Government and Economies of Latin America

 

EQ:

• What are the governments and economies like in Latin America?

Engage:

• Provinces of Argentina Geography Now (23:31)
• Peron's Vision for Argentina

Explore:

• Discovery Education 3.4 Government and Economy of Latin America

Explain:

• Latin America Study Guide

Evaluate:

• Assessment

Government and Economies of Latin America

EQ:

• What are the governments and economies like in Latin America?

Engage:

• Provinces of Argentina Geography Now (23:31)
• Peron's Vision for Argentina

Explore:

• Discovery Education 3.4 Government and Economy of Latin America

Explain:

• Latin America Study Guide

Evaluate:

• Assessment

Extend: 

Government and Geography of Europe Day 1

 

 EQ: What role do government and economic systems play in the lives of Europeans?

Engage:

• A Dividing Wall Comes Down

Explore:

• Rick Steves' Berlin (25:04)
• Postwar Europe
• Free Market VS Command Economy (2:33)
• The Beginning of the Cold War (11:05)
• The Marshall Plan (2:35)
• The Fall of USSR
• The Break up of Czechoslovakia and Yugoslavia
• Ethnic Cleansing in Bosnia and Serbia (4:00)

Explain:

• How did Europe change after the end of World War 2?
• What brought about the fall of the Soviet Union?
• How did ethnic tensions contribute to political change in Eastern Europe?

Evaluate:

• Rick Steves' Worksheet

Government Vocabulary

EQ:  

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Engage:

• Draw a picture of what the word social studies means to you.
• Observe pictures drawn by other students, see if you can see how that picture represents social studies. 

Explain:

1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions. 
2. Draw a picture of the vocabulary word. 

1. democracy
2. unitary
3. parliamentary
4. federal
5. authoritarian
6. direct democracy
7. executive
8. confederate
9. authority
10. preamble
11. sovereign
12. oligarchy
13. legislative
14. state
15. government
16. dictatorship
17. executive branch
18. public policy
19. representative democracy
20. presidential
21. monarchy
22. totalitarian

Bill of Rights

  EQ:

• How does the Bill of Rights help the government balance the rights and order in the US political system?

Engage:  

• The Rights of the People
• Liberty vs. Security w/ worksheet
• Griot B Bill o' Rights (5:15)

Explore:

• Rights Before the Revolution
• Protecting the People
• Personal Liberty
• Rights of the Accused
• Limited Government

Explain:

• Why were Americans fearful of a strong central government?
• How did the Bill of Rights calm people's fears about a strong central government?
• How does the Bill of Rights protect personal freedom?
• How does the Bill of Rights protect against abuse of the justice system
• How does the Bill of Rights limit the power of the central government?

Evaluate:

• Assessment

Extend:

Constitutional Convention

EQ:

•  How did the Constitution affect the balance of power?

Engage:

• Crash Course History: Constitutional Compromise (8:56)
• A Meeting of the Minds

Explore:

•  A More Perfect Union
• Great Compromise
• The Question of Slavery 3/5 Compromise Hip Hughes (4:31)
• States Power
• The Question Goes to the People
• Ratification

Explain:

• How did the Philadelphia Convention begin?
• How did  a major disagreement lead to one of the key features of the US government?
• How did the question of slavery shape the new government?
• In what ways does the Constitution limit the powers of the national government?
• How did debate over the Constitution lead to the creation of the Bill of Rights?
• How was the Constitution finally agreed upon?

Evaluate:

• The students will answer each question under Explain

Extend:

• Crash Course History The Constitution (13:03)

Articles of Confederation

https://en.wikipedia.org/wiki/Articles_of_Confederation#/media/File:Articles_page1.jpg

EQ:

• How well did the Articles of Confederation meet the needs of the new nation?

Engage:

•  A Government Built From Scratch

Explore:

•  Governing a New Nation
• Accepting a Central Government
• A Blueprint for Expansion
• Problems with the Articles of Confederation at Home
• Problems Competing with British Commerce
• Problems with Spanish Land Claims
• Rebellion in a New Nation
• Shay's Rebellion Video

Explain:

• Were the Articles successful?
• What were the weaknesses of the Articles?
• How did Shay's Rebellion doom the Articles?

