Tuesday, May 14, 2019

Day 35

Economics and US Gov't:  A Match Made in Philidelphia

Learning Targets:  Students will be able to....
  • Explain how the U.S. Constitution establishes an economic system based on capitalist principles
  • Describe how the US Federal Reserve influences economic growth and contraction
  • Understand how fiscal policy and taxation 

Opener: Quickwrite

  • Besides raising revenue, what other motives does government have to tax a good or service?  Is there anything that government can't tax?

Activity #1Taxation in reality - Mini-Lecture

Federal Taxes
  • Income Tax
    • Progressive Tax vs. Flat Tax
    • Social Security, Medicare, Medicaid
  • Excise Tax
    • "Sin" Taxes vs Luxury Taxes
      • Gasoline, Tobacco, Jewelry, and Perfume
  • Other
    • Corporations 
    • Capital Gains (profit on investment)
    • Estate Tax (inheritance)
State and Local Taxes
  • Property 
  • Utilities
  • Sales Tax

Activity #2YOU MAKE THE CALL!  -  Student Judicial Review

US v. Ramsey
On April 15, 1992, George Ramsey entered an Internal Revenue Service (IRS) taxpayer assistance office in a federal building to protest the Government's use of tax money for military expenditures. Ramsey displayed a sign, distributed handbills, and explained his beliefs to taxpayer service representatives and individuals who had come to the office for taxpayer assistance. Ramsey did not request or receive a permit to distribute handbills in the building as required by posted regulations. IRS officials called Federal Protective Officers, and one of the officers ordered Ramsey to leave the office after learning Ramsey was distributing handbills without a permit. The officers arrested Ramsey when he refused. Ramsey resisted the officers by going limp, and the officers carried him from the office.
Before trial, Ramsey informed the district court he intended to represent himself. After questioning Ramsey at length and advising him to obtain counsel, the district court accepted Ramsey's waiver of counsel. After hearing the evidence, the district court convicted Ramsey. The district court fined Ramsey fifty dollars for each charge and placed him on three years probation on the condition that Ramsey perform community service, file his federal income tax returns, and pay his federal income taxes.
On appeal, Ramsey first contends his conviction for issuing handbills without a permit is invalid because the Government's arbitrary refusal to issue permits for the IRS office infringes on his First Amendment right of free speech. 
Second, Ramsey contends his conviction for failing to comply with the lawful directions of a Federal Protective Officer is invalid because the evidence was insufficient to show the officer had legal authority to order Ramsey to leave the office. 
Third, Ramsey contends he did not knowingly and intelligently waive his Sixth Amendment right to counsel because the district court did not tell him the maximum penalties he faced or explain how the charges against him might be decided. 
Finally, Ramsey contends that the government's requirement that he file his federal income tax returns and pay his federal income taxes violate his pacifist religious beliefs. Ramsey told the district court he had not paid his income taxes for the past twenty years and did not intend to pay his current income taxes. 
Questions to Answer:

1.  Which of Ramsey's arguments do you think has the most merit?  Which has the least?
2.  Would you vote to overturn Ramsey's conviction?  Explain.
3.  What relationship or limitations, if any, can be found between taxation and religious freedom?

Full list of such cases can be found here:  https://www.irs.gov/privacy-disclosure/the-truth-about-frivolous-tax-arguments-section-i-d-to-e

Close Student CWE Presentations 

Monday, May 13, 2019

Days 37 - ?

Criminal Justice and the Economics - Thesis, Research, and Policy Proposal

Learning Targets:  Students will be able to....
  • Explain how economic conditions influence criminal behavior
  • Describe how governmental laws and policies attempt to influence the economic decisions of producers and consumers
  • Understand how social scientists attempt to explain and reduce criminal behavior 

Opener: U-debate - Continued

Does poverty lead to crime, or crime lead to poverty?  To what extent can government policy influence either?  Explain.  Be sure to use examples (real or hypothetical), data, and or expert commentary to bolster your claim. 

Activity #1Question Conversion - Background Data and Readings - Research Continued

  1. Take out the 4 questions that you generated last time in class.
  2. Choose the question that you think would be most valuable to find an answer to.
  3. Create a (hypo)thesis statement that attempts to answer that question.
Consider some of the data and readings below to include to support your thesis.  Remember, this data is not meant to overwhelm your audience and should not attempt to replace logic or reason.  In other words, explaining your stance and talking to your reader is even more important.  The data is to provide legitimacy to that argument.

