to Columbus Day vs. Indigenous People Day.

The lesson will continue next class.

Thursday, 9 October

Students were instructed to do a self and peer editing activity with their final rough drafts.

Periods 2 & 3 viewed Students also watched the following http://www.annenbergclassroom.org/page/our-constitution-a-conversation  a film in which Supreme Court Justices discuss the Constitution.

Tuesday / Wednesday 7 / 8 October

Class was focused on understanding some of the history and theory behind the Constitution.

Students watched  http://www.annenbergclassroom.org/page/key-constitutional-concepts  and worked on a graphic organizer to understand the material. The organizer helped students identify conflicts, compromises, and participants in the Constitutional Convention. Relevant information is in the first 20 minutes, and additional intersting information is from 41:40 on.


2 & 3rd period students were told to bring a final rough draft next class. 5th & 6th period classes are to bring one on Wednesday, Oct. 15th. Papers are due on Tuesday the 14th for periods 2 & 3 and on Friday the 17th for periods 5 & 6.

Monday, 6 October

Students were reminded that Mr. Zartler must be out of the class this week.

HOMEWORK: Essay due Tuesday, 14 October for periods 2 & 3; and Friday, October 17 for periods 5 & 6.

The essay should address the following questions:
Was the "Great Compromise" a good solution? and What changes would you make to our Constitution? (Most students will address that question in their conclusion.)

The essay should show knowledge of:
The Articles of Confederation
The Virginia, New Jersey, and Connecticut "The Great Compromise" Plans
The Six (6) Principles of the Constitution (students wishing a challenge may address the addition of "Individual Liberties" as well.
The "case study" of the Electoral College and the idea that the framers of the Constitution did not fully trust regular folk to make decisions.

Students may incorporate charts or graphics to assist in their explanations.

2 & 3 period students should have a final rough draft on the 9th. 5 & 6 th period students should have a final rough draft on the 15th.

On the 15th period 5 will meet in room #129 and period 6 will meet in room #11.

The class then completed a couple of exercises to remind students about the importance of repeating key words from the introduction in the topic sentences of body paragraphs.

The class also reviewed key facts for the paper.

Students were given grade print outs and reminded to make up missing or incomplete work.

Thursday / Friday 2/3 October

Class began with a review of grading policy, and the importance of revising work to show knowledge and skills.

Homework was checked and shared in class.

The Electoral College was used as a "case study" on the implications of the "Great Compromise" on the structure and function of our government.

The class watched one or both of these biased videos https://www.youtube.com/watch?v=7wC42HgLA4k&index=32&list=PLqs5ohhass_QZtSkX06DmWOaEaadwmw_D

https://www.youtube.com/watch?v=OUS9mM8Xbbw&index=31&list=PLqs5ohhass_QZtSkX06DmWOaEaadwmw_D

about the electoral college.

We also discussed the following ideas:

Finally, in small groups students began identifying ways the United States is structured to be stable and predictable.

Homework: Students were asked to revise and add details and examples to the draft essay on the effects of "The Great Compromise" for next Monday.

Thank you for coming tonight!

This blog is one way that try to help support your students, and be in touch with you.

The blog can be found by going to my page on the Grant Website, or by googling "Zartler Government."

My Email is jzartler@pps.net

My phone is 503.916.5160 x75-700

The course syllabus for Government and Economics can be found on the district website; or from my page on the Grant Website.

If I'm unable to answer you question after my brief presentation, please feel free to email or call.

I am very much looking forward to helping your student succeed in school; become more ready for his or her next steps; and read, write, speak, and think more clearly; and to feel and be empowered to participate in our governance.

I plan on shaking all of my students' hands on June 9th, see you there!