Evaluate:

•  Assessment

Government and Economics of Latin America

https://jet.fandom.com/index.php?title=File:Latin_America.gif&limit=20&showall=0

Today we are using Discovery Education to learn about the governments and economies of Latin American countries.

As you learn you will be filling out a study guide. You will use this study guide to prepare for an assessment over the information. Make sure you get the correct answers to the questions and learn the vocabulary.

EQ:

• What are the governments and economies like in Latin America?

Engage: 

• Peron's Vision for Argentina

Explore:

• Discovery Education 3.4 Government and Economy of Latin America

Explain:

• Latin America Study Guide

Evaluate:

• Assessment

Purpose and Form of Government (1.2) Vocabulary Day 2

Engage:

• Use white board markers to draw a picture of what the word social studies means to you.
• Observe pictures drawn by other students, see if you can see how that picture represents social studies. 

Explain:

1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions. 
2. Draw a picture of the vocabulary word. 
3. Use the vocabulary word in a sentence that shows understanding of the content you are learning. 

1. democracy
2. unitary
3. parliamentary
4. federal
5. authoritarian
6. direct democracy
7. executive
8. confederate
9. authority
10. preamble
11. sovereign
12. oligarchy
13. legislative
14. state
15. government
16. dictatorship
17. executive branch
18. public policy
19. representative democracy
20. presidential
21. totalitarian
22. monarchy

We the People Art Project

https://commons.wikimedia.org/wiki/File:Constitution_We_the_People.jpg

EQ: Who are the people in We the People?

Engage:

• When written in the Constitution 'We the People' referred mostly to white men who owned property. What does it mean today?

Explore:

• Lead the class in a discussion of what 'We the People looks like today. Who are 'the people' today? 
• How did the 13 Amendment Abolition of slavery change it?
• How did the 19 Amendment Women's suffrage change it?

Evaluate:

• Create a picture of what 'We the People meant in 1787 and what it means today. How will you show the changes in meaning?

Purpose and Form of Government (1.2) Day 1

https://giphy.com/gifs/clioawards-1-countdown-1oGXIfTqZgO7TcMvno

Essential Questions:

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Explore:

• Take Me To Your Leader (2) Read the passage  
• A Social Contract (3) Read the passage and do Hobbes vs. Locke: Venn Diagram worksheet.
• The American Experiment (4) Read the passage.
• What Is the Purpose? (5) Read the passage. Watch the videos. Do the Preamble Matching activity. 
• Defining a Government (6) Read the passage and do Forms of Government: Main Idea Web worksheet.

Explain:

1. Write the definitions of the vocabulary words (those in blue with links to explanation page) using your own words. Do not copy the definitions. 
2. Draw a picture of the vocabulary word. 
3. Use the vocabulary word in a sentence that shows understanding of the content you are learning. 

American Government: Purpose and Form of Government (1.2)

https://en.wikipedia.org/wiki/Government

Essential Questions:

• What is the purpose of government?
• What are the different kinds of government?
• What are the characteristics of different kinds of government?

Engage:

• What Should a Government Do? Watch the Hurricane Ike video and do the After a Natural Disaster activity.

Explore:

• Take Me To Your Leader (2) Read the passage and do State: Vocabulary Chart worksheet.
• A Social Contract (3) Read the passage and do Hobbes vs. Locke: Venn Diagram worksheet.
• The American Experiment (4) Read the passage.
• What Is the Purpose? (5) Read the passage. Watch the videos. Do the Preamble Matching activity. 
• Defining a Government (6) Read the passage and do Forms of Government: Main Idea Web worksheet.
• To Rule with an Iron Fist (7) Read the passage and create a chart similar to the Types of Government graphic organizer. Fill out the chart for the section on Monarchy.
• Other Forms of Authoritarian Rule (8) Read the passage and fill out the chart for the sections on Oligarchy, Dictatorship, and Totalitarian State.
• Direct vs. Indirect Democracy (9) Read the passage and fill out the chart for the sections direct Democracy and Indirect Democracy.
• By the People, for the People (10) Read the passage and fill out the chart for the sections Unitary Government, Confederate Government, and Federal Government.
• Types of Government (11) Read the passage and fill out the chart for the sections Presidential Government and Parliamentary Government. 

