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    FOUNDATIONS OF AMERICAN GOVERNMENT

    Historical Origins of Democracy

    The State as the Basic Political Unit

    Different Forms of Government

     

     

    2

     

    Government and Economic Systems 

    AT HOME ASSIGNMENT https://drive.google.com/drive/folders/1-68Sed4InyR83jopVOSBL8DK-0R9fqP8?usp=sharing

    OFF DAY ASSIGNMENT https://drive.google.com/file/d/0BwAjL2Ec02agb1JmUElBQmtjZmc/view?usp=sharing

     

    Roots of American Government

    American Colonies

    Declaration of Independence

    Articles of Confederation

     

     

    3

     

    FOUNDATIONS OF AMERICAN GOVERNMENT

    Roots of American Government Continued: 

    AT HOME ASSIGNMENT: Read the Jean Jacques Rousseau THE SOCIAL CONTRACT on page 74 in your packet. 

    AT HOME ASSIGNMENT: Read teh John Locke SECOND TREATISE ON GOVERNMENT on page 57 in your packet. I will be 

    assessing you to see if you read this and taking points away if you did not. 

    The Constitutional Convention

    The Constitution of the United States

    A Plan of Government

    Representative Democracy

     

    The Federalist Papers

    Political Theories

    Amending the Constitution

    Enlarging the Constitution

    Informal Changes in the Constitution

    Interpreting the Constitution

     

    EC

    4

     

    For 9/11/20: Please complete the Chapter 1 Section Assessment 2 and be prepared to discuss the next time we 

    meet. 

    AT HOME ASSIGNMENT: Please complete the section assessment Chapter 1 Section 1 on page 10. 

    Federalism

    Major Principles of the Constitution

    Separation of Powers

    Limited Government

    Judicial Review

    Bill of Rights

     

    5

     

    FOUNDATIONS OF AMERICAN GOVERNMENT

    For 9/14/20: Please complete the Chapter 1 Section Assessment 2 and be prepared to turn in and discuss the next time we 

    meet. 

     For 9/15/20 AND OFF DAY ASSIGNMENTS: Chapter 2 is solely review from your US History class  I usually give students time to complete the section assessments in class to refresh memories of the material. Please complete the section assessments from Chapter 2 and turn them in the next time we meet. 

    Major Principles of the Constitution

    Separation of Powers

    Limited Government

    Judicial Review

    Bill of Rights

     

     

    6

     

    At Home Assignment: Look at chapter 3 section 1 in your book. Write down all the Principles of the Consitution. Write down definitions in your own words. 

     At Home Assignment: Turn to Page 758 in your book and read the Constitution. We will be playing a game with it. 

    Major Principles of the Constitution

    Separation of Powers

    Limited Government

    Judicial Review

    Bill of Rights

     

     


    7

    VIRTUAL DAY: Please read and complete the section assessment from chapter 3 section 2.  

    At Home Assignment: Please complete the Formal Amendment Chapter 3 Section 2 Assessment and turn it in the next time we met

     

    At Home Assignment: We will begin election cycle soon. Please watch the Presidential debate.

    INFLUENCING GOVERNMENT

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns https://www.opensecrets.org/dark-money/shadow-infographic.php

    https://www.opensecrets.org/states/cands.php?cycle=2020&state=NV

    Factors that Influence Voters

    Voting Barriers

    Interest Groups

    Methods of Interest Groups

    Political Action Committees

    Public Opinion

     

    The Mass Media

     

     

    8

     

    Elections and Voting

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns

     

     

    9

     

    AT HOME ASSIGNMENT: Study your Citizenship Test and be prepared to take test this week. 

     

    AT HOME ASSIGNMENT: Please complete the Section Assessments Chapter 4, section 1. DUE THURSDAY OR FRIDAY

     

    INFLUENCING GOVERNMENT

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns https://www.opensecrets.org/dark-money/shadow-infographic.php

    https://www.opensecrets.org/states/cands.php?cycle=2020&state=NV

    Factors that Influence Voters

    Voting Barriers

    Interest Groups

    Methods of Interest Groups

    Political Action Committees

    Public Opinion

    Elections and Voting

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns


    10

     

     AT HOME ASSIGNMENT:Please complete the Section Assessments 1,2, and 3 from chapter 6. 

