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Mr. Anzelc's Government Class
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 I am excited to complete my student teaching here at R.G. Drage. I am sure it will be a great learning opportunity, not only for me but you as well.
The purpose behind this website is to keep students (and hopefully parents) informed as to what is going in class. It is my goal to write a brief blog everyday explaining what occurred in class and to remind students of assignments with their corresponding due dates. While I am still new to this website format, I intend on posting all notes (guided notes worksheets, Power Points, Prezis) and in class activity worksheets to the website as well. In doing so, absent students will have access, at their convenience, to all of the material presented in class. This will prevent "lost time" during the class spent copying missed information.
If at anytime you are confused or have a question about an assignment, the notes in class, or topics we are talking about, come find me. I will be glad to help in anyway possible. The goal of my class is not to "get though" the material, but to "guide"students in the process of learning.
Sincerely,
Mr. Anzelc
**Information regarding Prezi**
First, it should be noted that the "Prezi" Presentations require Adobe Flash to be viewed. When accessing a Prezi, click on the link provided to the right featuring the title of the presentation desired. Once the presentation loads, hover over the "MORE" button in lower right hand corner of the viewing box. Click "FULL SCREEN" to expand the picture. The presentation can then seen by clicking on the "Play Triangle" in the center to advance each transition. Once finished, hit the ESC key to exit the Prezi. |
Friday, April 20, 2012
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Today all classes turned in their economics review packet prior to taking the test. Those who were absent for the test will take it on Monday or the next day they attend class. Most classes finished the test with plenty of time to work on other missing or late work.
In connection to missing or late work, it was announced that Mr. Renner will be taking back the classroom instruction starting on Monday, April 23. I will still be in the room, but not as the main instructor. All students were advised that any missing or late work had to be turned in prior to my last day (Friday, April 27) anything turned in after that will NOT be accepted.
Any questions regarding new material or assignments should be directed to Mr. Renner.
ASSIGNMENTS:
* Any missing or late work: ASAP |
Thursday, April 19, 2012
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Today was a fairly simple day. Students worked on their review packets handed out this week and any other missing work they needed to turn in. Classes also engaged in a review game for extra credit points on tomorrow's test.
In hearing of a possible "Senior Skip Day" to take place tomorrow, it was announced to every class that anyone who is not present the day of the test will be required to take it on Monday or the first day of their return.
ASSIGNMENTS:
* Economics Review Packet: Collected before test
* Economics Test: Friday, 4/20
* Any Missing/late Work ASAP |
Wednesday, April 18, 2012
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All of the classes still needed to complete of the "Types of Economies chart. The classes completed the "mixed economy" section and watched a short video (imbedded in the presentation) describing how the U.S. exemplifies a mixed economy.
The students were also provided with the review packet that will be due before the test on Friday. While students worked on the review, those with missing work or failing grades were informed of their status and were shown the assignments still outstanding.
ASSIGNMENTS
* Economics Test Friday
* Review Packet Due Friday
* ALL missing/late work ASAP |
Tuesday, April 17, 2012
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As a class we filled out a chart (Types of Economies Chart) using a Powerpoint (Types of Economies) as our guide.The focus was to define, identify key characteristics, and find examples of each of the main economies.
The presentation also featured a 10 min. education video (the link is imbedded in the PowerPoint). While the video was produced in 1948, it does a really good job of putting the complexity of a capitalistic economy in perspective and providing concrete example situations.
Tomorrow, we will finish the chart and students will be able to start the review packet (Economics Review) in preparation for the test on Friday.
ASSIGNMENTS
* Review Packet due Friday before test (April 20)
* Test Friday, April 20
* Any missing or late work ASAP |
Monday, April 16, 2012
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To get back in the swing of things, students worked with a partner on a After Break Economics Review. This allowed students get reacquainted with economics and the concepts started before spring break. Students were given 20 minutes to get as much as they could done. What was not finished is required homework DUE tomorrow.
We then continued the exploration of economics by looking at the decisions made. Specifically, we looked to answer:
1) How do people decide what to produce and how much?
2) What is taken into consideration when determining "how" a good or service is produced?
3) Explain the role of society in determining who will get the goods and services produced.
The notes are provided in a Prezi titled, Making Economic Decisions. The notes and review packet (After Break Review) are available for download along the side of this webpage.
ASSIGNMENTS:
* Economics After Break Review: DUE Tuesday, April 17
* Economics Test: Tentatively scheduled for Friday, April 20 |
April, 6th - April 15th
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| NO SCHOOL due to spring break :) |
Thursday, April 5, 2012
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being the last day before spring break, we did something a little different. The class participated in taking an online citizenship test. The test was featured on the Dayton-Daily News and is a 100 question multiple choice test required to become a citizen.
Students competed against each other, with those who passed (75%) earning extra credit and the student with the highest score in the class receiving candy.
Every class had multiple people pass the exam, with the highest score of all classes being a 93%.
If you want to challenge your citizenship knowledge, take the test using the link featured on the top right portion of my webpage. |
Wednesday, April 4, 2012
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Today, we finished answering the learning objectives started on Monday. The focus of the notes was on the second portion of the learning objectives:
1. Identify the factors taken into account when making economic choices
2. How does scarcity affect economic choices?
With the notes completed, students had the opportunity to complete and turn in their vocabulary packet and "Want-Satisfaction" chain from the day before. |
Tuesday, April 3, 2012
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The notes for today was brief and appears on the right side of the web page as Production, Distribution, and Consumption. The purpose for today's activities, was to introduce the "wants-consumption chain" in a manner that students can relate to.
After going through the notes and an example chain, students paired up with others in their program. They then completed a similar chain using their program and future professions as the basis for the products or services that would be provided.
