1. What it is/definition.
2. Why it is important.
Students will be tested by the county and state on end-of-course exams on all unit benchmarks for the year, so extra effort needs to go into learning and remembering this information all year (and beyond).
Chapter 9 Benchmarks:
Analyze the structure, function, sanctions, and processes of the Judicial Branch
See below, plus
Federal judges and Justices are appointed by the President and confirmed by the U.S. Senate and serve for life - they can be impeached
(states are usually elected for a term)
Diagram the levels, functions, and powers of the courts at the federal / state levels.
Levels- trial, appeals, Supreme (U.S. - District Courts, Circuit Courts of Appeal, Supreme Court)
Function - hears cases involving Federal law / State law
Powers - U.S. Constitution and Federal laws / state constitution and state laws (U.S. Supreme Court can hear appeals of state supreme
Illustrate the powers established in Articles 1, 2, and 3 of the Constitution.
Jurisdiction - original/appellate and exclusive/concurrent
Analyze the following major court cases:
Marbury v Madison –1803- Judicial Review
Plessy v Ferguson – 1896 – Separate but equal
Brown v Board-1954 - Separate is not equal
Gideon v Wainwright- 1963- Counsel must be provided if you cannot afford it
Miranda v Arizona- 1966 – “Mirandized” prior to questioning
Tinker v Des Moines – 1969 – Student’s rights … armband protest
Hazelwood v Kuhlmeier – 1988 – censorship of school newspapers
United States v Nixon – 1974 – Nixon tapes/ Executive privilege
Bush v Gore – 2000 – vote counting dispute
Chapter 8 Benchmarks
Analyze the structure, function, and processes of the Executive Branch
1 Election Process
2 4 year term, elected twice, 10 year max
3 Salary and benefits
5 Succession (VP, Speaker, Pre. ProTem, Cabinet starting with Sec. of State
6 Filling Vacancies
Illustrate the powers established in Articles 1, 2, and 3 of the Constitution.
2 Special Session
3 Commander in Chief
4 Represents U.S. to foreign leaders (Chief Diplomat)/Head of State
5 Negotiate Treaties (Senate approval)
6 Appointments (Senate approval) including Justices/Judges & Cabinet
U.S. vs. Nixon
Analyze the structure, function, sanctions, and processes of the Legislative Branch.
- Bicameral – Senate and House of Representatives
- Terms – Senate (6 years) House (2)
- Districts – Senate =entire state for each of two Senators House= Drawn by State Legislature (minimum 1 per state, apportioned according to the state’s population in the last Census (gerrymandering?)
- Leadership – majority and minority leader and whip Senate= V.P of U.S. (tiebreaker only) and President Pro Tempore House= Speaker of the House
- Committee System (seniority)
Sanctions- writ of habeas corpus, bill of attainder, ex post facto
How a Bill becomes Law (p217)
Explain the Constitutional amendment process.
Illustrate the powers, structure and function established in Articles 1, 2, and 3 of the Constitution.
Powers= Enumerated(expressed), Implied (elastic clause), Lawmaking, Non-Legislative
See p. 204
Learn and discuss (evaluate) the rights contained in the Bill of Rights.
- 1st- speech, religion, press, assembly, petition
- 2nd- bear arms
- 4th-search and seizure
- 5th-grand jury, double jeopardy, self incrimination, due process, eminent domain
- 6th-speedy & public trial, impartial jury, witnesses, counsel
- 7th-jury trial for lawsuits over $20
- 8th-excessive bail, no cruel or unusual punishment
- 9th- not a complete list of rights
- 10th- reserved powers
Learn and discuss (evaluate) the rights contained in the other amendments.
Analyze the impact of the following amendments on minority participation in government.
ü 13th- no slavery
ü 14- due process, voting rights
ü 15- more voting rights (race, color, previous servitude)
ü 19-women’s suffrage(right to vote)
ü 24-No poll taxes
ü 26- voting age is 18
Evaluate Constitutional Rights and their impact on individuals and society
Weakness in the Articles of Confederation = The Constitution being written
Interpret Intentions of the Preamble
Federalists and Anti-Federalists
-Bill of Rights
“The Rule of Law”
-Influence on American legal, political, and governmental systems
How (specifically) does the Constitution safeguard and limit individual rights
Analyze media and political communications
Division of powers between the national and state governments
The Constitutional amendment process
Constitutional rights and their impact on society
Montesquieu – separation of power
John Locke – natural law and the social contract
How the following 4 influenced colonist’s views on government:
- Magna Carta
- English Bill of Rights
- Mayflower Compact
- Common Sense
The influence of physical characteristics, natural resources, climate, and location (absolute and relative) have influenced settlement, economies, and inter-governmental relations in North America.
Describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence.
Analyze the ideas (natural rights, role of government) and complaints in the Declaration of Independence.
Ch 3 Benchmarks
Direct (pure) democracy
Representative democracy (republic)
Citizen – Natural Born and Naturalized (method of becoming)
Obligations of citizens to
- Obey laws
- Pay taxes
- Defend the nation
- Serve on juries
Responsibilities of citizens at the local, state, and federal levels
Unit 1 Benchmarks:
- 50 states and capitals
- Locate territories and protectorates of the U.S.
- Use maps to identify the divisions and boundaries of North America
- Locate and identify major U.S. cultural landmarks
- Locate and identify major physical landmarks of the U.S.
- Understand the influences of physical characteristics, natural resources, climate, and location (absolute and relative) on the settlement, economies, and government relations in North America.
- Understand the major cultural regions of North America.
- Use maps to determine the location, abundance, and variety of natural resources in North America.
- Examine and explain patterns of cultural diffusion in North America.
- Understand the importance and distribution of demographic characteristics in the U.S.
- Use a map to examine local issues of conservation and ecology.
- Use GIS or other technology to examine data about the U.S.
Go to http://nhd.org/CreatingEntry.htm for History Fair rules.
Griffins’ Team News 2015
Welcome to Seventh Grade!
We are looking forward to an exciting new year, and we hope you are ready to get off to a great start. This letter will provide some basic information which will help to assure your success, so pay close attention to its contents. It is our goal to assist students in developing their own intellectual curiosity. As young learners grow into scholars, they begin to participate in their learning by self-motivated research, and by applying creative solutions in a manner beyond their years. For their brilliance to shine effectively, students must acquire a degree of organization, a skill we will do our best to teach, with a lot of support from parents.
Workload: The team will work together to avoid burdening students with too much homework. We will do our best to limit tests to two per day (there may be exceptions), and to avoid tests on dates major projects are due. Quizzes are possible on any day in multiple subjects, but students will have notice in advance, and will not be overly stressed. Homework will average 20-30 minutes per subject per night.
Materials: Please refer to the teacher policies. It would be best for students to have a flash drive used only for school related purposes. Please donate a box of tissue and hand sanitizer to your child’s homeroom.
1. Have an agenda, 2 pencils, pen, paper, notebook, and the appropriate book for each class.
2. Every subject must have an agenda entry every day.
3. No late work- Each team teacher has a specific amnesty policy which can be applied to one assignment, but not any assignment, per nine weeks.
4. Be seated with materials out BEFORE the bell.
5. Raise your hand and wait to be called on to speak. Stop talking immediately if a teacher speaks or raises his or her hand.
6. The teacher, not the bell, dismisses the class. Do not pack-up early.
7. No food, drinks, gum, candy, etc. in the classroom.
8. Keep the classroom clean. Be prepared to do your part in cleanups.
9. Behave properly in the halls and other “anonymous” areas.
10. Please be considerate of others. Act like ladies and gentlemen at all times.
11. Grade recovery no longer exists. When the teacher determines the situation warrants, students may be allowed to retake failed tests. Students must immediately request a second chance opportunity to demonstrate proficiency. Please help this process by weekly monitoring of Oncourse.
12. The only packs allowed into classrooms are small string packs. Make certain that your main backpack fits into your locker.
13. Teacher conferences are to be scheduled by an email request to the teacher. Conferences are generally held immediately after school on Mondays or Tuesdays.
Mrs. Pekarek Pekarekr@duvalschools.org
Mr. French Frenchp1@duvalschools.org
Mr. Peterson Petersonm2@duvalschools.org
Mr. Williams Williamsj15@duvalschools.org
Ideas to remember:
Mini-Poster (12in.x14in. max) assignments are worth 50 points. They are judged on: Visual Quality(5pts), Content (include 5 important facts and/or contributions-40pts) and Accuracy. Put a bibliography (list of sources) on the back(5pts).
Study notes from class and the book 20 minutes each night! Quizzes will be based on the boldface words in the text. Tests include information from all the chapter and class information, the most important of which is on the board.
Parents, please fill out a volunteer application if you wish to chaperone an upcoming field trip. A copy of your volunteer card will be required with the field trip form.