    INFLUENCING GOVERNMENT

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns https://www.opensecrets.org/dark-money/shadow-infographic.php

    https://www.opensecrets.org/states/cands.php?cycle=2020&state=NV

    Factors that Influence Voters

    Voting Barriers

    Interest Groups

    Methods of Interest Groups

    Political Action Committees

    Public Opinion

    Elections and Voting

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns

     

    American democracy
    The spreading scourge of voter suppression

    Don’t rob people of votes, count them

    Apresident in hospital, virus in the White House, a fight over the Supreme Court, leaked presidential tax returns: it is enough to make you reel. Amid the tumult of the campaign, it is easy to miss a less frenzied turn of events that has no less profound implications for America’s democracy. It concerns suppressing the vote. “Elections belong to the people,” said the Republican Party’s greatest president. What, then, would Abraham Lincoln make of his partymen’s efforts—in Florida, North and South Carolina, Texas, Wisconsin and other contested states—to limit the number of people the coming election belongs to?

    Allegations of minority-voter suppression are hardly new. They are also often overheated and hard to prove. Yet Greg Abbott’s action in Texas stands out (see article). On October 1st the Republican governor restricted the number of drop boxes for completed ballots to just one per county. For the 4.7m residents of Harris County, 70% of whom are non-white and liable to vote Democratic, that is a travesty.

    Echoing President Donald Trump, Mr Abbott said this was necessary to prevent voter fraud. Wisconsin’s Republican legislature said the same to justify restricting early voting in the state, as did their counterparts in the Carolinas when insisting on the need for a witness counter-signature on mail-in ballots. Preventing fraud is a sound principle. Some Republican measures, including in Texas, involve tightening up covid-19 provisions for early voting that those same lawmakers had introduced. In practice, however, concerns about electoral fraud, which Republican lawmakers have cited in 25 states over the past decade, are almost always unfounded. This makes their arguments against the special covid-19 provisions hard to sustain.

    The only major instance of voter fraud in recent times was perpetrated by a rogue Republican activist in North Carolina. There is no evidence of the mass Democratic electoral fraud many Republicans claim to detect. Mr Trump, who alleged that 5m votes were cast illegally for Hillary Clinton in 2016, launched a commission to find some. It returned empty-handed. Meanwhile, examples of new Republican restrictions have piled up.

    In Georgia, Ohio and Texas at least 160,000 people, disproportionately non-white, were wrongly removed or marked for removal from the electoral roll in 2018-19. And though the effect of recent measures is unclear, Florida hints at what may be to come. The state voted in 2018 to enfranchise felons who had met all their obligations, an estimated 1.4m people—including a fifth of black Floridians. The Republican legislature passed a law enacting this plebiscite that interpreted those obligations in the most onerous way possible by demanding they first settle all outstanding fines. Former felons were always likely to be low-propensity voters, but this erected a formidable bureaucratic hurdle even to those able to pay. As Florida’s registration deadline passed this week, perhaps one in six had registered to vote.

    Mr Trump’s threat that he will refuse to accept the election results has raised fears of a constitutional crisis. They need to be taken seriously. More likely, however, these practised instances of vote suppression will turn out to be the election’s real lasting democratic damage. It is perverse for one party in a democracy to shape its politics around suppressing the vote. Adopting this as a political tool is especially foul in a country where African-Americans were denied the vote in living memory.

    ADVERTISING

    The tactic is the apogee of Republican short-termism. True, Georgia’s governor may owe his job to suppressing black votes. But the party will sooner or later be unable to win national elections if it cannot woo non-whites. With every cycle of electoral abuse, the party of Lincoln is handing them fresh grievances.■

    Dig deeper:
    Read the best of our 2020 campaign coverage and explore our election forecasts, then sign up for Checks and Balance, our weekly newsletter and podcast on American politics.

     

     


    WEEK 11

    10/26

    TO

    11/2 

     

     

     AT HOME ASSIGNMENT: Open book to page 168. Make a two-column chart with the headings Republicans and Democrats. List the personal characteristics of each party including gender, age, income, etc. Mark each attribute for yourself. How does this compare with what you considered yourself?

    INFLUENCING GOVERNMENT

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns https://www.opensecrets.org/dark-money/shadow-infographic.php

    https://www.opensecrets.org/states/cands.php?cycle=2020&state=NV

    Factors that Influence Voters

    Voting Barriers

    Interest Groups

    Methods of Interest Groups

    Political Action Committees

    Public Opinion

    Elections and Voting

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns

     

    12

     

    AT HOME ASSIGNMENT: Write a summary of this. Watch the Presidential election results. How the Electoral College Works  Electoral College

     STUDY FOR CITIZENSHIP (CIVICS) EXAM: A group will take it on Thursday, B group will take it on Wednesday. 

