Wednesday, February 29, 2012
Politics and Government Case Presentation Schedule
Tues, March 20 - Duncan v. Louisiana: Casey, Matt, John
Davendra, Kristen, Travis
Robinson v. California: Ben, Elizabeth, Jonathan
Patrick, Julia, Kelsy
Wed, March 21 - Kelo v. New London: Jay, Sharif , Mecca
David, Abdul, Sarah
Gideon v. Wainwright: Shamira, Simone, Emily
Justin, Willie, Red-Tiger
Fri, March 23 - Furman v. Georgia: Amanda Pagano, Chloe, Elijah
Aloudin, Destinay, Rubin, Celeste
Gregg v. Georgia: Ruth, Kady, Lucas
Davendra, Kristen, Travis
Mon, March 26 - Atkins v. Virginia: Henry, Alina, Alex
Patrick, Julia, Kelsy
Penry v. Lynaugh: Jay, Sharif , Mecca
David, Abdul, Sarah
Tues, March 27 - Bowers v. Hardwick: Casey, Matt, John
Justin, Willie, Red-Tiger
Romer v. Evans : Sarah, Sophia, Lawrence
Davendra, Kristen, Travis
Lawrence v. Texas: Ly, Bianca, Amanda H.
Aloudin, Destinay, Rubin, Celeste
Wed, March 28 - Griswold v. Connecticut: Amanda Pagano, Chloe, Elijah
Patrick, Julia, Kelsy
Roe v. Wade: Shamira, Simone, Emily
Justin, Willie, Red-Tiger
Planned Parenthood v. Casey: Ruth, Kady, Lucas
David, Abdul, Sarah
Friday, March 30 - California v. Bakke: Ly, Bianca, Amanda H.
Davendra, Kristen, Travis
Gratz v. Bollinger: Ben, Elizabeth, Jonathan
David, Abdul, Sarah
Tuesday, April 17 - Debates
Davendra, Kristen, Travis
Robinson v. California: Ben, Elizabeth, Jonathan
Patrick, Julia, Kelsy
Wed, March 21 - Kelo v. New London: Jay, Sharif , Mecca
David, Abdul, Sarah
Gideon v. Wainwright: Shamira, Simone, Emily
Justin, Willie, Red-Tiger
Fri, March 23 - Furman v. Georgia: Amanda Pagano, Chloe, Elijah
Aloudin, Destinay, Rubin, Celeste
Gregg v. Georgia: Ruth, Kady, Lucas
Davendra, Kristen, Travis
Mon, March 26 - Atkins v. Virginia: Henry, Alina, Alex
Patrick, Julia, Kelsy
Penry v. Lynaugh: Jay, Sharif , Mecca
David, Abdul, Sarah
Tues, March 27 - Bowers v. Hardwick: Casey, Matt, John
Justin, Willie, Red-Tiger
Romer v. Evans : Sarah, Sophia, Lawrence
Davendra, Kristen, Travis
Lawrence v. Texas: Ly, Bianca, Amanda H.
Aloudin, Destinay, Rubin, Celeste
Wed, March 28 - Griswold v. Connecticut: Amanda Pagano, Chloe, Elijah
Patrick, Julia, Kelsy
Roe v. Wade: Shamira, Simone, Emily
Justin, Willie, Red-Tiger
Planned Parenthood v. Casey: Ruth, Kady, Lucas
David, Abdul, Sarah
Friday, March 30 - California v. Bakke: Ly, Bianca, Amanda H.
Davendra, Kristen, Travis
Gratz v. Bollinger: Ben, Elizabeth, Jonathan
David, Abdul, Sarah
Tuesday, April 17 - Debates
Poltics and Government Case Presentations Rubric
PRESENTATION RUBRIC
Background and Historical Context
4 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; succinctly summarizes the facts of the case
3 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; succinctly summarizes the facts of the case.
2 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; summarizes the facts of the case.
1 - Demonstrates little to no understanding of the historical time period and the cause and effect relationship between significant events; weakly theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; does not discuss facts of the case.
