//melvindale.melnapschools.com/apps/classes/999652/assignments/ Class Name: US Gov 2020-21 2nd Hour, 1st Semester Instructor(s): Joseph Anheuser en-us SchoolSitePro //melvindale.melnapschools.com/homeworkItem6735001 //melvindale.melnapschools.com/apps/classes/999652/assignments/
THE LIST OF STUDENTS EXEMPT FROM THE FINAL EXAM PROJECT IS ALSO ATTACHED.
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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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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.
]]> Thu, 17 Dec 2020 11:18:36 PST //melvindale.melnapschools.com/homeworkItem6575076 //melvindale.melnapschools.com/apps/classes/999652/assignments/ (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 ____



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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.
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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.

]]> Wed, 04 Nov 2020 23:49:11 PST //melvindale.melnapschools.com/homeworkItem6245341 //melvindale.melnapschools.com/apps/classes/999652/assignments/ (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
_____

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