Data
Criminal Victimization
https://www.bjs.gov/content/pub/pdf/cv17_sum.pdf
Crime in schools
https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6526

Income and Poverty
https://www.census.gov/topics/income-poverty/poverty.html
Income data by county
https://www.visualcapitalist.com/interactive-median-income-u-s-counties/

Both
https://www.bjs.gov/content/pub/press/hpnvv0812pr.cfm

Readings
http://www.jacksonfreepress.com/news/2011/oct/19/the-poverty-crime-connection/
https://www.brookings.edu/blog/up-front/2018/11/19/americans-arent-moving-to-economic-opportunity/
https://www.psychologytoday.com/us/blog/inside-the-criminal-mind/201412/crime-causes-poverty

Activity #2: - Policy Proposal Possibilities - Entering the Iron Triangle!

Once you have begun to cement your thesis and build an evidence-based argument, the next logical step is to begin looking at policy options for how to improve upon existing policies.  THIS is where the rubber meets the road.  
  1. Your task is to identify and broadly outline the powers and funding granted to local, state, or national legislators, bureaucratic offices, or non-profit organizations that you believe is best suited to address your specific concerns.
    • For example, is the problem/proposal that you are addressing one of funding, policy, law enforcement, business, revenue, etc.?
  2. Next, identify what actions that institution already taken in the past to address this issue.  How effective has this been?  What policies or programs should continue, end, or begin to address this issue?
  3. Who else is "on this"?  Identify at least one other associated interest group, agency, and/or individual that you could potentially connect with to shore up your support in addressing this issue?
  4. Finally, begin a draft letter (see below) of 1-2 typed pages that could be submitted to one of the options listed below.  Your letter can ask questions, make proposals, or simply provide commentary.  The intention in this early phase is simply to establish a channel of communication between you and that official or organization.
    • Elected official
    • Bureaucratic office or official
    • Interest group or non-profit organization
Letter Structure:
  • Brief introduction 
    • Who you are, your interest in the topic, your intention of the letter
  • What you already know:
    • About the issue
    • The organization or office
    • The person you are contacting
  • What you would like to know or propose
    • About policy or programs
    • The organization or office
    • The person you are contacting
  • Your contact information or intention to follow-up
Scoring:
U-debate participation - 5 pts.
Research Question/Thesis - 8 pts.
Research Data and Background  - 5 pts.
Identification of outline of organization - 5 pts.
Draft letter - 15 pts.


Close US Constitution Test/Retakes on Friday following the U-debate - Epilogue

Wednesday, May 8, 2019

Day 36

Crime and the Economy

Learning Targets:  Students will be able to....
  • Explain how economic conditions influence criminal behavior
  • Describe how governmental laws and policies attempt to influence the economic decisions of producers and consumers
  • Understand how social scientists attempt to explain and reduce criminal behavior 

Opener: Quick write:  Chicken or the Egg?

Does poverty lead to crime, or crime lead to poverty?  To what extent can government policy influence either?  Explain.  Be sure to use examples (real or hypothetical), data, and or expert commentary to bolster your claim.  Record your answer, data, and examples in your notebook and be prepared to present your argument during Monday's brief U-debate.

Activity #1: Background Data and Readings

Consider some of the data and readings below to include in your argument during next week's scored U-debate, BUT you are also encouraged to find and use your own as well.  Remember to prepare to refute or make concessions based on arguments and data that may contradict your own selections.

Data
Criminal Victimization
https://www.bjs.gov/content/pub/pdf/cv17_sum.pdf
Crime in schools
https://www.bjs.gov/index.cfm?ty=pbdetail&iid=6526

Income and Poverty
https://www.census.gov/topics/income-poverty/poverty.html
Income data by county
https://www.visualcapitalist.com/interactive-median-income-u-s-counties/

Both
https://www.bjs.gov/content/pub/press/hpnvv0812pr.cfm

Readings
http://www.jacksonfreepress.com/news/2011/oct/19/the-poverty-crime-connection/
https://www.brookings.edu/blog/up-front/2018/11/19/americans-arent-moving-to-economic-opportunity/
https://www.psychologytoday.com/us/blog/inside-the-criminal-mind/201412/crime-causes-poverty

Activity #2: - Project Start

Prepare a list of at least 4 questions on the topic of either crime, the criminal justice system, wealth and poverty, economic systems, etc.

Record these in your notebook as well and be prepared to share these during Monday's debate as well.  One of these questions will form the core of your final project


Close US Constitution Test/Retakes on Monday following the U-debate

Tuesday, May 7, 2019

Day 35

AP EXAM AAR

Learning Targets:  Students will be able to....
  • Explain how the U.S. Constitution establishes a system of checks and balances among branches of government and allocates power between federal and state governments. This system is based on the rule of law and the balance majority rule and minority rights. 
  • Describe how governmental laws and policies balancing order and liberty are based on the U.S. Constitution and have been interpreted differently over time.
  • Understand why popular sovereignty, individualism, and republicanism are important considerations of U.S. laws and policy making and assume citizens will engage and participate. 