ASSIGNMENTS
* Vocabulary packet: DUE Wednesday, April 4
* Wants- Consumption Chain: DUE Wednesday, April 4 |
Monday, April 2, 2012
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Today was the first day looking at the economics in earnest. Over the next few days, we are going to examine what an economy is and answer the following questions:
1. What are the factors that determine people's wants?
2. What resources do people use to satisfy their wants?
3. Explain the production, distribution, and consumption process
4. Describe the "want- satification" chain applied to a given situation
5. Identify the factors taken into account when making economic choices
6. How does scarcity affect economic choices?
Today's notes focused on answering the first two questions on our list of objectives. In addition to the notes, students were provided with the vocabulary packet for this section of the chapter.
*All Notes for this week are in ONE PowerPoint "WHAT IS AN ECONOMY?"
ASSIGNMENTS
* What is an Economy? vocabulary packet: DUE Wednesday. April 4
1) 1) |
Friday, March 30, 2012
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After finishing with the local government unit yesterday, today we started to explore a topic that binds all three forms of government studied together-- Economics.
To start students, responded to a bellowork topic: How has the economy of the past few years affected your life? Due to the personal nature of the question, students were asked only to write their response as they will not be shared.
Students were then asked to provide a one sentence response to the question, "What is economics?". Many of the responses featured money as the main component. However, we explored that economics as simply, "the study of how people choose to use resources". Furthermore, we expanded the topic slightly by adding in the basic concept of "wants vs. needs" and "cost vs. benefits". The two main resources focused on during the activity was "Money" and "Time". In order to connect with the concepts, two hypothetical scenarios were presented (one involving money and the other time) in which students were asked to identify the want, need, cost, and benefit of the situation/decision.
While the activity brought the complexity of economics to its bare minimum, a video clip "Did You Know?" put the the importance of economics into perspective.
ASSIGNMENTS
* Any missing or late work ASAP |
Thursday, March 28, 2012
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Today all classes completed a test covering the local government. Students were also provided with time to turn in any late or missing assignments.
Tomorrow, we will begin the next unit focusing on the economy. Students will work together on an activity to reveal the basics of economics.
ASSIGNMENTS:
* Turn in any late or missing work ASAP
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Wednesday, March 28, 2012
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The review activity today was more of a competition than normal. Instead of playing a Jeopardy or Family Feud style game, it was a race. The students were provided with chapter review questions covering all three sections of Local Government (types, services/funding, and relationships). There were about 30 questions in all.
Students would race to see who could get them all right the fastest. They would complete the review and bring it up to me. I would tell them how many they missed on each page, but they had to figure out which ones. The first person to complete it would win a $5 gift card to Subway. Once it was gone, the remaining students could partner up and win either points on the exam or a small bag of suckers.
Due to "Club Meetings" this morning, the time schedule was adjusted. As a result, some classes did not have a student complete the review and the gift card went to the student with the most questions answered correctly before the end of class.
Before the test tomorrow, the answers to the review sheet will be read aloud and students can turn it in for full credit. After the test, students can work on and turn in any missing or late assignments (section questions, budget activity, government chart, etc).
On Friday, the next unit will be introduced--the basics of economics.
ASSIGNMENTS
* Local Government Test: TOMORROW- March 29, 2012 |
Tuesday, March 27, 2012
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Today's class featured a quiz covering the funding and services of local government. This was done in part to experiment with the idea of "pretest, lesson, quiz" but it is also a component of a larger project designed to evaluate student teachers. Many of the students claimed the quiz was easy because they expected many of the questions featured on the pretest. Also, we spent a good time reviewing the concepts the day before.
Following the quiz, the final section of notes was provided focusing on the relationships between local, state, and federal governments (Guided notes packet: Relationships between local, state, and federal government). We looked to answer the following:
1) Why are there instances of local governments in conflict with one another?
2) When do local governments cooperate?
3) What is the relationship between state and local government?
4) What is the relationship between local, state, and federal government?
* The powerpoint presentation is featured in the presentation: "POWERPOINT: Services, Funding, and Relationships"
Tomorrow there will be a review game for prizes in preparation for the local government test on THURSDAY.
ASSIGNMENTS
* Any missing or late work ASAP
* Local Government Test: Thursday, March 29, 2012 |
Monday, March 26, 2012
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All of the classes today used the period to complete "section questions" pertaining to the the funding and services of local government. Again, this is an activity Mr. Renner had implemented before my arrival and I decided to bring it back during this chapter. The questions and vocabulary can be found on the right hand portion of the webpage "Local Government Funding and Services Questions".
Any time that was remaining was dedicated to finishing up the budget activity or other work that was late or missing.
Tomorrow, we will finish this chapter by looking at the relationship that exists between local, state, and federal governments. Specifically, focusing on points of conflict and cooperation.
ASSIGNMENTS
* Funding and Services section questions: Due at end of class
* Funding and Services Quiz: TUESDAY, March 27
* Local Government Test: THURSDAY, March 29
* Town Budget: ASAP
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Friday, March 23, 2012
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Today we finished up the notes discussing how local governments get their money and what it is spent on. We also examined how local government participates in zoning, and public safety. Similar to yesterday, today's topics are found in the PowerPoint (Services and Funding).
Following the note students continued to work on and present their "Town Budget" activity.
On Monday, students will complete "section questions" covering the Services and Funding of local government as a review for a brief quiz on Tuesday.
ASSIGNMENTS
* Town Budget: If not completed, due ASAP
* Quiz over Services and Funding: Tuesday, March, 27
* Local Government Test: Thursday, March 29 |
Thursday, March 22, 2012
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To start of the day, students took a quiz. While their initial reaction was one of shock and disappointment, but when I informed them that it was a pretest and is designed to see what they already know about the next topic, their spirits lifted. Students were told to do their best and they will take a similar quiz next week to see what they have learned.
