10 March 2014 Bill of Rights 10 Amendments Homework

Use the following website to learn the 10 Amendments:
http://quizlet.com/3575950/flashcards

Here is how I remember:
1. Faith, speech, religion is the most important.  It is number one.
2. 2 arms holding a gun each.
3. 3 Soldiers knocking at the door.  They want to move in without permission.
4. Someone wants to search for 4 things in my house and they have a warrant.
5. To stay alive I will not say 1 or 5 things against myself.
6. Speedy people drive like sixty.  Quick trials.  No waiting around.
7. Doesn't multiply to make 20!  12 people decide if damages are more than that.
8. If you don't feed me in jail, I haven't "ate" anything.  Cruel and unusual punishment.
9. I am fine with nine things being rights that weren't in there when we wrote it.  Just be careful!
10. 10 x 5 is 50.  What duties the state doesn't give to the Federal Govt. belongs to the states.

Also, practice your constitution preamble song at http://www.youtube.com/watch?v=pIKhRERqPS4

Create the title to your poster. Make it colorful, big, and bold. Bring it tomorrow.

Notes from class:

• Bill of Rights TUESDAY-THURSDAY

CREATIVELY LEARN THE 10 BILLS OF RIGHTS USING

• THIS IS A TREMENDOUS WEBSITE JUST ABOUT THE BILL OF RIGHTS.  THERE ARE ONLINE GAMES, SONGS, VIDEOS, ETC.  http://www.michellehenry.fr/billofrights.htm
• FINGER SYMBOLS AT: http://www.youtube.com/watch?v=82DnWqNKqiI  (THIS IS OKAY, BUT FOR ESL, MIGHT BE HARD)
• http://www.youtube.com/watch?v=KINGYf7pdJE THIS IS A RAPPER SONG, AND WOULD APPEAL TO MOST OF THE KIDS..  WE COULD USE IT IN CONJUCTION WITH THE HAND SYMBOLS ABOVE.
• SMART RAP IS ALSO PRETTY GOOD.  I COPIED THE SITE UNDER THE OTHER RAP.

http://www.courts.ri.gov/PublicResources/communityoutreach/PDF/SampleLessonPlans.pdf PAGES 109 AND 129 IN PARTICULAR HAVE GOOD RESOURCES

DIFFERENT IDEA: CREATE THE BILL OF RIGHTS SMITHSONIAN MUSEUM.  EACH PERSON IS RESPONSIBLE FOR A DISPLAY ABOUT ONE OF THE ITEMS BELOW:.  IT MUST PORTRAY 3 MULTIPLE INTELLIGENCES.

6 March 2013 - Separation of Powers/Sovereign Powers - Homework Link

The homework video is (CLICK ON THE LINK!): http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/a-more-perfect-union/Your assignment is to watch 10-15 minutes of the program (the last 15 or somewhere in the middle is best).
Then write two or three conflicts the states and federal government have.

NOTES FOR TEACHING CLASS:

Separation of powers FRIDAY

Checks and balances

Enumeration of powers

SHOW A CLIP FROM “A MORE PERFECT UNION” WHERE THERE IS ARGUING FOR AND AGAINST THESE.  HAVE STUDENTS ORGANIZE “FOR” AND “AGAINST” COLUMNS

Lesson:

SEPARATION OF POWERS:

OBJECT LESSON: TUG OF WAR.  “STATES” ON ONE END, “FEDERAL” ON OTHER END.  STUDENTS HAVE A COMPETITION TO SEE WHO WINS.  AFTER EACH COMPETITION, TEACH THEM SOMETHING NEW ABOUT SEPARATION OF POWERS.

Havesting Marijuana in California

http://www.pbs.org/tpt/constitution-usa-peter-sagal/watch/a-more-perfect-union/ minute 17 starts the separation of powers.

Everything is in violation of Federal Law.

California vs USA - pay taxes - deserving of the death penalty

Shooting - gun owners 27 guns for each family in Montana.  Fights regulation of firearms.  Congress regulating of commerce clause.  Believe he can make and sell his guns in Montana, federal government shouldn’t have power to stop him from selling his guns in the state.  Believes fed. govt. is too powerful.  Fed govt. shouldn’t be master, and the states be the servants.  Should leave states alone.

