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= YHS INTRO TO GOVERNMENT ASSIGNMENTS =

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 * [[image:trumbullDOI.jpg width="196" height="128"]] || [[image:mccain.jpg width="100" height="118"]] || [[image:supremecourt.jpg width="138" height="108"]] || [[image:olympia_snowe2.jpg width="133" height="97"]] || [[image:barack__obama.jpg width="124" height="110"]] ||

|| 2) Read the interview handout on "Realism and the U.S." || || Write a detailed explanation (300-350 words) of the cartoon in which you
 * || --- || [[image:innes.farrington.JPG width="314" height="238" align="left"]] ||
 * ** DUE FRI., 01/22/11 ** ||  || Film analysis: "Three Kings"
 * **DUE FRI., 01/14/11** ||  || 1) Bring in signed **permission form** for Tuesday's field trip the State House.
 * **DUE THURS., 01/06/11** ||  || Read the attached article & send me an email in which you a) summarize the Supreme Court's decision, and b) offer your opinion with supporting reasons.
 * **DUE TUES. 12/21** ||  || Read Stephenson p. 83-88. Be prepared to discuss the 4th Amendment and the "exclusionary rule." ||
 * ** DUE FRI., 12/17 ** ||  || Examine this political cartoon:
 * identify & summarize the issue being addressed
 * explain the symbolism being used
 * describe the cartoonist's point of view
 * offer your own opinion about the issue.

These resources can help give an overview of the issue. Feel free to use additional info as well. Tax Cuts Bill Could Clear Congress by Week's End (3 min 34 sec video report) Obama calls for lawmakers to back tax deal (CNN.com) || 2) For each case, give your opinion as to whether the decision was correct. || Bill of Rights Fourteenth Amendment  First Amendment  clear and present danger test  bad tendency test  incitement test  prior restraint  obscenity  libel  symbolic speech || - mass media  - cable news networks   - media as "vehicles"   - media as "gatekeepers"   - media as "spotlights"   - priming - believability - agenda setting - framing - "impact of the visual"  || 2) Read Stephenson, p. 153-159. You will have a **reading quiz** on the following terms & concepts: - Political efficacy - Sense of duty <span style="color: #ffffff; font-family: Georgia,serif;">- <span style="color: #800000; font-family: Georgia,serif;">Party identification <span style="color: #ffffff; font-family: Georgia,serif;">- <span style="color: #800000; font-family: Georgia,serif;">Forms of participation [aside from elections & voting] <span style="color: #ffffff; font-family: Georgia,serif;">-- <span style="color: #000000; font-family: Georgia,serif;">- Following politics <span style="color: #ffffff; font-family: Georgia,serif;">-- <span style="font-family: Georgia,serif;">- <span style="color: #800000; font-family: Georgia,serif;">Contacting public officials <span style="color: #ffffff; font-family: Georgia,serif;">-- <span style="font-family: Georgia,serif;">- <span style="color: #800000; font-family: Georgia,serif;">Protests <span style="color: #ffffff; font-family: Georgia,serif;">--- <span style="font-family: Georgia,serif;">• <span style="color: #800000; font-family: Georgia,serif;">Marches and rallies <span style="color: #ffffff; font-family: Georgia,serif;">--- <span style="font-family: Georgia,serif;">• <span style="color: #800000; font-family: Georgia,serif;">Boycotts <span style="color: #ffffff; font-family: Georgia,serif;">--- <span style="font-family: Georgia,serif;">• <span style="color: #800000; font-family: Georgia,serif;">Picketing <span style="color: #ffffff; font-family: Georgia,serif;">--- <span style="font-family: Georgia,serif;">• <span style="color: #800000; font-family: Georgia,serif;">Political violence <span style="color: #ffffff; font-family: Georgia,serif;">--- <span style="font-family: Georgia,serif;">• <span style="color: #800000; font-family: Georgia,serif;">Politically motivated crimes <span style="color: #ffffff; font-family: Georgia,serif;">--- <span style="font-family: Georgia,serif;">• <span style="color: #800000; font-family: Georgia,serif;">Civil disobedience <span style="color: #ffffff; font-family: Georgia,serif;">--- <span style="font-family: Georgia,serif;">• <span style="color: #800000; font-family: Georgia,serif;">Passive resistance <span style="color: #ffffff; font-family: Georgia,serif;">- <span style="color: #800000; font-family: Georgia,serif;">Rational actor model <span style="color: #ffffff; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">--- || || -Review Reading Quizzes / Practice Test questions. **50% of the test questions will come word-for-word from these.** -Review the terms & themes from the Study Guides for Chapters 1, 2, 9, 10. **All free response questions will come from the themes.** -Review these documents: -- The U.S. Constitution (outline notes) -- Roles of the President (article) -- Judicial Branch chart ||
 * ** DUE WED., 12/15 ** ||  || Read Stephenson on religious freedom, p. 80-83, then go to this site and
 * 1) choose any two cases that are not mentioned in the textbook selection
 * 2) briefly explain in writing the facts of the case, the court's decision, and how this case helped clarify the meaning of the First Amendment as it applies to religious freedom. ||
 * ** DUE THURS., 12/09 ** ||  || 1) Find and summarize the Supreme Court's decision for each of these cases. Include not only which side won, but the court's reason for ruling in that way.
 * //Chaplinsky v. New Hampshire//
 * //Tinker v. Des Moines//
 * //Texas v. Johnson//
 * //Hazelwood v. Kuhlmeier//
 * ** DUE TUES., 12/07 ** ||  || Read about the Bill of Rights and Free Expression in Stephenson, 73-80. Reading Quiz over these terms:
 * ** DUE WED., 12/01 ** ||  || Read about the role of the media in politics in Stephenson, p. 165-171; 177-183; 187-195. Focus particularly on these terms:
 * ** DUE MON., 11/22 ** ||  || <span style="font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin: 0px;">1) If you have not yet done so, p lease return a signed film permission form (see 11/18.)
 * ** DUE THURS., 11/18 ** ||  || Please return a signed film permission form. See your email or download the form here:
 * ** DUE TUES., 11/16 ** ||  || Read the three articles handed out and prepare for a graded discussion in class. Your discussion grade will be based on the following:
 * Contributing to the conversation = 6 points
 * Using evidence from the readings = 4 points
 * Offering original ideas & arguments = 1 point
 * Using evidence from outside the readings = 1 point
 * Total possible points = **12** ||
 * ** DUE MON., 11/08 ** ||  || Read Stephenson pages 109-125. Write a 1-page reflection in which you identify which "Ideology" (see Table 4.3 on p. 117) is closest to your own political beliefs and values. Use specific examples of policy positions you support or oppose to illustrate. ||
 * ** DUE THURS., 11/04 ** ||  || ** Quarter 1 Test **
 * ** DUE FRI., 10/29 ** ||  || Use the resources under the "Maine Election" link in the left column to develop and argue positions on the Maine ballot questions. You have two options:
 * Option A: An Op-Ed piece (400-600 words) on one of the ballot questions.
 * Option B: Two letters to the editor (200-300 words each) on different ballot questions.