Following the quiz, notes were provided covering the What services are provided by local government and how they are paid for. (New guided notes packet handed out). The presentation is in the form of a Power Point "Services and Funding" and can be found on the right side of the webpage.
Half of the notes was given today (Services) the remaining (Funding) will be given tomorrow. After the notes, students were divided into groups of 4 or 5 to act as a council of their town. Each group member was handed a packet (Town Budget) that detailed the budget for their town last year. The students were responsible for creating a new budget based on a reduced amount of funding. Students had to decide what services they would cut, explain why they were chosen, and make sure not to go over their new budget (specific details found in packet). Most of the groups were able to get a good start and they will continue to work on them tomorrow.
ASSIGNMENTS:
* Town Budget
* Local Government Test: THURSDAY, March 29, 1012 |
Wednesday, March 21, 2012
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Since we are talking about local governments, it worked well to show a news story about an 18 year old mayor of a town in Iowa. The Bellwork question posed to the students was: 1) What is your reaction to a town having an 18 year old mayor? or 2) Would you want an 18 year old to be mayor of your town?
Prior to my arrival, a standard assignment for students was a "section questions" worksheet created by Mr. Renner. The questions covered material presented in notes and the book relevant to the topics discussed. In the previous two chapters, I did not have the students complete this assignment in exchange for other activities.
To help students retain and apply the information presented, I have brought this assignment back. Today, students worked on the section questions specific to "Types of Local Government". They also completed the vocabulary packet (handed out on Monday) and the local government chart (handed out Tuesday).
It will continue for the rest of the unit following the instruction of each section.
ASSIGNMENTS:
* Section Questions, Vocabulary, and Government Chart DUE at end of class TODAY |
Tuesday, March 20
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All of the classes today were able to finish the notes pertaining to the types of local government. Specifically, the notes focused on the similarities and differences between a the types a Mayor-Council (weak and strong Mayor), Council-Manager, and Commission.
To reinforce the characteristics, the students were given a chart to fill. The chart (Types of Local Government Chart) asked students to identify what the main characteristics of each type are, who has the power, what are some of the benefits to the system, and what are the downfalls/negative aspects.
Tomorrow will be a work day for students to complete the section questions, chart, and vocabulary.
ASSIGNMENTS
* Types of local Government Vocab.: DUE, WED. March, 22. |
Monday, March 19, 2012
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Over the next two days will be looking at the different types of local government. The presentation of notes and activities are all designed to help us answer the following questions:
1) What is the origin and purpose of counties and townships?
2) How do citizens play a role in the functioning of towns in New England?
3) What is the purpose of a special district?
4) How do mayor-council, council-manager, and commission plans for city government compare?
Today, the notes focused on the first three questions (Notes for the entire section can be found on the webpage Different Types of Local Government. We examined the origin and purpose of counties and townships as well as relating the material to Stark County in determining the county Commissioners. Looked at why New England towns are different from most other communities, and identified special districts we all come in contact with.
To serve as a check on understanding, students were asked to fill out a note card answering the first 3 questions. While this time they were allowed to use their notes and did NOT have to put their name on it, I reminded them that in the future they may not be able to use notes.
I also handed out the vocabulary activity for this section (Found on webpage Types of Local Government Vocabulary). For this chapter, vocabulary will be done section by section and in a different format. Vocabulary words are presented with space for the students to provide the definition, use it properly in a sentence, and an example. It will be due at the end of class on Wednesday, March 21.
ASSIGNMENTS
* Types of Local Government Vocabulary: WED. March 21 |
Friday, March 16, 2012
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As a reward for those who did well this past grading period and to provide an opportunity for those "on the bubble" Mr. Renner and Mr. Stone divided the classes again.
In one room, students were able to complete an extra credit assignment and watch the movie, "Black Sheep". While in another room, students missing work or in danger of failing were provided with time to get assignments completed and turned in before the end of the grading period.
This practice has proved a success and will be continued in two weeks, alternating every other Friday.
On Monday, we will begin the next unit in earnest, "local government". |
Thursday, March 15, 2012
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Today's activities were geared towards introducing the next unit of study, local government.
To start the day, we watched the CNN Student news and completed a bellwork topic: What 2-3 things you learned, found interesting, or would like to know more about as a result of watching the news segment.
In order to get everyone to share their ideas, we shared them by engaging in a "walk-talk-tap". A student will start the activity by sharing one of the ideas they wrote down. This is done at the same time he/she walks in the direction of another student of their choosing. The student who shared their idea to the class touches the desk of the next student to share. That student will stand up and walk towards another students seat while again sharing what they learned (the student who does the selecting sits at the vacated desk). This continues until every student has shared and is located in seat different from where they started.
The next activity was designed to get students thinking about their own home towns. In groups of 3-4 students made a list of words that come to mind when they think of their home towns. Since there are students from a variety of locations some of the words repeated within groups, others were opposite. The lists were then compiled into a class "Wordle" highlighting the characteristics of the town. All of the lists were then compiled into a larger "government class" wordle. (I cannot get a copy of the wordle to be posted to the webpage).
For the final few minutes of class, we watched a Pentagon News report discussing the US Soldier involved in the shooting of civilians in Afghanistan. Many of the students did not know about it until the CNN Student News mentioned it and others wanted to know more. The 3 minutes news story did a good job of presenting all of the information known at the time.
*END OF THE GRADING PERIOD TOMORROW
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Wednesday, March 14, 2012
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Today, all classes took a test over the State Government unit. Following the test, the students had a chance to turn in any late assignments or extra credit
*End of the Grading period, FRIDAY, March 16 |
Tuesday, March 13, 2012
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Sticking with the review format used during the judicial unit, we played a review game that combines the format of Jeopardy with rotating individual responses of Family Feud.