States lead ideas like in a labaratory: Women’s votes.  Mitt Romney ACA. Nevada Marriage Laws Gambling other states have own agency.  Nevada prostitution not illegal.

Water Hoover Dam Federal Govt./Great Depression (25% unemployment)/Country on verge of revolution/ The New Deal/pumped money into economy.  Started massive employment projects/ People needed jobs./ Louisiana Purchase/ Purchase of Alaska/ threat to personal freedom?

FDIC/SS/etc.

Each state is its own nation connected by a “treaty”, or the “Articles of Confederation” or “League of Friendship”.  Needed ⅔ of states in agreement.  Not common to agree.  

Constitution proposes an indivisible union.  Why?  Georgia and Mass. so different. 1000 miles apart.  Different religions.  If we proposed genuine unity for the whole world with one president today.  Today it would work only if the Martians came.

The founding fathers were called together to fix the Articles of Confederation.  Independence Hall.  Framed the constitution.

Slave/Free, Small/Big, House - population, Each state has two representatives, New Constitution had articles had 3 types of gove.

Lincoln’s opposition to slavery caused the South to succeed.  He declared it unconstitutional.  750,000 dead.  Slavery of abolished.  Federalism was victorious.  Tug of war over power

Eisenhower / Federal govt. vs. State to give students rights to non-segregated schools.  I came to go to this school.  The governor wouldn’t let me because of my color.  The president and the supreme court had said the governor was unconstitutional.  The federal govt. did the right thing.

do we go to the federal govt. to solve every problem?  We want to use the biggest tool possible.

BRING TOOLS AND HAVE STUDENTS HOW TO SOLVE IT USING HAMMER VS SCREWDRIVER…

Govt. can be too big, too intrusive.  Roscoe,  the farmer, couldn’t grow his own wheat for his own cows because he wouldn’t buy wheat and other farmers would do the same and it would cause a ripple effect.  The national ruling took away the state’s power to decide for people in their state.

Golden Gate Bridge was state built.  It joined a federal road with a federal park.

We’re not motivated to save energy or save money or not make pollution.  States should choose the level.  But, the smog drifts from one place to another...to affect others.

Tension might be part of the constitution.  Arguing is an American tradition.  Somehow it works.  They didn’t promise a “Perfect Union, but a More Perfect Union.

CHECKS AND BALANCES

ENUMERATION OF POWERS

What does the term, “Vote with Their Feet” mean?  It means states would compete with each other to keep taxes low, to draw people into their state.  People could move to whichever state government they preferred.  Federal govt. would do what helped “all the people”.

The Importance of Oil - 2/7

First off, students handed in their Middle East article assignment.  The class had a discussion about perceptions Middle Eastern nations have toward the US and reasons why.  Students shared some items they had learned.

Miss Skinner asked why the US had given over 300 billion dollars to the Middle Eastern countries.  She also asked what we would do without oil.

We had a power point presentation and discussion about what oil is, where it is found, how it is manufactured, what it is used for, what countries export it and which ones import it.  1/2 of all the top ten reserves of oil are in the Middle East.

The US uses all of its own oil supply, which accounts for only 35% of its needs.  The US imports the other 65% of its oil from other countries, primarily the Middle East.

Students took notes on the presentation.  There is no homework, so use your time for the Science Fair!

World War I impact on the Middle East - 2/3

Hey, all!

This morning we learned about the impact of WWI on the Middle East.  We learned the Central Powers and Alliances.  We learned what started the war, about the League of Nations being the Court for Countries, and that the decisions made during the war impact our lives today.  Examples are Iraq and Afghanistan conflicts Americans fight.

There is no homework today. (So work on your Science!)

Map of the Middle East and Birthplace of Religion - 1/30

This morning students labeled a map of the Middle East with country names.  This should have been finished this morning in class. If not, students must finish it for homework.

Middle East country Posters are due tomorrow:

Instruction:
1. Research the geography and basic societal information of ONE Middle Eastern country.
2. The geography of the country will be displayed on a map.
3. The basic societal information will be displayed on a separate sheet of paper, or "information sheet."
4. As the student, you will create a map and information sheet for your country.
5. Your maps and information sheets will be displayed in class on Friday, January 30, 2014.

My country is:_________________

Required Items:
Your map must be hand drawn, and it must contain (at least) the following features:
DRAWN
1. Capitol city
2. Two other important cities
3. Physical features: rivers, oceans, lakes, mountains, valleys, deserts, etc.