Opener: 3 Up, 3 Down

In either preparation, or test-taking...
- What went well?  What "helped" or was "easy"?
- What didn't go as well?  What were you less prepared for, or was "hard"?

Activity #1Remainder choices 

The remainder of year leaves us with several options for both content and assessment.  Look at the choice below and rank your top choices from top to bottom.

Content Choices:

  1. Economics:  Money, investment, taxation, etc.
  2. Foreign Policy:  International relations, war, diplomacy
  3. Criminal Justice:  Criminology, corrections, courtrooms
Assessment Choices
  1. Individual Project
  2. Group Project
  3. Film Analysis

Activity #2: - Debate and voting


Close Exit Ticket - Question Generation

Post at least one question or concern about one of the upcoming AP Exam.  These questions should begin with "How" or "Why".

https://docs.google.com/spreadsheets/d/1a8VMkRjODC3eE7AYnZS_MEys24IbkJbzOazPpAQO_vM/edit?usp=sharing

Friday, May 3, 2019



Day 34

US Constitution Principles in the News

Learning Targets:  Students will be able to....
  • Explain how the U.S. Constitution establishes a system of checks and balances among branches of government and allocates power between federal and state governments. This system is based on the rule of law and the balance majority rule and minority rights. 
  • Describe how governmental laws and policies balancing order and liberty are based on the U.S. Constitution and have been interpreted differently over time.
  • Understand why popular sovereignty, individualism, and republicanism are important considerations of U.S. laws and policy making and assume citizens will engage and participate. 

Opener: Last Minute Test Tips and Info

Walking through the exam

Activity #1A Picture is Worth 1 Correct Word 
  1. Arrange yourself to sit by the suit that you draw from the deck (Hearts, Diamonds, Etc)
  2. Come up with a team name.
  3. One volunteer will come to the front of the room and draw a word from the hat.
  4. Your task is to draw images on the board that give clues to your group as to the word that you drew from the hat.
  5. Your group will have 45 seconds to guess your word.  You may not use words, numbers, or gestures.
  6. IF your group members are unable to interpret your drawing, the next group will have 15 seconds for a single guess.  
The team with the highest score will earn up to one "pure point" added to their participation grade for every victorious round.

Activity #2: - Independent Study Time

Time Permitting

Close Exit Ticket - Question Generation

Post at least one question or concern about one of the upcoming AP Exam.  These questions should begin with "How" or "Why".

https://docs.google.com/spreadsheets/d/1a8VMkRjODC3eE7AYnZS_MEys24IbkJbzOazPpAQO_vM/edit?usp=sharing

Wednesday, May 1, 2019

Principle, Case, and Document Review

Learning Targets:  Students will be able to....
  • Explain how the U.S. Constitution establishes a system of checks and balances among branches of government and allocates power between federal and state governments. This system is based on the rule of law and the balance majority rule and minority rights. 
  • Describe how governmental laws and policies balancing order and liberty are based on the U.S. Constitution and have been interpreted differently over time.
  • Understand why popular sovereignty, individualism, and republicanism are important considerations of U.S. laws and policy making and assume citizens will engage and participate. 
Opener: Headline Rankings
Rank the headlines below from the most important event (#1) to the least (#5).  Be prepared to justify your rankings.
  • Joe Biden announces that he will enter the 2020 race.
  • More revelations and insights from the Mueller report.
  • Florida is set to adopt one of the strictest laws in the nation against so-called sanctuary cities and counties.
  • The Supreme Court seems poised to allow the Trump administration to add a question on citizenship to the 2020 census.
  • Protest at Politics And Prose by white nationalists: The latest disruption at a popular bookstore.

Activity #2:  5 words

Number 1-12 on a blank sheet of paper. 
Write a description, in 5 words or less, for each of the following terms, cases, or documents.
  1. Monetary Policy
  2. Brutus #1
  3. Marbury v. Madison
  4. Redistricting
  5. Congressional Oversight
  6. Signing Statements
  7. Stare Decisis
  8. Cloture
  9. Selective Incorporation
  10. Exclusionary Rule
  11. Judicial Activism
  12. Gridlock

Activity #2: - Independent Study Time

Use the tools that have been given to you.  See previous postings for...
  • Review tools
  • Practice Tests
  • Video links

https://docs.google.com/presentation/d/1p-BoQiRqr1aQhOHJ40L_mBI53OlC3oWwyPqL-Vgkufc/edit?usp=sharing

Close 3 Things...

You can do between now and Monday morning to prepare.

Day 35 - Activism and Restraint "Don't judge judges, unless you know the law and understand why they make the decisions that they...