The categories were "State's Role" "Legislative Role" "Executive Role" "Vocabulary" and "Hodge Podge" (questions from all the categories). The game went well and since the students created the questions themselves (although for other classes) it was a good review and many knew the correct answers.
For those interested in seeing the game, it is posted on the right hand side of my page: STATE JEOPARDY. (This edition is complete with sound effects for two Daily Doubles and Final Jeopardy.)
ASSIGNMENTS
* Any and All missing work: Grading period ends FRIDAY March, 16th |
Monday, March 12, 2012
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Today was the final day to turn in the State Vocabulary packets. Those students that did not turn one it, took a quiz covering the same words and worth the same point value.
Following the quiz, students were provided time to finish their 25 review questions and turn in any missing work. Those who have all of their assignments turned in, were given an extra credit assignment in preparation for the test on Wednesday.
Tomorrow we will be competing in a review game using the student generated questions in preparation for the test on Wednesday.
ASSIGNMENTS
* State Government Test: Wednesday, March 14* End of the grading period: Friday, March 16
* All extra credit: Wednesday, March 14
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Friday, March 9, 2012
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Mr. Renner and Mr. Stone used today to test out a new method of providing an opportunity to struggling students to bring their grades up. The classes were divided into two rooms; those who were earning a "D" or below were in one room and those with grades a "C" or above were in another.
The students earning a "D" or below were provided the opportunity to complete missing assignments to bring their grade up. If after the assignments were completed, they were provided with an extra credit assignment based on the content to further increase their grade.
Students with a "C" or better watched the Discovery Channel Documentary, "The Story Of Us" and worked on assignments due before the end of the grading period.
Dividing the classes appeared to be a success and may continue every other Friday for the rest of the year.
ASSIGNMENTS
* Vocabulary Packet/Quiz: Monday, March 12
* 25 Review Questions: Monday, March 12
* State Government Test: Wednesday, March 14
* Extra Credit: Wednesday, March 14
* End of the Grading Period: Friday, March 16
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Thursday, March 8, 2012
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In honor of “March Madness” we had a bracket of our own with the “New” Ohio Motto posters. The class was divided into two brackets and posters faced off against each other in a single elimination competition. Students would indicate which poster they liked best by voting through the “Senteo Clickers” connected to the computer. Students were able to vote anonymously and we were able to see who won instantly on a bar graph. The winning posters from each class are featured below: The remainder of the time was spent finishing up assignments that are coming due. ASSIGNMENTS: *Current Event Article: Due Friday, March 9 * Vocabulary Packet/Quiz: Due Monday, March 12 * 25 Review Questions and Answers (5 from each category): Monday, March 12 * State Government Test: Wednesday, March 14 *ALL extra credit: Due Wednesday, March 14 * Last day of the Grading period: Friday, March 16
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(Click To View Larger Image and/or Details)
Wednesday, March 7, 2012
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To start the day on the "executive" foot, the day's bellwork asked students to, "Imagine you were the new Governor of Ohio. Write down what they would do or change first." Some of the responses were innovative in the hopes of solving state issues. For example one student indicated they, "would legalize medicinal marijuana and place the distribution centers in small rural towns to they can collect the tax money to help their towns stay afloat." This was in response to the current event article handed out yesterday.
Afterwords, we finished the notes covering the State Government with a section on Roles of the State Executive Branch. The material looked to answer the following questions:
1) How do the powers of the Governor compare to those of the President?
2) Who are in the Governor's "Cabinet"?
3) What is the role of state executive agencies?
Emphasis was placed on the similarities and differences between the role of the Governor and the role of the President. In regards to Ohio, we identified the major executive officials and their responsibilities.
A new review assignment was given towards the end of class. Students are once again creating questions and answers for the chapter. The are writing out 5 questions and answers for each of the following topics (25 total):
1) The Role of the State Government
2) The Role of the State Legislature
3) The Role of the State Executive
4) Vocabulary
5) Mixed variety (questions from all of the above)
An outline of the upcoming days and due dates for assignments was presented as well.
ASSIGNMENTS:
* Current Event Article: due Friday, 3/9
* Vocabulary Packet/Quiz: due Monday. 3/12
* 25 Review Questions: due Monday, 3/12
* State Government Test: Wednesday, 3/14
* Any extra Credit (remember all other assignments must be turned in): Wed, 3/14
* End of the Grading period, Friday. 3/16
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Tuesday, March 6, 2012
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Once again, today's notes presented with the use of a PowerPoint (Financing the State). Today we focused on how state governments's are financed through different types of taxes, grants, and federal funding.
A current event article was also introduced (Will the Town Survive?). It is an article from the LA Times featuring a small town in western Ohio that is on the brink of extinction as a result of the current economic situation and how its citizens struggle the balance between the desire for smaller government with the need of crucial services.
The "New" Ohio motto posters were also submitted with their accompanying paragraphs. Some of the posters are very creative, so look for pictures on the webpage in the coming days.
Tomorrow, we will conclude the State Government notes with a section on the Executive Branch. The test is scheduled for next Wednesday, March 14, 2012.
ASSIGNMENTS
* Vocabulary Packet or Quiz: Monday, March 12, 2012
* State Government Test: Wednesday, March 14, 2012
* Any extra credit assignments due no later than: Wednesday, March 14. 2012
**Reminded the end of the grading period is Friday, March 16, 2012
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Monday, March 5, 2012
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Today, notes were presented in a slightly different format. Rather than a Prezi, a PowerPoint presentation was used (Role of the State Legislature Part 1). Nonetheless, the material was the same. We focused on the next section of the State Government- the Legislative Branch. Within this topic, we are focusing our attention on answering the following:
1) How are state legislatures organized?
2) What features of the state legislative branch are similar to that at the federal level?
3) How do the legislative branches of the state and federal government differ?
4) What powers do the state legislative branch have?