On a separate sheet of paper please write about the following societal/cultural features:
WRITTEN
4. Important religions
5. Political Structure of your country
6. Main economic activities of your country
7. Any wars or conflicts that are happening or have happened in your country.
Each feature must contain an explanation at least 2 sentences long.

Good Sources:
 CIA World Factbook
BBC
NPR
United Nations

Civilization - 1/29

This morning we studied the Fertile Crescent. Ancient man spent a lot of time looking for food.  In the crescent of three rivers, the Tigris, Euphrates, and the Nile, people had an abundance, or surplus (extra) food.  They were able to have more time to pursue things like education, art, military, religion, specialized jobs, etc.

Posters of countries are due Friday.

Middle East Introduction - 1/28

Students brainstormed everything they thought about when they heard the name: Middle East.  Miss Skinner shared her example.  Students chose a country to research.

Activism Test - 1/27

Test taken.
Assignments and Extra Credit were due today.
Test being graded.

Due Monday, Jan. 27th - Assignments: 10 Vocabulary Words Sheet and Reflection Paper

(Due Monday, Jan. 27th) Vocabulary Sheet:

Create a one-page Vocabulary Sheet of Activism words.  Write the word and the definition.  It should be neat and legible.

(Due Monday, Jan. 27th) Reflection Paper:

Think about the topics we have covered in our Activism unit:

Social and Environmental Activism
• Feminist movement, “women’s liberation”
Betty Friedan, National Organization for Women
Roe v. Wade
Failure of the Equal Rights Amendment
• Cesar Chavez, United Farm Workers
• American Indian Movement
Second Wounded Knee
Federal recognition of Indian right to self-determination
• Emergence of environmentalism
Rachel Carson, Silent Spring
Environmental Protection Agency, Endangered Species Act, Clean Air and Water Acts
Disasters such as Love Canal, Three Mile Island, Chernobyl, Exxon Valdez

What have you learned?  What was surprising? How are you different today because of what you learned? Will your behavior or attitudes be different in the future regarding these topics?  Apply the questions: Who? What? When? Where? Why? How?

Write a one-page reflection paper answering the above questions.  Use specific examples.

EPA - Clean Water Act/Clean Air Act/Endangered Species Act - 1/23

This morning students performed skits about environmental disasters.  Next, they were split into groups to  learn about the EPA and the following acts:

1. Clean Water Act
2. Clean Air Act
3. Endangered Species Act

Homework follows:
Study your act.  What is its purpose?  How is it enforced?  Can you find an example of how it is helping the environment?

Using the group you were split into, create a logo and slogan for your specific act.  Make it neat, colorful, and visually appealing.

Logos and slogans will be presented tomorrow.

Environmental Skits - 1/22

The Love Canal Group has already presented their skit.  If you belong to the other groups, please plan to perform your skits at the beginning of class tomorrow.

Thanks for going on the field trip today.  Hope you learned something you didn't know before.  Take a fresh breath of air and go drink a glass of water!

Mrs. Wahl

Tuesday - 1/21 - Rachel Carson and Environmental Activism

This morning we defined "social" and "environmental" activism.  Students  gave lots of examples of the latter, being putting a bridge over Utah Lake, owls and forestry, etc.

We watched a student made movie, rich in primary sources, about Rachel Carson and took notes of important facets of the impact of her book, Silent Spring.

For homework, students were divided into one of four groups to research for tomorrow's class. Please find, watch, and listen to youtube videos and find a couple of newspaper articles or other primary sources about your disaster. Students should bring in a prop or two that might help them create a skit to present to the class.  Skits will be formulated tomorrow.

The groups were:

1.Love Canal
2. 3 Mile Island
3 Chernobyl
4. Valdez/Exxon oil spill

Miss Skinner will be teaching tomorrow.

1/18 - Wax Museum Presentation

Thank you so much for doing such a good job on your presentations.  The students were orderly as they moved around to your displays.  Some kids in my class were brainstorming things they would want to change in the world after your show.

