Tuesday, March 15, 2011

I, Pencil

You received the readings for chapters 3 & 4 yesterday as we started work on Chapter 2 and learned about the Circular Flow.  You were to read the packet and answer the following questions:
  1. What role does profit play in the U.S. Free Enterprise system? 
  2. How does voluntary exchange between households and businesses create a circular flow of money, products, and resources?
  3. Why do people prefer money exchange to barter exchange?
  4. What function does money perform?
  5. Why is entrepreneurship important to an economy's growth over time?
Today, you read about Adam Smith, Leonard Read's "I, Pencil" and got a taste of Milton Friedman.  Combined with Keynes and Paul Samuelson, you are getting the basics of econ infused into your system.

Tuesday March 15, 2011                               
Notebook Page   Title: I, Pencil &  (Smith & Friedman)               
Pick up Ch. 2 Reading (Stays in class)                       
Read P. 17 about Adam Smith                           
Copy the excerpt from Wealth of Nations into your notebook           
Summarize Adam Smith's theories (using your own words)               
Work with your peer(s) to come up with the resources/steps needed to make a pencil.                                       
Pick up I, Pencil Reading (Stays in class)                   
Read I, Pencil (as a class)
Discuss importance/relevance
    Price System, Free Market, human Creativity & Freedom

Friday, March 4, 2011

Debrief of 1984

5th period handled things very well.  I hope you picked up some new ideas and saw that there are deeper possibilities of analysis.

6th period is a disaster.  Too many students show up tardy, take too long to settle down, and disrespect me while ignoring instructions.  So, you did not get to discuss or learn how to analyze a core novel college students are expected to know.  Instead of a nice classroom experience, you owe me an essay.  500 words.  Typed.  Emailed copy due by Monday March 7 at 11:59 PM.  hard copy (printed out) due by 2:05 on Tuesday.  Question is below:

Which character had the most personal freedom, and which character had the least? 
You must support your choices with examples and explanations. 
I will know if your essay is superficial and/or copied.

Monday, February 28, 2011

1984

We discussed Orwell's story in preparation for viewing the film on Tuesday, to be finished Thursday.  We'll debrief what we learned.  You will get your Ch. 23 worksheet back tomorrow.  Finish it from home if necessary.  We'll correct it on Monday, with a test on Tuesday.

Thursday, February 24, 2011

Who's Economics Are We Talking About?

We are getting into economics.  You've read Ch 23 of the textbook and Ch 16 of the Economics text.  I am going over the slides for ch. 23 in class (available on the Moodle).  But I'd like to offer you some extra credit...due Monday.  Read this blog post by the former Secretary of Labor for former president Clinton.  Write a response to his post, and include a statement/paragraph with which you either agree or disagree.  Also find an article online that counter's his argument. Print it out and turn it in with your responses/opinion.

Thursday, February 17, 2011

Pinkos

After yesterday's unit exam (11,12,14), we moved into economics and other government systems.  I gave you a worksheet for two sections of chapter 23, to be completed in class.  You had 45 minutes in class today of self-directed learning.  Some finished, most are almost done, while all at least finished section one.  We'll explore Communism, Socialism, and the world of Orwell's 1984 next week.  I'll screen the movie a week later.  If you have any handouts (Machiavelli) or other work (Chapter 12 and 14 online work), please get it (back) to me by Tuesday.  Enjoy your break.

Tuesday, February 8, 2011

The Flu Sucks

Something icky happened to me on Sunday - not just the Packers winning the Super Bowl. It knocked me out through 2:30 AM Tuesday when I awoke in a cold sweat, indicating that I had burned out the bug. In class, you read about Machiavlli's "Becoming a Prince by Villainy" and Confucius'"Ideas on Government."

In class today, you read this article from the Mpls StarTribune, after which you answered some questions and we discussed its implications.

  1. How much do women earn compared to men?
  2. What legislation exists to limit this disparity (difference)for government jobs?
  3. Why is new legislation being proposed to remove wage equity guarantees?
  4. What effect could this have?
  5. Why do you think women earn less than men?
  6. What is your opinion regarding this issue?
AFTER reading and answering those questions, please read this and share your thoughts in a written response in one paragraph.
     

    Friday, February 4, 2011

    Finish Online Work and Survey

    Complete the survey regarding the Super Bowl. (you'll have to login to GoogleApps.  Remember to logout and shut down the iPod after you are done!




    Then finish your Ch 14 & 12 online work

    Thursday, February 3, 2011

    Need E.T.

    I was out yesterday - knee is still in pain..  You watched Stossel's "Is America #1?" presentation.  There was a worksheet with questions that you should have done by Friday.  We will cover How a Bill Becomes a Law on Friday.  IN class today, we discussed the situation in Egypt.

    Tuesday, February 1, 2011

    Regular Computers Today



    Some of you do not seem to understand that when you are instructed to read something, you actually have to read the whole thing.  Amazingly, many of you seemed to finish yesterday's task (or at least come close).  There should be no problem finishing today's expectations as well. 