Elaborate:

• Governments and Freedom: Investigation (3) Read the map and answer the questions.

Evaluate:

• Read the Review carefully.
• Assessment

Even the Founders Made Mistakes: Why the Articles of Confederation Was Replaced by the Constitution

https://commons.wikimedia.org/wiki/File:Articles_page1.jpg

The Second Continental Congress, after signing the Declaration of Independence, had to come up with some rules with which they could govern the colonies. They created the first constitution, the Articles of Confederation, which lasted through the winning of the American Revolution. Eventually its weaknesses were exposed and was replaced by the US Constitution.

https://commons.wikimedia.org/wiki/File:Constitution_of_the_United_States,_page_1.jpg

Essential Question: What events led to the writing of the US Constitution?

Engage:

• What Were the Articles of Confederation? video (2:28)

Explore:

• Video The Making of the Constitution (54:08) from the series Liberty: The American Revolution published by PBS

Explain:

• How did Shay's Rebellion expose the weakness of the Articles of Confederation?
• Who were the Federalists? Anti-Federalists?
• Why did some of the Framers demand a 'Bill of Rights'? 

Evaluate:

• Student Questions PDF

Extend:

•  Liberty Episode 6 Site
• Philadelphia 1791 Newspaper

What Are Our Rights In School? What Are Our Responsibilities?

In 1776 a group of men were meeting to discuss how to react to their country's lack of response to questions about their rights as citizens. A group of these men decided that independence was the only way to address their grievances, effectually breaking ties with a government they felt was not respecting their rights. Before they could bring their idea to a vote, the decided to form a committee to explain why they felt they needed independence. The Declaration of Independence identified rights that all men have 'certain unalienable Rights, that are among these are Life, Liberty, and the pursuit of Happiness.

In 1789, inspired by the United States, the French National Constituent Assembly created the Declaration of the Rights of Man and of the Citizen. Its second article defined the rights of man as, "liberty, property, safety and resistance against oppression."

In 1848 in Seneca Falls, New York the Seneca Falls Convention was held. It was organized by female Quakers from the area along with Elizabeth Cady Stanton. During that meeting the Declaration of Rights and Sentiments was passed, which was modeled after the Declaration of Independence. It stated, "We hold these truths to be self-evident: that all men and women are created equal, that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty and the pursuit of happiness;..."

https://commons.wikimedia.org/wiki/File:Woman%27s_Rights_Convention.jpg

If we had to come up with our Declaration of Student Rights, what rights would it identify? Let's create a statement that identifies these rights and finish the sentence below.

We the students of Noel Elementary hold these truths to be self evident; that all students are created equal, that they are endowed by their Creator with certain inalienable rights: that are among these.......

https://everythingfunny.org/funny-quotes/41193/attachment/today57-4

What does it mean to be a responsible student? Here is the definition of responsibility:

https://www.merriam-webster.com/dictionary/responsibility

How do we show responsibility in the classroom? In the school? What things should we be responsible for while at school?

Make a list of 5 responsibilities you have at school. We will compare these with the other students. Can we identify five together that we agree are important?

STUCO Candidates Speeches 2013

Presidential Candidates' Speeches

Vice Presidential Candidates' Speeches

Treasurer Candidates' Speeches

Secretary Candidates' Speeches 

Representative Candidates' Speeches

Creating Norms for Our Classroom Community

Today we spent almost all day working on classroom norms. Norms are basically expectations of the community. We looked at rules from school board policy to my own classroom rules. The norms they came up with deal directly with with how a learning community should look. We spent a lot of time trying to come up with positive statements about what we should do.

Here is a link to the 10 norms the students identified.

 At the end of the day the students identified two they support and had to write why they should be norms. Tomorrow the students will debate the norms (using what they wrote today) and will then vote. A simple majority is all that is necessary to accept them. The students will also devise a mechanism to revisit the norms so they can add to them or get rid of ones they no longer want.