Constitutional/Legal Understanding
4 - Clearly presents the relevant legal provisions and Constitutional question(s); provides concise summary of the Court's opinion; communicates a clear understanding of the opinion's arguments in a sophisticated manner; uses level three vocabulary; uses political, legal and cultural lenses to explain how the ruling may impacted later situations or may impact situations in the future
3 - Presents the relevant legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates an understanding of the opinion's arguments; uses political, legal and cultural lenses to explain how the ruling may impacted later situations or may impact situations in the future
2 - Presents legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates some understanding of the opinion's arguments
1 - Attempts to present legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates some understanding of the opinion's arguments
Evidence
4 - Provides succinct and relevant evidence from the majority (and possibly) dissenting opinions in a highly engaging manner; provides relevant, succinct direct quotes from majority and dissenting opinions
3 - Provides relevant evidence from the majority (and possibly) dissenting opinions; provides relevant direct quotes from majority and dissenting opinions
2 - Provides evidence from the majority (and possibly) dissenting opinions; provides direct quotes from majority and dissenting opinions
1 - Provides little or irrelevant evidence from the majority opinion
Significance
4 - Conveys a sophisticated understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses how the issue relates to current events and politics; mentions significant numerical and statistical/data
3 - Conveys a clear understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses a connection to a relevant current event; mentions significant numerical and statistical/data
2 - Conveys some understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses a connection to a relevant current event; mentions significant numerical and statistical/data
1 - Conveys little understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses no connections to a relevant current event; mentions no significant numerical and statistical/data
Discussion
4 - Facilitates engaging and interesting class discussion; provides visuals; raises interesting questions, claims and counter claims; all group members play a role in class discussion
3 - Facilitates interesting class discussion; raises interesting questions, claims and counter claims; all group members play a role in class discussion
2 - Facilitates class discussion; raises questions, claims and counter claims; most group members play a role in class discussion
1 - Facilitates little discussion; presentation is dominated by one or two group members
Background and Historical Context
4 - Demonstrates a clear and sophisticated understanding of the historical time period and the cause and effect relationship between significant events; theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; succinctly summarizes the facts of the case
3 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; succinctly summarizes the facts of the case.
2 - Demonstrates some understanding of the historical time period and the cause and effect relationship between significant events; attempts to theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; summarizes the facts of the case.
1 - Demonstrates little to no understanding of the historical time period and the cause and effect relationship between significant events; weakly theorizes how the historical context and/or previous rulings may have impacted the Court's opinion; does not discuss facts of the case.
Constitutional/Legal Understanding
4 - Clearly presents the relevant legal provisions and Constitutional question(s); provides concise summary of the Court's opinion; communicates a clear understanding of the opinion's arguments in a sophisticated manner; uses level three vocabulary; uses political, legal and cultural lenses to explain how the ruling may impacted later situations or may impact situations in the future
3 - Presents the relevant legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates an understanding of the opinion's arguments; uses political, legal and cultural lenses to explain how the ruling may impacted later situations or may impact situations in the future
2 - Presents legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates some understanding of the opinion's arguments
1 - Attempts to present legal provisions and Constitutional question(s); provides summary of the Court's opinion; communicates some understanding of the opinion's arguments
Evidence
4 - Provides succinct and relevant evidence from the majority (and possibly) dissenting opinions in a highly engaging manner; provides relevant, succinct direct quotes from majority and dissenting opinions
3 - Provides relevant evidence from the majority (and possibly) dissenting opinions; provides relevant direct quotes from majority and dissenting opinions
2 - Provides evidence from the majority (and possibly) dissenting opinions; provides direct quotes from majority and dissenting opinions
1 - Provides little or irrelevant evidence from the majority opinion
Significance
4 - Conveys a sophisticated understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses how the issue relates to current events and politics; mentions significant numerical and statistical/data
3 - Conveys a clear understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses a connection to a relevant current event; mentions significant numerical and statistical/data
2 - Conveys some understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses a connection to a relevant current event; mentions significant numerical and statistical/data
1 - Conveys little understanding of how the ruling has or may impact the lives of individuals in the group or others in our community; discusses no connections to a relevant current event; mentions no significant numerical and statistical/data
Discussion
4 - Facilitates engaging and interesting class discussion; provides visuals; raises interesting questions, claims and counter claims; all group members play a role in class discussion
3 - Facilitates interesting class discussion; raises interesting questions, claims and counter claims; all group members play a role in class discussion
2 - Facilitates class discussion; raises questions, claims and counter claims; most group members play a role in class discussion
1 - Facilitates little discussion; presentation is dominated by one or two group members
Tuesday, February 21, 2012
Politics and Government Break Homework - Due Monday, Feb. 27
Hey folks. I apologize for posting this late. It's due when you get back, but I understand if you need an extra day.