    Chapter 12, Section 1:  Seniority Rule
    Read about seniority in the United States Congress (http://www.auburn.edu/~johnspm/gloss/seniority)
    Write five questions about the seniority rule's origins and effects. Pick three of these questions and answer them as fully as possible. You may work with a partner.

    Chapter 12, Section 2:  Congressional Committees
    Select a Web page of one committee from the House of Representatives and visit the site. Make a list of five things that committee does.  (http://www.house.gov/house/CommitteeWWW.shtml)

    Chapter 12, Section 3:  How a Bill Becomes a Law
    Create a flow-chart that explains how a bill becomes a law (include veto possibilities).

    If/When you have finished, take the computer quizzes & tests for chapters 14 and 12. 
    There will be a Unit Exam next Wednesday, February 9.

    Do not rush through your work just to get it done.  READ and take your time!

    Monday, January 31, 2011

    iPods for classroom use?

    Below is what was distributed along with an iPod touch.  I wonder how it works/worked.
    Chapter 14: Follow the chapter link from online textbook resource (found on blog) and select Go Online Activities.

    Section 1: Growth of Presidential Power
    Write an opinion on how the President's power has increased or decreased. Be sure to give several examples.

    Section 2: President’s Appointing Power
    Do Presidents have too many political appointees?
    Write a brief response in which you either defend this argument or argue a different opinion.

    Section 3:  Executive Agreements
    Use the figures in the paragraph to create bar charts showing the number of executive agreements and treaties made in the three time periods:
    (1) the first 50 years since independence (1776–1826);
    (2) from that early period, up to World War II (1827–1940); and
    (3) recent decades (1940–1989).
    Write a caption for your graphs that identifies the trends shown and the reasons for the trends.

    During the first half-century of its independence, the United States was party to sixty treaties but to only twenty-seven published executive agreements. By the beginning of World War II, there had been concluded approximately 800 treaties and 1,200 executive agreements. In the period 1940-1989, the Nation entered into 759 treaties and into 13,016 published executive agreements. Cumulatively, in 1989, the United States was a party to 890 treaties and 5,117 executive agreements. To phrase it comparatively, in the first 50 years of its history, the United States concluded twice as many treaties as executive agreements. In the 50-year period from 1839 to 1889, a few more executive agreements than treaties were entered into. From 1889 to 1939, almost twice as many executive agreements as treaties were concluded. In the period since 1939, executive agreements have comprised more than 90% of the international agreements concluded.

    Section 4:  Presidential Veto Power
    Read about the types of presidential vetoes and what actions Congress can take once the President vetoes a bill.
    Create a flow chart that shows the steps in the veto process and the possible outcomes.

    Friday, January 28, 2011

    Quiz, Video, Homework, oh my!

    You watched a 20-min video about Congress today.  Then there was a quiz on chapter 11.  I am working on getting the videos available to you online (for those who may need refreshers or missed class).  For homework, you SHOULD read chapters 11, 14, and 12 (in that order).  We'll finish this unit next week, with an exam the following week.

    I have added the Chapter slide shows AND section outlines to the moodle.  If you use everything available, attend class, and do what I assign, I guarantee you will do well this semester.

    If you were absent on Wednesday, you'll need to make up the Test for Economic Literacy (TEL) as soon as possible through Classroom For Success (Available Exams).  If you wait too long, the test window will close and you'll never be able to make up the exam.

    Just testing something here.

    Wednesday, January 26, 2011

    FIGHT! Prez vs Congress

    We're studying Chapters 11,14, and 12 to better understand how powers are divided between the Executive and Legislative branches.  We'll end by going through how a bill becomes a law.  Expect a quiz on Ch. 11 on Friday with a quiz on Ch 14 on Tuesday, followed by an exam on the three chapters next Friday.  I'll go through the slides - but it would be a HUGE benefit if you simply read the chapters BEFORE the lectures.  I guarantee you that things will make much more sense and you will have a better understanding of the material.  Then the exams won't be so scary!

    In class today, you took the Test for Economic Literacy (TEL).  I am sure there are plenty of things you know nothing about.  There are words you may not understand - just plow through it and do the best you can.  This is a pre-test.  You'll take the post-test at the end of the semester.  We compare the results.  If I did a good job (with you doing your part), you should improve a lot.  If not - we'll have to see what went wrong.

    We'll finish the Ch. 11 slides tomorrow and hopefully start on 14.  You'll take a quiz on Friday, followed by a short video

    Friday, January 14, 2011

    Finals

    The final exam is next Thursday.  It will include Ch. 4 (Federalism) and material from throughout the semester.  the study guide is on the Moodle.  In class today, you filled out a note card by doing the folloing:
    Write TWO problems that face you or the world (community, state, nation, globe)
    Then provide a solution to each problem.  What should be done to make the problem disappear or at least minimize it?

    After doing that, we read a short story by Jonathan Swift, called "A Modest Proposal" from 1729.  A discussion about problems and solutions follwed the reading.  While finding a solution to a problem is usually easy, implementing an acceptable (humane/moral) solution is often times VERY difficult.