5) How can citizens influence state government?
6) How are state governments financed?
The information presented today emphasized: the fundamental organization of the state legislative branch (with emphasis on Ohio), the shared and contrasting features of the legislative branches in state and federal government, what powers the legislative branch has, and how citizens can play a crucial role in influencing state government.
Tomorrow, we will take a closer look at how states are financed as well as a current event article focusing on how the state budget has dramatically effected a small town in Ohio.
ASSIGNMENTS
* STATE MOTTOS AND PARAGRAPHS: due TUESDAY, March 6th
* STATE VOCABULARY PACKET or QUIZ: due MONDAY, March, 12, 2012
* STATE GOVERNMENT TEST: Wednesday, March 14, 2012
* END OF THE GRADING PERIOD: Friday, March 16, 2012 |
Friday, March 2, 2012
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Today was a work day for all classes. Each student was provided with a poster board and a solid class period to work on the creation of their new state motto . Many students took great advantage of their time and came up with some very creative mottos relating to Ohio.
In honor of "March Madness" I have added a little twist to the assignment. After the posters have been turned in, they will be entered into a "bracket" to determine the most creative and well presented motto of the class. Winners will be determined by the class and will receive extra credit.
Next week, we will discuss the role and characteristics of the legislative branch within state government.
-Collected: Judicial Test Corrections
- Reminder: If you are missing the portion of the state notes featuring Federalism refer to the Word Document titled FEDERALISM In a Word Document.
ASSIGNMENTS
* State Motto Poster and Paragraph: Tuesday, March 6, 2012 NO late posters will be accepted.
* State Vocabulary Packet
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Thursday, March 1, 2012
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Today we completed identifying a state’s role within a nation, by taking a closer look at the construction of the state constitution. We identified its purpose, key characteristics, and how it compares to the U.S Constitution. Next week, we will transition to examining the role of the legislature within the state government Following the notes, we utilized polleverywhere.com to engage in a fun activity regarding state mottos. A state motto was presented with 4 states to choose from. Students were asked to text in the code corresponding to the state they believed matched the motto. When the students send a text, we are able to see the responses immediately in the form of bar graph (embedded in a powerpoint) indicating the number of votes for each state. Although viewers cannot engage in to polling portion, the mottos and correct answers can be in the PowerPoint “State Mottos”. The purpose of the activity was two-fold. One, it allowed students to have a little bit of fun with their phones and test their trivia knowledge regarding state mottos. Secondly, it got students thinking about state mottos in preparation for the next mini-project: the creation of a new state motto for Ohio. Students are asked to use their knowledge about Ohio to create a new state motto and present it on a poster complete with appropriate pictures. A complete description of the assignment and grading can be found on the right side of the webpage (New Ohio Motto). In addition, an extra-credit assignment was introduced and is available from now until the test. It requires students to find a news article featuring a political or social issue occurring in another state. Students interested can take a copy of the extra credit assignment hanging on the chalk board or access it through the webpage (State News Article). ASSIGNMENTS * Test corrections: Due Friday, March 2, 2012
* New Ohio Motto: Due Tuesday, March 6, 2012 * State Vocabulary Packet: Due date TBA
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Wednesday, Februray 29, 2012
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Over the next few weeks, the class is going to be talking about state governments and in particular, Ohio's. The "close to home topic" prompted today's Bellwork question(s):
1) What is one thing you like about Ohio?
2) What is one thing you dislike about Ohio?
Not surprising, it was easier for students to think of reasons why the did NOT like Ohio. The top response was "the weather". However there were a few (myself included) that like the seasons found in Ohio- just not when they are experienced all in one day.
Following the bellwork we continued the first section of notes looking to answer, "What is the relationship between the state and federal government?" For that, we referred to the image of Marble Cake and the concept of Federalism. To view notes pertaining to this section, open file titled, FEDERALISM in a Word Document.
Following the notes, we watched the episode of CNN Student news discussing the reason for leap year and examining the nuclear power plant in Japan one year after the tsunami. (CNN Student News) Students were then given the remaining few minutes to continue their vocabulary packets and test corrections.
ASSIGNMENTS
*Test Corrections, Due FRIDAY March 2, 2012
*Vocabulary Packet Due (TBA) |
Tuesday, February 28, 2012
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It was impossible to start the day without acknowledging the tragic events that took place in Chardon. Many of the students were aware of the school shooting, but there were some who had not heard of the events. A news clip was played outlining what had happened and what information was known as of the morning news report. A "bellwork" was completed in response to the questions: 1) What was your initial reaction to the news? 2) What can be done to prevent school shootings in the future. This spurred a class discussion on school violence and reporting "threats" made on twitter or Facebook.
Following the class discussion, the chapter focusing on State Government started with some notes. Over the next few days the first section of notes will look to answer, "What is a State's Role within a Nation?"
The specific objectives are:
1) What is the relationship between a state and federal government?
2) What are the powers and responsibilities of state governments?
3) How are state governments structured.
ASSIGNMENTS:
* Test Corrections Friday, March 2, 2012
* State Government Vocabulary Packet (Exact due date TBA) |
Monday, February 27, 2012
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Today we finished watching the movie "Runaway Jury" and the worksheets that accompanied the film were submitted for extra credit. Following the film, students were given time to work on the "State Government" vocabulary packet.
In addition, the students were provided with an opportunity to earn points back from the Judicial test. Using the note packets from the unit, students can correct missed exam questions in a different color pen. Every corrected response will earn half credit. This is to be completed and turned in no later than Friday, March 2, 2012.
ASSIGNMENTS
* State Government Vocabulary Packet- (Exact due date TBA)
* Test corrections Friday, March , 2012 |
Friday, February 24, 2012
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All classes continued to watch "Runaway Jury" will finish the movie on Monday. Afterwords, note packets, tests, and bellwork packets will be returned. I will also introduce how students can earn points through test corrections.
