Foundations of Government 0506a
Vocabulary: Anarchy; Antifederalism;
Bureaucracy; Confederation; Constitutionalism; Direct Democracy; Federalism;
Indirect Democracy; Liberty; Nation; Oligarchy; The People; Pluralism;
Representative Democracy; Republic; Social Contract; Sovereignty; State;
Totalitarianism; Tyranny of the majority; Tyrant; Unitary Government
9/7
Class Intro & Purpose of Government (45 minutes)
*
Introduce self, class title, basic class rules. Hand out 3x5 cards for name, student number, period, grade, home
phone number, name of parents or guardians, expected grade, student number, 2
academic strengths, and 2 academic weaknesses.
10 minutes
* Have each student get out a sheet of paper. Answer the question: What is the purpose of
government? 8 minutes
* Number the students off into groups of 3. In the groups, they should read each other
their definitions. They then should
make a list of powers, abilities, and resources that the government should
have. They should also list where the
government will get the money to pay for those powers, abilities, and
resources. 17 minutes
* Assign (due tomorrow): Read the photocopied book
section. Warn the students that the
vocabulary list is already posted on the web site. Students are expected to get the vocabulary list and study it on
their own. They should do this as soon
as possible in order to understand the words used during the unit. Flash cards are strongly recommended. 5
minutes
* Assign (due Friday): Write a one-page letter to
me. 1 minute
* Ask for paper money donation. Discuss. 4 minutes
*
Materials 3x5 cards, class
expectation sheets; chapter photocopies.
9/8
Issues of the Government in the United States
*
Collect cash from anyone with five bucks.
5 minutes
*
Hand out a quiz on the reading. Take
the quiz. Trade and grade. 20
minutes
*
Hand out the class expectation sheets.
Put the web site address and my email address up on the board. Warn them that the slips at the bottom of
the class expectation sheets must be back by Friday or they will lose extra
credit. Explain that they may bring in a binder (of red, white, or green,
depending on their class period) for extra credit. They must have this in by Monday. Explain that if they bring in five dollars, I will let them keep
whatever photocopies they like, but otherwise I will have to keep track of
them. 10 minutes
*
Get the students back into groups of 3.
They should list where the government will get the money to pay for
those powers, abilities, and resources.
How exactly should they tax? 15 minutes
*
Have the groups double in size by combining two smaller groups into new bigger
groups. These double groups should
combine and clarify their powers lists.
They should also make a new list of powers that should be denied to the
government. 20 minutes
*
Have each group report out its findings. remaining time
* Materials reading quiz.
9/9
The Articles of Confederation
*
Collect the personal letters and any cash donations. 5 minutes
*
Lecture: "Regions and Economics of Colonial America" 35 minutes
*
Brainstorm on the board what sort of Constitution could serve the country
described in the lecture? What likely
problems would the government of a young nation face? How did the existence of states complicate things? How does this relate to the work you did in
the past couple of days. 20
minutes
*
Hand out the Articles of Confederation.
Due Monday: Each student should read the Articles and summarize in their
own words sections 2-6, 8, and 10-12.
remaining time
* Materials Articles of Confederation photocopy.
9/12
Confederation or Federalism - Problems
* Collect the Articles of Confederation
work. Discuss each article. Make a strengths and weaknesses chart on the
board. Try to get the kids to scrawl
all over their papers. 30 minutes
*
Hand out the three Wall Street Journal articles: Louisiana Resisted a US
Takeover, Who Should Call the Cavalry if Katrina Calls? and US Names 5
Firms to Build Housing. Read and
discuss how these issues fit the federalism issues as defined in the Articles
of Confederation argument. Focus on
Who Should Call
40 minutes
* Read pp. 29-41 in the Am Gov Book remaining time and homework
* Materials Federalist #10; Federalist #51; Copies of the
reading pages (defunct when book arrives)
9/13
The Issue of Federalism
*
Discuss the book reading section. Quick
outline of the issues on the board. 15 minutes
*
Hand out the college worksheet. Hand
out the college 3x5s at random. Give
the students some time to trade their colleges around until they have the ones
they like. Explain the assignment.
10 minutes
*
Lecture: "Enlightened Compromises and Enshrined Mistakes" 30
minutes
*
Hand out Federalist #10 and Federalist #51.
Students are to read the two and be ready to discuss them next day.
remaining time and homework
* Materials Federalist #10; Federalist #51; College Worksheet
#1
9/14
Federalists and Anti-federalists.
*
Students get time to read their Federalist Papers. Silent study time. 25 minutes
* Discuss the two federalist papers. How do they contradict? How are they similar? What criticisms of a strong federal
government are missing from the two papers? 25 minutes
* Hand out Anti-federalist #17. Read it aloud and discuss. 35 minutes
* Warn them that there will be current events
jeopardy on Friday.
* Materials Anti-federalist #17
9/15
College Worksheets and Essay #1
*
Meet in the library first thing. Work
on the college worksheets for the first half of the class. 45 minutes
* Return to class.
Get settled. 10 minutes
* Put the essay question up on the board. Discuss how to write it. Demand that students do some
pre-writing. Stamp off their work when
it is satisfactory. 30 minutes
* Warn them that there will be current events
jeopardy on Friday.
* Materials College worksheets; essay question print-out
9/16 Essay work time Other foundations
*
Hand out the essay grading rubric.
Discuss how it works. 10 minutes
*
Do a number of possible outlines to the essay on the board. Discuss how to answer the essay
question. Review how to use the
readings, use quotes, etc. 25 minutes
*
Hand out and reading time on the final book section. Essay work time if they like. 25 minutes
* Current Events Jeopardy. 25 minutes
* Materials Essay grading rubric
9/19 Objections and Answers
*
Collect the essays. Discuss the
answers. 15 minutes
* Discuss the last book section. 15 minutes
* Hand out and read silently Federalist #84. Have students make a list of objections
that #84 answers as they go along. Once
students are done reading, list the objections answered on the board. 30 minutes
* Number students off into groups of four. Have them discuss each issue and its answer
amongst themselves. They should also
decide whether they find the answer convincing. remaining time
*
Materials Federalist
#84
9/20 Unit Test
*
Unit Test. 45 minutes
*
Materials Unit test