1) District of Columbia v. Heller
District of Columbia v. Heller (More detailed summary)
District of Columbia v. Heller (A simpler summary)
Colbert Report "Trigger Happy" - D.C. of Columbia v. Heller
Prepare a typed opinion analysis for submission. Remember to include excerpts from the opinion to support your work.
2) Mc Donald v. Chicago
Justices Extend Firearm Rights in 5-to-4 Ruling
The Aftermath of Mc Donald v. Chicago
Answer in notebook: What was the court's rationale for its ruling? What was the rationale behind the dissenting opinion? Which do you agree with and why? Why is this case significant? How do you think this ruling will impact the future of gun control?
3) Weeks v. United States
Identify the "exclusionary rule"
U. S. v. Santana
Identify "hot pursuit"
4) Mapp v. Ohio
Read and summarize. Be prepared to discuss.
5) Secret NYPD Demographic Unit revealed
Read and summarize article. State your opinion. (Graded for credit in notebook; expect to discuss)
6) Miranda v. Arizona
PBS Miranda v. Arizona
Summarize this case in notebook.
1) District of Columbia v. Heller
District of Columbia v. Heller (More detailed summary)
District of Columbia v. Heller (A simpler summary)
Colbert Report "Trigger Happy" - D.C. of Columbia v. Heller
Prepare a typed opinion analysis for submission. Remember to include excerpts from the opinion to support your work.
2) Mc Donald v. Chicago
Justices Extend Firearm Rights in 5-to-4 Ruling
The Aftermath of Mc Donald v. Chicago
Answer in notebook: What was the court's rationale for its ruling? What was the rationale behind the dissenting opinion? Which do you agree with and why? Why is this case significant? How do you think this ruling will impact the future of gun control?
3) Weeks v. United States
Identify the "exclusionary rule"
U. S. v. Santana
Identify "hot pursuit"
4) Mapp v. Ohio
Read and summarize. Be prepared to discuss.
5) Secret NYPD Demographic Unit revealed
Read and summarize article. State your opinion. (Graded for credit in notebook; expect to discuss)
6) Miranda v. Arizona
PBS Miranda v. Arizona
Summarize this case in notebook.
Sunday, February 12, 2012
Saturday, February 11, 2012
Democratizing Twentieth Century America - Feb Break Assignment - Due Mon, Feb 27
1) Read Zinn chap 17: "Or Does it Explode?"
2) Identify the each of the following terms. Consider the significance of each. How does the term relate to the essential question for the unit? Provide at least one quote from the text to support your notes for each term:
a) southern blacks and the communist party
b) Angelo Herndon
c) Harry Truman and blacks
e) Truman's Committee on Civil Rights
f) use of Federal Courts
g) Martin Luther King
h) Greensboro, NC
i) CORE/Freedom Rides
j) John Kennedy and blacks
k) SNCC
l) Lyndon Johnson and blacks
m) Arthur Sschlesinger: A Thousand Days
n) unemployment, poverty rates whites/blacks
o) Lyndon Johnson
p) Watts, Los Angeles
q) black migration to the North
r) Julius Lester
s) urban riots, 1967
t) National Advisory Committee on Urban Disorders
u) "Black Power Movement"
v) Black Panthers
w) Civil Rights Rights Act 1964, 1965, 1968
x) Vietnam War
y) King, FBI
z) COINTELPRO
aa) "black capitalism"
Question: What did Malcolm X think about Martin Luther King's march on Washington? Provide at least one quote from the Malcolm X excerpt on 457-458.