    INFLUENCING GOVERNMENT

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns https://www.opensecrets.org/dark-money/shadow-infographic.php

    https://www.opensecrets.org/states/cands.php?cycle=2020&state=NV

    Factors that Influence Voters

    Voting Barriers

    Interest Groups

    Methods of Interest Groups

    Political Action Committees

    Public Opinion

    Elections and Voting

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns

     

     

    13

    AT HOME ASSIGNMENT: Please read Chapter 5 Sections 3 and 4 and complete the section assessments for those sections. This information should link directly to the information covered in class already.

     FRIDAY 11/13 B GROUP STUDENTS PLEASE COMPLETE CHAPTER 7 SECTION 1 AND 2 IF WE ARE FULL DISTANCE. I WILL COLLECT IT THE NEXT TIME WE ARE TOGETHER. 

    INFLUENCING GOVERNMENT

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns https://www.opensecrets.org/dark-money/shadow-infographic.php

    https://www.opensecrets.org/states/cands.php?cycle=2020&state=NV

    Factors that Influence Voters

    Voting Barriers

    Interest Groups

    Methods of Interest Groups

    Political Action Committees

    Public Opinion

    Elections and Voting

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns

     

    14

     

    A GROUP STUDENTS PLEASE COMPLETE CHAPTER 7 SECTION 1 AND 2  I WILL COLLECT IT THE NEXT TIME WE ARE TOGETHER.

     

    A and B Students: Watch and Take Notes on the video about Money and Elections

    Complete the Section Assessment Chapter 7 Section 3. Turn them all in when we return. 

    Take care of yourselves!!! 

     

    From Principal Hackbusch: Please remind students tomorrow the following please:

    Grab & Go meals from our Kitchen, Reno will be available the next 2 days at Reno High on the Foster Drive side of the school from 10-11:30am

     

     

     

    Elections and Voting

    Political Parties and Government

    Party Organization and Functions

    Nominating Candidates for Office

    Election Campaigns

     

     




     

    15

     

    Mass Media 

    AT HOME ASSIGNMENT: Watch this Movie. Be aware that this is very biased and this kind of bias is happening on the other side with MSNBC as well. Link to our lesson/discussion in class. 

     

    THERE WILL BE A MIDTERM EXAM ON CHAPTERS 1-9 ON THE DAY WE RETURN FROM BREAK PLEASE STUDY FOR THIS. 

     

    16

     

    A DAY STUDENTS PLEASE STUDY FOR THE TEST ON MONDAY

    WE WILL BEGIN THE LEGISLATIVE BRANCH ON WEDNESDAY

    THE LEGISLATIVE BRANCH

    THE LEGISLATIVE BRANCH

    Legislative and Non-Legislative Powers

    Additional Powers of Congress

    Shared Powers of Congress

     

    THE LEGISLATIVE BRANCH

    The Organization of Congress

    Membership of the House and Senate

    Organization for Lawmaking

    The Powers of Congress

     

    Congress at Work

    How a Bill Becomes a Law

    Influences on Lawmakers

    Taxing and Spending

    Powers of the Purse

    Representation


    17

    TBA

    18

    TBA

    19

    TBA

    20

    TBA

    21

    FINALS WEEK

GOOGLE CLASSROOM CODE: xnsv1rn

Civic Engagement Project

  • Reno High School’s United States Government

    Civic Engagement Project

    Instructions: The Reno High Social Studies Department requires all seniors enrolled in United States Government to complete 10 Civic Engagement Project during the school year. First, students shall compete the 3 required projects in both semesters. Second, students shall complete 2 additional projects from the 7 remaining choices per semester.  Attached to each assignment are further direction and details.  Most of these projects allow for in person and/or at home/virtual participation to respect those who do not want to attend in person.

    Due Dates:           Thursday, September 30 (2 Projects)

                                    Thursday, December 9 (3 Projects)

                                    Thursday, March 10 (2 Projects)

                                    Thursday, May 26 (3 Projects)

    Please contact Mr. McCart with questions.

     

    Must Complete

    1. Attend, observe and/or participate in a "virtual" open government public meeting for a minimum of one hour.

    Students will attend, observe, and/or participate in a "virtual" open government public meeting for a minimum of one hour.  These meeting include but are not limited to School Board, City Council, County Commission, State of Nevada Assembly/Senate Committee Hearing.  Click here to find information regarding schedule and attending public meeting.  1-hour minimum. Students will demonstrate completion of this project by filling out the Open Public Meeting form.

     

    1. Attend and observe a "virtual" a city, county, or State judicial proceeding for a minimum of one hour.

    Students will attend and observe a "virtual" a city, county, or State judicial proceeding for a minimum of one hour.  1-hour minimum. Students will demonstrate completion of this project by filling out the Court Proceeding form.

