Politics and Government Homework - Due Monday, November 14

1 - Define the following words. List part of speech and use each in a sentence. (* no sentence required)

unscrupulous
indelible
encumbered
etiolating: to make pale; to deprive of natural vigor, make feeble
intrepid
megalomania
in posse*: in potential but not in actuality.
in esse*: actually existing
cohere
remuneration
locution
arbiter
ambivalence
venery*: sexual indulgence
peripatetic
bemuse
at par
platonic*
parricide*: the act of murdering one's father (patricide), mother (matricide) or other close relative, but usually not children (infanticide).
the act of murdering a person (such as the ruler of one's country) who stands in a relationship resembling that of a father
a person who commits such an act
mortify
apostate
vexing dexterity
amoral
concomitant
votary
phalanx*
usurp
approbation
machination
pseudonym
candor
epitaph
candor
obstinate
ardent
nimbus*
adroit
chrub
pagan
belligerent
jingo
prescience
antipathy
unilateral
felicity
querulous




2 - Read Chapters 4 and 5 in Vidal

Take notes. If you type your notes please tape into notebook. Your notes will be graded on a 4 point scale. There will be a separate grade for each chapter. See rubric below




Rubric Chap 4

4 - clearly shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- clearly demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and well organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



3 - shows connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- demonstrates understanding of all the text's central ideas
- provides evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes are neat and organized; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



2 - shows some connections to Essential Question: Did the Constitution's framers intend to create a revolutionary and democratic government?
- discusses several of, but not all of the following: John Adams, Alexander Hamilton, Thomas Jefferson, George Washington, Henry Knox, James Madison, Senator Maclay and the role of the president's cabinet; discusses foreign policy divisions, the characters' attitudes about the government, the characters' attitudes about each other, checks and balances, The Assumption
- discusses key/important events
- demonstrates some understanding of the text's central ideas
- provides some evidence/quotes to support your claims/arguments; evidence includes numeric data, relevant people and events
- notes show some organization; contain headings that show general ideas; contain bullets, numbers, letters or other symbols to distinguish supporting ideas and evidence



1 - is you serious?