See sample Op-Ed See sample letters to the editor || C-SPAN Survey of Presidential Leadership Zogby's Presidential Greatness survey Siena College, "American Presidents: Greatest and Worst" 2) Write a 1.5 - 2 page evaluation in which you compare and contrast the rankings and the methodologies used. (Pay attention to who was surveyed, what criteria were used to judge the presidents, etc.) || 2) Read Stephenson 278-294 and prepare for a reading quiz on terms 10-29 from the Chapter 9 study guide (see copy in left column,) || <span style="font-family: Arial,Helvetica,sans-serif;">2) Read Stephenson p. 286-294. || <span style="color: #ffffff; font: normal normal normal 13px/normal Arial; line-height: 19px; margin-bottom: 13px; margin-left: 8px; margin-right: 0px; margin-top: 0px;"> **Is Tuesday's successful filibuster of the Defense Reauthorization Act an example of our system //working// or //failing//?** Use these resources in composing your Op-Ed:  --- //For examples of recent Op-Eds from newspapers around the country, visit this site//: http://www.dailyoped.com/ -- ||
 * **DUE THURS., 10/21** ||  || 1) Go to the following links and examine these attempts to rank the U.S. Presidents.
 * **DUE TUES., 10/19** ||  || Read Stephenson 302-306; 314-329. Matching quiz on terms 1-11 from the Chapter 10 study guide. ||
 * ** DUE WED., 10/13 ** ||  || Read the "Roles of the President" article. You will be expected to recognize several of these roles "in action" during class. ||
 * ** WEEK OF 10/04-10/08 ** ||  || 1) In class Monday : Finish your House Election Project (as a google presentation) and share it with me in google docs.
 * //Juniors// will take the quiz Wednesday, //seniors// on Friday.** ||
 * **DUE THURS., 9/30** ||  || Read the excerpt from David Price's //The Congressional Experience// (handout) and complete the attached chart.
 * **DUE TUES., 9/28** ||  || <span style="font-family: Arial,Helvetica,sans-serif;">1) Revise your Op-Ed as needed.
 * **DUE FRI., 9/24** ||  || Write an Op-Ed piece of 500-700 words in response to this question:
 * Stephenson, p. 290
 * Barbar Sinclair, "The '60 Vote Senate'"
 * John Stossel, "Memo to the House: Adopt the filibuster"
 * Washington Post, "Acceptance of Gay People in the Military"
 * "Pentagon Poll: Don't Ask if you Won't Like the Answer"
 * **DUE WED., 9/22** ||  || Read Stephenson p. 273-278 and familiarize yourself with terms 1- 9 from the Chapter 9 study guide. Write two thoughtful paragraphs in response to this prompt:

//What are the arguments for elected representatives serving in the trustee role, the delegate role, or in the politico style? If you were to be elected, which would you try to follow?// || the study guide with a paragraph for each theme. Terms 14-22 should each appear __underlined__ somewhere within your responses. (You do not need to define these terms, just use them properly in context.)
 * **DUE MON., 9/20** ||  || Read Stephenson p. 51-55 and 58-63. Reading quiz on terms 7-16 from the study guide for Chapter 2. ||
 * **DUE THURS., 9/16** ||  || Read the first part of Ch. 2 in Stephenson (p.41-51.) ||
 * **DUE FRI., 9/10** ||  || Finish reading Ch.1 in Stephenson (24-38.) Respond to "Themes to summarize" F through I from

//**Reminder:** If you plan to retake the first reading quiz, please let me know by Friday so we can set a time.// ||
 * ** DUE WED., 9/8 ** ||  || 1) Read the first half of Chapter 1 (p. 11-23) in Stephenson.

2) Your choice:

- Either take a matching quiz over terms 1-13 from the Chapter 1 study guide

-- OR

M emorize the Preamble to the Constitution and write or recite it. - For the musically inclined, this video might help:

media type="youtube" key="FLP_HGKq-jg?fs=1" height="307" width="384" align="center" ||
 * ** DUE FRIDAY, 9/3 ** ||  ||< Read the Introduction (p. 1-8) in Stephenson and prepare for a Reading Quiz on these concepts: <span style="color: #ffffff; font: normal normal normal 12px/normal Helvetica; margin: 0px;">--
 * purposes of government (4-6)
 * positive state v. minimalist state (6)
 * four democratic precepts (6)
 * constitutionalism (7) ||