ASSIGNMENTS
* State and Local Government Vocabulary Packet (due date TBA) |
Thursday, February 23, 2012
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Today we took a brief departure from the movie to introduce the next unit covering State and local government. Each student was handed a and asked to anonymously write down one or two things they, "know or believe to be true" about State or local government. The cards were collected and redistributed at random. Student then volunteered the responses they were given and a class list was created on the board encompassing what the class already knew.
Students were then asked to flip the card over and indicate one or two things they, "would like to know or learn" about our state and local government over the next few weeks. In a similar manner, students volunteered responses and new list was created and reviewed. The cards were collected a final time and many of the "want to know" questions will be integrated into the unit.
Thanks to Google Earth, the class then took a field trip to various government buildings already discussed in the nation's capital. But, then we traveled to Columbus and Canton to visit local government buildings to be covered in the future. Sadly, the tour file cannot be accessed through the webpage.
With the remaining time in class the vocabulary packet for the next unit was introduced with some minor changes. First, the definitions are not provided. Students will have time in class and access to texts during study hall periods to look them up. Secondly, the definition and 2 of the 3 boxes are required to be completed for each word to receive full credit. Completing all 4 boxes, will result in extra credit. In addition, if a student has decided not to complete the packet, they will be given a vocabulary quiz of equal value when the packet is collected. The vocabulary packet is available for download on the web page.
ASSIGNMENTS:
* Vocabulary packet
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Wednesday, February 22, 2012
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Due to "Club Meetings" this morning, all classes are now at the same point in the movie. We will be taking a break from the movie tomorrow, but will continue on Friday and finish it on Monday. |
Tuesday, February 21, 2012
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All of the classes today either started or continued to watch the movie "Runaway Jury". This movie was chosen for a few reasons, 1) to offer a short break between units. and 2) it is a modern movie that combines many of the ideas/concepts discussed in class throughout the judicial unit. |
Friday, Feb. 17, 2012
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All students present today took the Judicial Test. Any one not attending will take it when return to class next Tuesday. In addition, bellwork and guided note packets were collected. Next week we will continue watching the movie, "Runaway Jury" and then begin a unit on State and Local Government. |
Thursday, Feb. 16, 2012
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Today all classes participated in the Jeopardy review game in preparation for the test tomorrow. It appeared that having the students write the questions for the game helped many of the classes. There were more questions attempted and more responses were correct than previous review activities.
Tomorrow will be the test over the judicial unit. If there is time following the test, individually who still have to present their Supreme Court case and extra credit questions, will have the opportunity to do so. We will also start to watch the movie, "Runaway Jury" and it will continue next week before starting "State and Local Government"
ASSIGNMENTS
*Bell work packets and Guided Notes packets due before the start of class.
* Any late work including vocabulary and Presentation packets will be collected and counted late. |
Wednesday, Feb. 15, 2012
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Today, the class worked on creating their 30 review questions and turned them in at the end of the class. Due to time restraints, they were not able to meet in groups to create a "master" list of questions for the the review game. Instead, the questions submitted will be used for the Jeopardy board.
ASSIGNMENTS
* Test FRIDAY
* Note Packets collected FRIDAY before test
* Bellwork Packets collected FRIDAY before test
* Any missing work is still acceptable for 1/2 credit |
Tuesday, February 14, 2012
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Today, groups presented their Supreme Court cases to the class. Most of the groups demonstrated a solid understanding of their court cases and the potential impact on society.
Following the presentations, students were advised of the review activity in preparation for the Jeopardy game (Thursday) with the the test to follow on Friday. Instead of a review packet with questions created by myself, the students are going to create their own questions and answers based on their notes.
Each student is responsible for creating 6 questions (with answers) for each of the 5 categories that coincide with the sections in their notes. Individually, each student will turn in a total of 30 questions and answers to be graded:
1) Judicial System
2) State Courts
3) Federal Courts
4) Supreme Courts
5) Mixed Bag (vocabulary and combination of other categories)
After the individual questions are created, the class will break into 5 groups (one for each category). The students will then compare their questions to create a master list consisting of their 12 best questions in their assigned category. Each group will submit their final questions and answers to me, which I will use to create the Jeopardy game for the NEXT class period. Each class period is essentially creating the game for another class to play on Thursday. This creates a more productive review session before the game and creates fairness between classes with no one group having an advantage over a category.
ASSIGNMENTS
* Individual Review Questions (30) due during class Wed. (tomorrow).
* Notes Packet Due Friday, Feb. 17 before class
* Bellwork Packet Due before test Friday, Feb. 17.
* JUDICIAL TEST, Friday Feb. 17
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Monday, Feb. 13, 2012
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Today we finished up with the last installment of the Supreme Court notes which also concluded the notes for the unit. The main objective of today was to answer the central question of, "How has the past judicial decisions influenced American society?"
The main objectives:
1) Identify the 3 major eras of the Supreme Court over the past 60 years.
2) What is the relationship between the Supreme Court and each of the other branches?
The bellwork was more of a music trivia question (inspired by the Grammys Sunday night) but also connected to the Judicial theme (a civil lawsuit as a result of illegal "sampling" of the hook). The question is:
1) Who was the first rapper/rap group to have a “hip-hop” song become the #1 song on the Billboard Music Chart (Popular music Chart)?
2) What song was it?
Following the notes, most classes had enough time to have at least one group present their cases to the class. The "group" packets were also collected and will be returned to those presenting tomorrow if they need it for reference during their presentation.