Read, read, read this weekend.  Middle-School students are the examples for the rest of the school.  Be excited about it!  You will have plenty of reading opportunities next week as we learn about Environmental Activism.  If you want a headstart, you may want to research the following:

Rachel Carson - Silent Spring
Environmental Protection Agency
Clean Water Act
Clean Air Act
Endangered Species Protection
Environmental Disasters

Have a great weekend, and don't forget to celebrate the SOCIAL ACTIVIST whose life work gets you an extra day to sleep in!!!

1/15/2014 - List of things to bring for tomorrow's Wax Museum

Students,

Please let your friends, parents, grandparents, etc., know about our Activist Wax Museum tomorrow at 12;00 noon.  They will want to come and take pictures!

Here are some things you will want to remember to bring:

1. Your typed, final draft of the speech.
2. Your 3 x 5 cards, to use as prompts.
3. Your finished backdrop to tape to your table.
4. Your objects or articles to put near you as part of your display (maps, rocks, clipboard, document, etc.)
5.  Your costume (clothes, hair, wig, make-up) etc.
6. Your button or indicator of instructions to let the audience know how to get you to say your speech. (We will be working on these tomorrow, but if you have something at home you would like to use for this, please bring it.)

IF YOU ARE LOOKING FOR SOMETHING, LIKE GILTAE'S SUIT OR JARON'S WIG, PLEASE EMAIL ME TONIGHT, SO I CAN PUT IT IN MY CAR FOR TOMORROW.

Mrs. Wahl

Tuesday, 1/14/14 - Rough Draft due tomorrow

We researched more about our activists and began writing our rough drafts.  Important is to have an exciting opening statement.

Please have your speech typed (or neatly written) by 9:15 a.m. tomorrow, so I can review it for grammar and details before it becomes a final draft.

Tomorrow we will be working on the final draft and beginning our backdrops.  You should be considering artifacts and costumes for the wax museum on Friday.

Monday, 1/13 - Research your activist

Today we reviewed social activism, which is changing the circumstances of people for the better.  We researched our activists for the wax museum on Friday.  We will be writing our rough drafts tomorrow. Please refer to the Wax Museum post for details.

Friday, 1/10/14 - Wax Museum Activists Chosen and Project Guide (research due Monday and Tuesday next week)

We will be presenting our Activists Wax Museum to parents and the school Friday, January 17th, at 12:00 Noon.

Students selected activists to research:

Hyun - Nelson Mandela
Giltae - Martin Luther King, Jr.
Nick - Martin Sheen
Kaylie - Michelle Obama
Thais - Margaret Sanger
Nathan G - Jimmy Carter
Jaron - Bob Marley
Nathan L. - John Lennon
Emma - Dai Qing
Monet - Eleanor Roosevelt
Chloe - Eleanor of Aquitaine
Snow - Mahatma Gandhi
Irene - Abigail Adams
Noelle - Zitkala-Sa

Name________________

Wax Museum Project Guide

You are a wax sculpture living in the World Activists Room of the Madame Tussauds Museum in London, England, which is visited by many school groups each day.  You will write a speech informing visiting students of your life and accomplishments, to inspire them to be aware and involved in changing their own social and/or environmental conditions.

Part	Content	Attributes
Speech	Full Name of Activist Birth date and place Family Childhood Education Discrepancies with system Reason(s) for involvement in resolving issues History as activist Accomplishments/Awards Interesting facts Death date and place Other, etc.	Written in “First Person” point of view 2-3 minutes long Typed 12 font Correct heading Includes dates, events, people, places of importance Personality (humor, sadness, anger, etc.) displayed Questions asked Strong conclusion
Oral Presentation	Memorized with prompt help 3 x 5 cards or prompt poster	Clear, loud voice Accent/cultural idioms used
Costume	Clothing Make-up/Hair Body Language	Depicts culture or an experience of the activist Appropriate posture stances
Props/Artifacts	3-Dimensional surroundings Pictures/posters Objects	From the time period or culture of the activist Shows clearly the issues of the activist Shows that the activist is involved
Backdrop	Title (Name and Description of Activist, e.g., Hone Heke - Defender of New Zealand) Setting for speech (fighting field, jail, office, etc.)	Writing is large and bold Colorful Neat and inviting
Start Card	3 x 5 card Simple instruction to start the “show”	Border drawn Typed or neatly written in large print

Friday - NO HISTORY - Field trip Instead!!!

Have a great weekend!  And thanks for the essays.

