US Gov 2020-21 3rd Hour, 1st Semester Assignments

FOLLOW THE ATTACHED INSTRUCTIONS TO CREATE YOUR OWN COUNTRY IN STORYBOARDTHAT. IT WILL BE EVALUATED OUT OF 100 POINTS AND IS WORTH 15% OF YOUR SEMESTER GRADE. THE WORK MUST BE ORIGINAL AND YOUR OWN AND IS DUE BY THURSDAY AT 2:30 PM (NO EXCEPTIONS).

THE LIST OF STUDENTS EXEMPT FROM THE FINAL EXAM PROJECT IS ALSO ATTACHED.

PLEASE FOLLOW THE DIRECTIONS POSTED IN STORYBOARDTHAT. YOU WILL NEED 4 TILES TO COMPLETE THE ASSIGNMENT (YOU ONLY HAVE TO CHOOSE 4 OF THE 7 ROLES PRESENTED IN CLASS IN THE POWERPOINT PRESENTATION). YOU HAVE THE EXECUTIVE BRANCH PRESENTATION TO USE AS A RESOURCE. IF YOU NEED ADDITIONAL ONES YOU CAN RESEARCH THE ROLES ON YOUR OWN.

THE DIRECTIONS TO CREATE A STORYBOARDTHAT ACCOUNT ARE POSTED AS A SEPARATE ASSIGNMENT AND THE LINK TO YOUR CLASSROM IS POSTED IN THE STREAM HERE IN GOOGLE CLASSROOM.

PLEASE FOLLOW THE DIRECTIONS POSTED IN STORYBOARDTHAT. YOU WILL NEED 8 OR 9 TITLES TO COMPLETE THE ASSIGNMENT (YOU ONLY HAVE TO COMPLETE HOW A BILL BECOMES A LAW - THE PRESIDENT SIGNS IT, NOT ALL THE SCENARIOS WHEN IT REACHES HIM). YOU HAVE THE LEGISLATIVE BRANCH PRESENTATION, I'M JUST A BILL VIDEO, AND BRAINPOP VIDEO AS RESOURCES. IF YOU NEED ADDITIONAL ONES YOU CAN RESEARCH THE PROCESS ON YOUR OWN.

THE DIRECTIONS TO CREATE A STORYBOARDTHAT ACCOUNT ARE POSTED AS A SEPARATE ASSIGNMENT AND THE LINK TO YOUR CLASSROM IS POSTED IN THE STREAM HERE IN GOOGLE CLASSROOM.

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(C3.1.2) Analyze the purposes, organization, functions, and processes of the executive branch

Content: Students will analyze the (formal and informal) qualifications for becoming President of the United States by taking (Cornell) notes, highlighting desirable and required presidential characteristics from Chapter 8, section 1 PowerPoints

Language: Students will write to analyze the (formal and informal) qualifications for becoming President of the United States using the following sentence stem:

If I were identifying possible candidates for President of the United States, 3 INFORMAL characteristics I would look for are:
1)_____ because _____
2)_____ because _____
3)_____ because ____

FOLLOW THE DIRECTIONS AS INDICATED IN THE ATTACHMENT BELOW. ALSO, EACH STUDENT CAN FIND HIS/HER ASSIGNED GROUP BELOW AS WELL. WE WILL MEET AND THEN GO INTO BREAKOUT ROOMS TO WORK.
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(P1.4) Communicate clearly and coherently in writing, speaking and visually expressing ideas pertaining to social science topics

Content: Students will identify current Constitutional issues by working in small groups to draft a proposed Constitutional Amendment (change) to the US Constitution

Language: Students will analyze the current political climate of the US in small groups and propose a Constitutional Amendment using the criteria attached below:

PROJECTS ARE EXPECTED TO BE COMPLETED IN GOOGLE SLIDES BY MONDAY 11/23/20, AND PRESENTATIONS WILL OCCUR STARTING MONDAY AS WELL AND RUN THROUGH DECEMBER 1st DUE TO THANKSGIVING.

Read the article and answer all 11 questions completely.

Discuss the POTUS election (non)results

CONSTITUTIONAL RESOURCES
https://www.annenbergclassroom.org/constitution/

https://www.law.cornell.edu/constitution/index.html
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Government W/T
(C2.1.2) Explain the significance of debates and compromises vital to forming the US Constitutional government
Content: Students will demonstrate comprehension of constitutional rights by matching the various Amendments from the Bill of Rights (1 – 10) and those adopted afterward (11 – 27) to given statements, based on a constitutional issue

Language: Students will write to demonstrate application of constitutional protections in the Amendments from the Bill of Rights (1 – 10) and those adopted afterward (11 – 27) using a scenario based worksheet.

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(C5.3.1 & 2)
Identify and
Explain personal
and political
rights

Content: Students will identify the 5
guaranteed freedoms in the 1 st Amendment
(Chapter 4) by taking (Cornell) notes and
explaining the acronym RAPPS

Language: Students will write their analysis of
the 5 guaranteed freedoms in the 1 st
Amendment using the following sentence
stem:
The acronym RAPPS helps remind us of the 5
guarantees found in the 1 st Amendment.
RAPPS can be explained by identifying the
letter
R__________ means we have a right to
_____
A__________ means we have a right to
_____
P__________ means we have a right to
_____
P__________ means we have a right to
_____
S__________ means we have a right to
_____

Answer each question as detailed as possible. Each question has a value of 0 - 3 points, based on how detailed your response is.

Complete the study guide by writing as much information as you can about each question. This is a significant grade. It is important to save the study guide for the exam we will have on chapters 1 and 2, as well as the Final Exam

In 3 to 5 lines answer the following question IN YOUR OWN WORDS.
Which of the 4 theories on the origin of the State (Evolutionary, Force, Divine Right or Social Contract) explains the current creation of the United States Government/Nation State? Provide one piece of evidence that explains your choice.

The United States was formed under the ___ theory, because... (3 - 5 lines!)