Be prepared to participate in several class discussions on this chapter.
3) Read "Blacks in the Cold War Era"
4) Answer the following questions:
a) What was the purpose of the San Francisco Conference. Discuss blacks' attitudes about the San Francisco Conference. **3 quotes
b) How did blacks hope to use the U.N?
c) Discuss the gains blacks made via the Supreme Court.
d) Identify: "To Secure These Rights"
e) How did Harry Truman impact the status of blacks?
f) Provide 3 examples of evolution of black voting rights after WWII
g) Discuss NAAWP, White Citizens' Councils and interposition. How did these all impact African Americans?
h) In what ways did whites use violence to resist?
i) What is "white flight"? What caused it and how did imoact housing trends?
j) Discuss three gains blacks made regarding employment post WWII.
2) Identify the each of the following terms. Consider the significance of each. How does the term relate to the essential question for the unit? Provide at least one quote from the text to support your notes for each term:
a) southern blacks and the communist party
b) Angelo Herndon
c) Harry Truman and blacks
e) Truman's Committee on Civil Rights
f) use of Federal Courts
g) Martin Luther King
h) Greensboro, NC
i) CORE/Freedom Rides
j) John Kennedy and blacks
k) SNCC
l) Lyndon Johnson and blacks
m) Arthur Sschlesinger: A Thousand Days
n) unemployment, poverty rates whites/blacks
o) Lyndon Johnson
p) Watts, Los Angeles
q) black migration to the North
r) Julius Lester
s) urban riots, 1967
t) National Advisory Committee on Urban Disorders
u) "Black Power Movement"
v) Black Panthers
w) Civil Rights Rights Act 1964, 1965, 1968
x) Vietnam War
y) King, FBI
z) COINTELPRO
aa) "black capitalism"
Question: What did Malcolm X think about Martin Luther King's march on Washington? Provide at least one quote from the Malcolm X excerpt on 457-458.
Be prepared to participate in several class discussions on this chapter.
3) Read "Blacks in the Cold War Era"
4) Answer the following questions:
a) What was the purpose of the San Francisco Conference. Discuss blacks' attitudes about the San Francisco Conference. **3 quotes
b) How did blacks hope to use the U.N?
c) Discuss the gains blacks made via the Supreme Court.
d) Identify: "To Secure These Rights"
e) How did Harry Truman impact the status of blacks?
f) Provide 3 examples of evolution of black voting rights after WWII
g) Discuss NAAWP, White Citizens' Councils and interposition. How did these all impact African Americans?
h) In what ways did whites use violence to resist?
i) What is "white flight"? What caused it and how did imoact housing trends?
j) Discuss three gains blacks made regarding employment post WWII.
Democratizing Twentieth Century America Homework - Due Wed, Feb 15
**be sure to scroll down, there are also assignments due Monday and Tuesday**
1) Read the following:
The Cold War (1945–1963)
Overview
Summary of Events
Key People & Terms
The Postwar World: 1945–1949
The Start of the Cold War: 1947–1952
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
3) Finish reading Zinn, chap 16.
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
Julius and Ethel Rosenberg
House Un-American Activities Committee
ACLU
U. S. Military Expenditures
Marshall Plan
John F Kennedy
Fidel Castro/Cuban Revolution
1) Read the following:
The Cold War (1945–1963)
Overview
Summary of Events
Key People & Terms
The Postwar World: 1945–1949
The Start of the Cold War: 1947–1952
2) Construct notes based on what you've read. Make sure you include important people, events, statistical/numerical data, institutions and organizations.
3) Finish reading Zinn, chap 16.
4) Identify each of the following terms. For each, describe in your own words and provide a supporting quote from the text:
Julius and Ethel Rosenberg
House Un-American Activities Committee
ACLU
U. S. Military Expenditures
Marshall Plan
John F Kennedy
Fidel Castro/Cuban Revolution
Subscribe to:
Posts (Atom)