AIM - American Indian Movement - 1/9 14 (Paper due Monday, Jan 13th)

Assignment:  American Indian Movement Survey

Conduct a survey about the issues that American Indians protested during their Wounded Knee marches.  Ask an adult neighbor, parent, grandparent, etc., what they know about American Indian conditions and complaints with the government.  (DO NOT ASK A CHILD OR FELLOW STUDENT)  If the adult mentions an issue below, mark a tally next to it.

When the adult is finished telling you the issues, find four more adults to question.  ESL STUDENTS CAN ASK ONLY 2 ADULTS. EXCEPT GILTAE.   Make tally marks next to the issues they mention.

Write a short paragraph summary based on your findings and turn in your tally sheets with the summary on Monday.  Be sure to make the proper heading.

• poverty, housing, treaty issues, and police harassment.
• long-term leasing of American Indian land
• tribal land in upstate New York for use in a state hydropower project to supply New York City
• After the discovery of gold, the federal government took the Native American Reservation land of the Black Hills where Mt. Rushmore is in 1877 and sold it for mining and settlement to European Americans.
• 11 pieces of legislation, American Indian political prisoners, forced relocation at Big Mountain, the Navajo Nation, etc.
• protection of American Indian sacred sites, tribal sovereignty, environmental protection and action to stop global warming
• opposes national and collegiate sports teams using figures of indigenous people as mascots and team names, such as the Cleveland Indians, the Atlanta Braves, the Chicago Blackhawks, the Kansas City Chiefs and the Washington Redskins, and has organized protests at World Series and Super Bowl games against these teams. Protesters held signs with slogans such as "Indians are people not mascots," or "Being Indian is not a character you can play."[17]
• Although sports teams had ignored such requests by individual tribes for years, AIM received attention in the mascot debate. NCAA schools such as Florida State University,University of Utah, University of Illinois and Central Michigan University have negotiated with the tribes whose names or images they had used for permission for continued use and to collaborate on portraying the mascot in a way that supposedly honors Native Americans.
• In 1972, Raymond Yellow Thunder, a 51-year-old Oglala Lakota from Pine Ridge Reservation, was murdered in Gordon, Nebraska, by two brothers, Leslie and Melvin Hare, younger white men. After their trial and conviction, the Hares received the minimal sentence for manslaughter. Members of AIM went to Gordon to protest the sentencing, as it was part of a pattern of law enforcement in border counties that did not provide justice to Native Americans.[19] In the winter of 1973, Wesley Bad Heart Bull, a Lakota, was stabbed to death at a bar in South Dakota by Darrell Schmitz, a white male. The offender was jailed, but released on a $5000 bond and charged with second degree manslaughter. In protest of the charges, a group of AIM members and leaders from Pine Ridge Reservation and leaders went to the county seat of Custer, South Dakota, to meet with the prosecutor. Police in riot gear allowed only four people to enter the county courthouse. The talks were not successful, and tempers rose over the police treatment; AIM activists caused $2 million in damages by attacking and burning the Custer Chamber of Commerce building, the courthouse, and two patrol cars. Many of the AIM demonstrators were arrested and charged; numerous people served sentences, including the mother of Wesley Bad Heart Bull.[2

• Richard A. "Dick" Wilson's corrupt governing on the reservation. U.S. government would not get involved. Many people were killed.

• They have challenged the ideological foundations of US national holidays, such as Columbus Day[22] and Thanksgiving. AIM argues that Thanksgiving should be a National Day of Mourning, and protests what it perceives to be the continuing theft of indigenous peoples' territories and natural resources.[citation needed] AIM has helped educate people about the full history of the US, and advocates for the inclusion of Indigenous American perspectives in U.S. history. Its efforts are recognized and supported by many institutional leaders in politics, education, arts, religion, and media.[23]
• being exploited by those marketing the sales of replicated Native American spiritual objects and impersonating sacred religious ceremonies as a tourist attraction.
• In December 2008, a delegation of Lakota Sioux, including Talon Becenti, delivered to the U.S. State Department a declaration of separation from the United States citing many broken treaties by the U.S. government in the past, and the loss of vast amounts of territory originally awarded in those treaties, the group announced its intentions to form a separate nation within the U.S. known as the Republic of Lakotah.[26]
• Food
• Work
• Education
• spearfishing
• Training
• Gangs
• Alcohol