    Friday, January 7, 2011

    BIG or small?

    Your answers to the questions from two readings were due today. Then we watched some videos that hopefully make you think of ways in which a BIG government is beneficial.
    Important vocabulary:  Inflation, GDP/GNP, Unemployment, Interest
    We will discuss the readings and videos on Monday, and you have a test on Chapter 8 on Tuesday.                                                                                                                   

    Wednesday, January 5, 2011

    A Test?

    The readings I distributed on Monday and Tuesday should be read by Thursday - you need to turn in your answers to the questions in class tomorrow.  Here is the list of vocab words for tomorrow's "Below a C" Exam:

    amendment
    Anti-Federalists
    articles
    autocracy
    bicameral
    Bill of Rights
    blanket primary
    Cabinet
    caucus
    closed primary
    coalition
    coattail effect
    confederation
    consensus
    constitution
    democracy
    dictatorship
    electoral college
    electorate
    federal government
    federalism
    Federalists
    franchise
    gerrymandering
    independents
    injunctions
    literacy
    major parties
    minor party
    nomination
    office-group ballot
    oligarchy
    open primary
    party identification
    party-column ballot
    pluralistic society
    plurality
    political efficacy
    political party
    political socialization
    poll tax
    polling place
    Preamble
    precinct
    public policy
    ratification
    registration
    repeal
    single-issue parties
    single-member district
    sovereign
    splinter parties
    Split-ticket voting
    state
    straight-ticket voting
    unconstitutional
    unicameral
    unitary government
    ward

    Tuesday, January 4, 2011

    Govt is TOO BIG and BAD!!!

    We watched a John Stossel video today (Goes to Washington).  I handed out some readings that you need to have read and answer the & questions by Thursday.  We'll have a discussion on Friday.  You have a test on chapter 8 on Tuesday, while those of you earning less than a C have a Chapters 1,2,3,5,6,7 exam on Thursday!

    Monday, January 3, 2011

    Romothink, to get your brains working again

    Which is more important: The individual or the continuity of the nation?
    THINK about the question before your write anything.  Make a list of ideas that explain the VALUE of an individual and the VALUE of a nation. 
    Upon which should success/failure be placed?
    Which should provide MORE to the other?
    These are DEEP questions, which we will EXPLORE today, but NEVER answer completely.
    Write a statement with supporting arguments (5-8 sentences) on the same sheet you used for your notes.
    When you have finished, share your thoughts with a neighbor.
    Then we will discuss as a class.

    Wednesday, December 15, 2010

    Extra Credit

    I emailed this to everyone on Weds Evening.  You MUST use Google Docs!  There will be three more options explained in class, including one for people VERY FAR from passing (like if you're in the 30%-50% range).  I will explain that one tomorrow and post it here tomorrow evening.  Check back!

    Here are 8 Extra Credit Opportunities ranging from 5 minutes to 20 minutes:  (Check your email/GDocs)  You can do only 1 or all 8, plus up to 5 more (of your choosing, but related to citizenship, government, education, or "the future").  If you do others, you will have to submit them as a new GDOC with a separate sheet for each video with an included link.  This opportunity is due by Friday after the end of the break (Jan 7). 

    There is also an opportunity to do four movie critiques.  You can watch a movie, write a review with your thoughts on how it could be of educational value (1 page - 300 words or so).  You must clear the title with me BEFOREHAND and make yourself subject to a one-on-one discussion with me.  If I found that you simply used wikipedia or IMDB, you will forfeit any existing and future EC opportunities. 
    Suggestions include: 
    Lions for Lambs
    Bullworth
    Mr. Smith Goes to Washington
    Children of Men
    Soylent Green
    Fahrenheit 451
    Wag the Dog
    The Candidate
    Election
    Dr. Strangelove
    All the President's Men
    The American President
    Dave
    *or something else if you have another preference

    Movie Reviews are also due the Friday after break, with follow-up discussions the following week.

    Tuesday, December 7, 2010

    800 Pound Gorilla

    We started the study of mass Media and Politics today.  What will take us about a week to cover is the source of what many study for life.  First lesson required that you Quickscan an outline.  If you were not in class, wait to do so when you return.  Then you started to do the BBB (Boring Busy Bookwork) for Ch. 8.  The PDF scans are on the Moodle.

    Friday, December 3, 2010

    Waste

    This is your last school to work on this project.  This is a big part of your grade, so I suggest you make sure you do your best.  You should check your (school) email.  If you successfully set up forwarding earlier, you should see it there.  I sent you a link sharing the "Candidates (Students Paste Into)" document.  Only 2-3 people from your group can be logged in at the same time (the limit is 20, remember).  By Tuesday, you must have EVERYTHING filled in for YOUR candidate.  You will present your candidate to the class, using your poster as a visual, while I project the "Voter's Guide" on the screen.  I will print out a voter's guide and have students in my classes (and maybe others) vote for one candidate.  Results will be posted on or before Blast Day.  On Tues/Weds, you will decide (as individuals, then as a group) grades for effort and achievement.