     

    1. Virtually or in person, complete at least 1 hour of service for any organization of your choice.

    Complete at least one hour of volunteer service for a non-profit organization*. Have your direct supervisor complete the “Regular Service Hours” form. Write a 250 word reflection addressing the following: Why did you choose to volunteer for this organization?  What is this organization trying to accomplish?  What is the purpose of the task you performed?  What were interactions with others like during your service? How did your service make improvements to our community?  What intrinsic benefits did you receive from your service, i.e. how did it make you feel to help out?  Students will demonstrate completion of this project by filling out the Court Proceeding form.

    Volunteer Form

    ________________________________________________________________________________________________

    Choose two of the following (each of the following

    1. Researching and writing to a local, state, or national elected official on an issue you care about.

    Using a policy issue you care about, research the policy, make yourself familiar the issues surrounding the policy.  Use that research to write a government official who could help impact that policy.  Your teacher must approve your letter before it is sent.  A copy of your letter must be turned in along with any correspondence/recognition of letter.

     

    1. Researching and writing a "Letter to the Editor" or "Opinion Editorial (Op-ed) to a local, state, or national print news organization.

    Using a policy issue you care about, research the policy, make yourself familiar the issues surrounding the policy.  Use that research to write a "Letter to the Editor" or "Opinion Editorial (OpEd) to a local, state, or national print news organization such as the The Red and Blue, Reno Gazette Journal, The Nevada Independent, The Wall Street Journal, etc. Your teacher must approve your letter before it is sent.  A copy of your letter must be turned in along with any correspondence/recognition of letter/its publication.

     

    1. Using an issue you care about, research the appropriate government official's(s') stance on that issue and create a side-by-side comparison of their stance Using a policy issue you care about, research the policy, make yourself familiar the issues surrounding the policy. Use that research to create a side by side comparison of the elected officials who can impact this issue. For example, if your issue is homelessness in the city of Reno.  You would find out the stances of the City Council representative from your Ward, the At-Large City Council representative, and the Mayor on homelessness.

     

     

    1. Virtually or in person volunteer with a candidate running for office, a political party, an interest group, or a PAC.

    Students will virtually or in-person volunteer with a candidate running for a local, state, or national office; work with a local, state, or national, political party; or an interest group/Political Action Committee (PAC). The students are engaged with these groups to see how the political process works; either by elections or by lobbying the people/government officials on policy. 1-hour minimum. Students will demonstrate completion of this project by filling out the Political Process Form.

     

     

    1. Attend virtually or in-person a political FORUM, DISCUSSION OR SEMINAR that is advocating for, debating or educating participants on a particular policy or issue.

    Students will attend virtually or in-person a political FORUM, DISCUSSION OR SEMINAR that is advocating for, debating or educating participants on a particular policy or issue. For example, the University of Nevada host several very year. Topics range from Free Speech, Guns on Campus, DARPA, Rule of Law.  Please see teacher for approval.  Write a 250 word reflection addressing the following: What events have happened recently that have driven you and others to peaceably assemble?  What is significant about the selected location of the rally? How many other attendees do you think there are? Describe some of the conversations you had with others in attendance or conversations you overheard.  What happened throughout the protest?  Write a narrative of your experience.  What change is being advocated for? Is it specific grievances or broad concepts? Which is more effective? Was their media/social media coverage?  Was it favorable/neutral/negative.

     

    1. Attend virtually or in-person a PEACEFUL political rally that is advocating for a particular policy outcome.

    Document your attendance at a peaceful assembly with a photo/video.  (Make sure you’re in the photo).  These rallies include Black Lives Matter, March for Science, March for Women, Stand Up For Education, Pro/Anti-Gun Restrictions. Write a 250 word reflection addressing the following: What events have happened recently that have driven you and others to peaceably assemble?  What is significant about the selected location of the rally? How many other attendees do you think there are? Describe some of the conversations you had with others in attendance or conversations you overheard.  What happened throughout the protest?  Write a narrative of your experience.  What change is being advocated for? Is it specific grievances or broad concepts? Which is more effective? Was their media/social media coverage?  Was it favorable/neutral/negative.

     

    1. Create your own project that requires you to civically engage with your community (local, state, national, world). Have you project approved by your teacher.

    Students will work with their teachers to create your own project that requires you to civically engage with your community (local, state, national, world). Demonstration of completion for this project will vary and will be decided by teacher.

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     CIVIC IDEALS AND PRACTICES:

    • Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
      • An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship, which is the central purpose of social studies
      • Learning how to apply civic ideals as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good.[1]

     

    [1] Adapted from National Council of the Social Studies Themes of Social Studies. Theme 10