Assignments
* ALL Presentations TUESDAY. 2/14/12
* Review questions due at end of class WED. 2/15/12 (explained in class tomorrow)
* Judicial TEST Friday, Feb. 17, 2012
* Judicial notes packet turned in before test on FRIDAY
* Completed Bellwork questions thus far turned in before test on FRIDAY
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Friday, Feb. 10, 2012
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Today was an eventful day with the internet and computer network not working. However, we adapted and made it through the day. The notes were presented in a "less than engaging" manner to keep the day productive. But for those who still want to see the intended presentation, it is posted on the webpage.**I have replaced the original SUPREME COURT prezi with the new one including both sections**
The notes and discussion focused on answering: Who are the Supreme Court Justices? How are Supreme Court cases are heard? What is taken into account when the Justices make a ruling? All of which are help us answer the overall question of, "What is the Supreme Court and how does its decisions impact American society?"
The classes also made final preparations for presenting their Supreme Court cases on Monday.
ASSIGNMENTS
Group presentations Monday. Remember you will be graded as a group and individually based on the breakdown featured in the rubric.
Next week, a review packet will be handed out, a list of all bellwork questions will be posted, and we will have the judicial test. All of these items will be posted and handed out in class.
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Thursday, Feb. 9, 2012
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As of today, both the morning and aftrnoon classes are back on track. The morning classes completed part 1 of the Supreme Court notes (covered yesterday in the morning classes) and spent the remaining time working on the Supreme Court Case activity. Meanwhile, the afternoon classes were able to have time to work with their groups on the group portion.
Both classes completed a bellwork activity in which they watched a 4 minute video (link featured in download list) taking the viewer Behind the Scenes of the Supreme Court. The students were asked to respond with 2 things they either learned or thought was intrguing in the video. For example: only 2 photos of the Supreme Court in session exist- both taken with smuggled camras in the 1930s and nearly all of the original funiture used during the first case in the 1930s is still in place and used today.
Both classes also had the "group portion" of the Supreme Court Case Activity explained to them and were provided with time to work in the groups. Due to the adjustment in the schedule yesterday, the presentations are set for Monday, Feb. 13. In addition, the "Grading Rubric" was also handed out and reviewed. This explains exactly how they will be graded and what I will be looking for in the presentation.
Tomorrow, both all classes will take notes on the second part of the Supreme Court and work with their groups to finalize their answers and prepare for the presentations. |
Wed. Feb. 8, 2012
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Due to today's assembly, the morning and afternoon classes engaged in slightly different activities. However, tomorrow everything will even back out.
All of the classes were hooked into the day with the day's Bellwork- however, responses were NOT recorded in the packets today. The bellwork centered on the recent sentencing of a local ex-football player from North Canton. Many of the students knew of him either directly or through mutual friends. Students watched a news report, titled "30 year sentence" found in the document section. Students were asked to think if the 30 year sentence was fair and if Mr. Howard has grounds for an appeal because of an "ineffective counsel".
Due to many of the students being out of each class for the assembly, the remaining time was spent working on the individual portions of the "Supreme Court Case" activity.
The afternoon classes participated in the same bellwork, however they were presented with the first of 3 sections of notes on the Supreme Court-Titled, "The Supreme Court part 1". The objectives for the day were geared to answering the Central question, "What is the purpose of the Supreme Court and how does its decision impact American Society?"
1. What is the purpose of the Supreme Court?
2. How do the decisions of the Supreme Court impact American Society?
3. Describe the process for which a Supreme Court case is heard*
4. Explain the relationship between the Supreme Court and other branches of government.*
*These objectives will be covered in parts 2 and 3*
Similar to the morning classes, time was given to students to work on the individual sections of their Supreme Court case. Tomorrow, they will be given time to meet with their groups and begin the group section. Also, the rubric for how the students are going to be graded will be handed out and discussed.
The morning classes will be presented with the first part of the Supreme Court, so that on Friday everyone will be on the same page.
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Tuesday, Feb. 7, 2007
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Today's bellwork is slightly different than those in the past. It featured two "brain teasers" to get students thinking.
1. An old woman dies; when her will is read to her family members it says there is a large diamond hidden somewhere in her house. The person that can find the diamond will get to keep it. Her only clue is as follows: The Diamond is in a cylinder wrapped by 1000 squares. Where is the diamond in her house?
2. If you have 9 red socks and 12 blue socks all mixed up in a drawer, what is the minimum number of socks you would have to select (without looking) to be sure you had a matching pair?
Today we also finished the Federal Court notes with the short section on "Special Courts" and "Federal Judges" (featured in the Organization of Federal Courts Prezi).
More importantly, we stated the Supreme Court Case activity/assignment. Each student was randomly given one of 5 newspaper articles featuring recent or upcoming Supreme Court cases. The direct links to the articles are featured on the document (Supreme Court Links). Given the article and a guided packet, students individually answered questions identifying the major issue in the article, summarized the events resulting in the case, if the case was voted on by the Supreme Court, if they agree with the decision, and what they would vote if they were on the Court. Over the next few days they will work with other group members with the same case to answer the "Group" questions and express their opinions. Finally, on Friday, they will present their case to the class, express their groups vote on the issue, and identify their beliefs and why they voted the way they did.
Tomorrow we will begin the examine the Supreme Court more closely before breaking into groups.
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Monday, Feb. 6, 2012
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There was NO bellwork given today. Students were provided with 5 minutes to review their notes and ask questions before starting the quiz. In addition, the vocabulary packets collected on Friday were returned and "late" packets were collected. After the quiz, we began to look at the Organization of The Federal Courts. Over the course of today and tomorrow we are going to address: 1. What is the purpose of the Federal Court System? 2. What are the key characteristics of the Federal Court System? 3. How are the Federal Courts similar/different than the State Courts? Today's notes focused heavily on the similarities between the state and federal courts. We ended today at the start of "Special Federal Courts"- which we will examine tomorrow and identify more of the differences/specific characteristics. Following the notes, the CNN Student News http://www.cnn.com/studentnews/index.html was shown. It revealed two important concepts. 1. How the employment rate is calculated and although the number went down, it may not reflect the "real" unemployment. 2. The growing trend for families in the US to have more generations living under one roof- something many Asian countries have done for centuries. Tomorrow will feature the conclusion of Federal Courts notes and introduce a "Supreme Court" assignment/activity. |
Friday, 2/3/12
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Today featured a Bellwork that asked students to read and reflect on an article requiring "Panhandlers" to have a permit within city limits. Students were asked their opinions on the issue and if they think it will help end 'aggressive' panhandling tactics. Many students believed the permit mandate was pointless as they would either continue to ask people for money or it was unenforcible.
