Thursday Sept 17 day 26

Standard 10.2.1 

Compare the major ideas of philosophers & their effects on the democratic revolutions in England, the U.S., France, & Latin America (e.g., John Locke, Thomas Hobbes, Charles-Louis Montesquieu, and Jean-Jacques Rousseau.

Standard 10.2.2

List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

________________________________________________________________________

Objective:

Given an historical background on enlightened thinkers and the social and political environment of the War of Independence, students will be able to identify the various components of the Constitution as well as understand and evaluate the Bill of Rights on basic citizenship liberties.

Given a list of the Bill of Rights, students will be able to evaluate which rights they feel are the most valued in our society as well as to them as individuals.

Rationale:

The study of the enlightened thinkers allows for students to understand what influences our founding fathers used in crafting the Constitution. Furthermore, understanding the various sections and details of the constitution, will allow students to gain a better understanding of its purpose and practice is daily life.

Evidence:

By listing and explaining the various sections of the Constitution, students will provide evidence as to their understanding of its origins, its contents, and its effects.

___________________________________________________________________________________________________

Today's Essential Question: 

What effect/influence did enlightenment thinkers have on revolutionaries in "America" in the writing of the Declaration of Independence? Secondly, what are the “3 sections” of our Constitution, and what do they address?

__________________________________________________________________________________________________

Journal Topic:

The founding of our nation occurred over 200 years ago, yet its laws and rights of its citizens are being challenged every day. Recently in Kentucky, a woman felt compelled to stand by her religious beliefs and not grant a marriage license to a same sex couple. The very nature of our constitution was being challenged. A person's right to practice their religion came in conflict with their duties to fulfill their job representing the state/county government.
Questions:
Where does the line for personal expression of a belief trump the right's of a person who while trying to exercise their right's conflicts with your belief system?

Does it make a difference if these beliefs were held prior to obtaining the job? Does it matter if the "new law" was passed and as a result, that new law created the conflict?

For ex -
Can a Fish and Game warden refuse to grant a fishing license because he/she is a vegan?
Can a Muslim flight attendant refuse to serve alcohol as part of her job?

Kim Davis 2 sides - ( here )

Make sure you consider the existing federal law regarding this...

Religious Discrimination & Reasonable Accommodation

The law requires an employer or other covered entity to reasonably accommodate an employee’s religious beliefs or practices, unless doing so would cause more than a minimal burden on the operations of the employer’s business. This means an employer may be required to make reasonable adjustments to the work environment that will allow an employee to practice his or her religion.

__________________________________________________________________________________________________

Our constitution is being pulled, pushed, challenged, upheld and interpreted every day. Lets look at where things started

__________________________________________________________________________________________________

Founding of a Nation and fight for independence -( here )

Introductory Video regarding the Declaration of Independence - ( here )

Check for understanding quiz  - Open Kahoot.it on your browser

__________________________________________________________________________________________________

A brief overview of the Constitution - ( here )
_________________________________________________________________________________

Quick write #1 - ( here )
School House Rock Preamble - ( here )

_________________________________________________________________________________
Quick write #2 ( here )
_________________________________________________________________________________

Branches of Gov't School House Rock vid ( here )
_________________________________________________________________________________

Bill of Rights - ( chart here )
Each table will be assigned 8 amendments (1-8)
Person A gets amendments  1 & 5
Person B gets amendments   2 & 6
Person C gets Amendments  3 & 7
Person D gets Amendments  4 & 8

Fill in your chart with your 2 amendments, then in order starting with Person A
teach the other students at the table your amendments.

Amendment # 1- ( here )
Amendment # 2- ( here )
Amendment # 3- ( here )
Amendment # 4- ( here )
Amendment # 5- ( here )
Amendment # 6 - ( here )
Amendment # 7 - ( here )
Amendment # 8- ( here )

I will cover Amendments 9 & 10
Amendment # 9 - ( here )
Amendment # 10 - ( here )

_________________________________________________________________________________

Bill of Rights Review (quiz prep) ( here )

Bill of Rights CFU -open kahoot.it
_________________________________________________________________________________

Closure activity - Last slide on ppt
_________________________________________________________________________________

Bill of Rights Activity - ( here ) (this will be homework if we don't get to it in class)
Homework - Chapter 3 Sec #2 Due Monday