In terms of the notes from today. We learned more about the Organization of State Court systems and specifically, how Ohio's system is set up. The central questions were:
1) What are the basic levels to all state court systems?
2) What are the advantages and disadvantages to electing state court judges?
3) How is the Ohio court system set up?
Featured within the prezi was the Flow Chart of Ohio's Court system. It was also provided in a handout form and is posted to the right side of the webpage.
Following the quiz next week, we will begin to look at the federal court system and finish the unit with the Supreme Court.
ASSIGNMENTS:
**Vocabulary Packets were collected at the beginning of class. If you were NOT here today, it can be turned in on Monday for FULL credit. However, if you were here it can be turned in at any time for a maximum of 1/2 credit. (Remember you must have all of your assignments in to get 'extra credit' at the end of the grading period)
** Reminder that there will be a short quiz on MONDAY for everyone. The quiz is 8 multiple choice questions and 2 brief student responses. The questions cover the basic ideas/terms/themes we have covered during the past week. Total points for the quiz is 12 (1 pt. per multiple choice and 2 for each student response).
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Wed. 2/1/2012
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***Reminder***
1) Vocabulary packets due FRIDAY Feb. 3, 2012
2) QUIZ on Monday, Feb. 6, 2012-
5-10 questions covering major themes, topics, and terms so far. Today we used our cell phones in class (with permission) to interact with an anonymous survey program on the web ( http://www.polleverywhere.com/). Using free texting service, students were able to text in responses to questions and see the results in real time. Students were asked to vote if they believed the presented state law was "real" or "fake". I think the students enjoyed using their phones in class without fear of getting in trouble and participating in a "fun" based activity. The purpose of the exercise was to connect the themes we have been learning in the legislative, executive, and judicial branches. Even though some of the laws were outlandish, a representative (and others) at one time agreed the law should be created and voted for its approval. The purpose of the judicial branch was reinforced in examining the actual legal terminology describing the laws. It is up to the judicial branch to interpret the language of the law and apply it to specific situations. Students were also given time to work on their vocabulary packet due Friday and were altered to a short quiz to be given on Monday. Although viewers of the power point will be unable to interact with the poll, the laws in question and the "truth" are still visible. Tomorrow is career day, so students will not be in class. On Friday we will pick up with a closer examination of the organization of State Courts and look at how Ohio's court system compares. |
Tuesday, January 31, 2012
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Today's bellwork topic was: If you could criminalize (or make illegal) one behavior what would it be and why? In many classes, this lead to an interesting discussion as to what is considered proper behavior in public and what should be made illegal. Responses ranged from requiring those above age 70 to retake a driver's exam to keep their license, to banning specific articles of clothing or chewing with your mouth open. I used this opportunity to introduce the ORC (Ohio Revised Code)- a single volume book featuring every law in the state- and connect it to the legislative branch (wrote the book), executive (enforces the laws in the book), and the judicial (interprets the laws in the book).
We then took notes on from the Introduction to State Courts presentation. Within the notes, we identified characteristics/functions of the state courts and described the role of the appellate court system. Time was also given to explain the vocabulary packet due FRIDAY, FEB. 3 in class. |
Monday, January 30, 2012
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Today was the fist day of our exploration of the judicial branch. The day started with a Bellwork activity where the students responded to the prompt: "If you woke up tomorrow and there were no laws, what would you do? What would your first thought be?" (Students that were absent today can print out the "Bellwork Packet" off of the website or pick up an extra copy tomorrow to fill out their response).
This provided a segway between the roles of the previous branches of government (legislative- law making and executive-law executing) and the necessity of the judicial branch- law interpretation.
The notes for section 1 (Judicial Notes Part 1) were presented with the prezi located along the right side of the web page. Today's materials provided us with information to answer the main objectives for today:
- Identify the purpose of the United States Judicial system
- Differentiate between the “criminal” and “civil” courts.
- Describe the elements of both the “criminal” and civil court.
Tomorrow, we will take a look at the difference between State and Federal Courts as well as start the "Vocabulary Packet"
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Monday, Jan. 23, 2012
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Today is the first day in the construction of this website and subsequent blog- so there are will probably be some mistakes and errors. I want to take this time to verify that the blog does in fact work and that it is clearly visible to student as it will be my primary form of communication outside of class. For those of you who are curious, I will be taking over the majority (if not all) of the teaching responsibilities starting on Jan. 30th. On this day we will start the unit on the “Judicial System”. As I will explain in class, many aspects of my classroom operation will be different from Mr. Renner. My expectations and “adjustments” to the class will be presented in class in addition to being posted on my webpage. As I have yet to fully write everything out they will not be posted until Jan. 30th. |
| A little about Me |
| This presentation was used on the first day to introduce myself to the class and is now being used to test my website. |
| Town Budget |
| Packet and directions to creating a new budget for a town |
| State News Article |
| Directions for completing the extra credit assignment. Due anytime before the test. |
| Supreme Court Cases |
| The packet completed by students individually and then in groups concerning their Supreme Court Case articles. |
| Bell Work Packet |
| This packet is used to answer the daily "Bell Work" question. PLEASE hold on to it. |
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