Week 1: September 5 – 9

September 5

1. Labor Day – No School

September 6

1. Welcome Freshmen!

September 7

1. Welcome!

2. Syllabus, rules, procedures

3. Meet and greet...economics style AND photobooth

4. Basics of economics

5. Dollar assignment

To Do: Dollar assignment due Monday-- picture, name, quote, color, 2 hobbies

September 8

1. Warm Up: Choose your permanent seat for T1

   Journal #1: What is economics, and how does this subject relate to YOUR life? Answer in multiple complete sentences.

2. Terminology tableaus

3. Dollar assignment

To Do: Dollar assignment due Tuesday-- picture, name, quote, color, 2 hobbies

September 9

1. Warm Up

   Journal #2: Use five of yesterday's vocab terms (on the paper on the board) in a paragraph describing your day so far. Underline the words.

2. Notes-- Basics of Economics and video

3. Finish vocabulary

To Do: Dollar assignment due Tuesday-- picture, name, quote, color, 2 hobbies; completed Unit 1 vocabulary worksheet due Monday

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Week 2: September 12 – 16

September 12

1. Warm Up

   Journal #3: What is the difference between classical and Keynesian economics, and how did each develop? Be specific and answer in multiple complete sentences.

2. Collect vocab

3. Weekend?

4. PPF activity

5. Graphic organizer of notes

To Do: Dollar assignment due TOMORROW-- picture, name, quote, color, 2 hobbies; Graphic organizer due Wednesday; What Is Economics? quiz on Wednesday

September 13

1. Warm Up

   Journal #4: Using the simulation from yesterday, explain opportunity cost and the law of increasing costs in one or more complete sentences.

2. Organizers

3. Review for quiz

To Do: Graphic organizer due Wed, quiz on Wed

September 14

1. Warm Up

   Journal #5: What is "thinking at the margin" and how have you used this technique in studying for today's quiz? Explain in one or more complete sentences.

2. Collect organizers

3. Review for quiz

4. Take quiz

5. Noteworthy money

6. Prep vocab presentation with group

To Do: Unit 2 vocabulary presentation on Thursday

September 15

1. Warm Up

   Journal #6: Now that we've finished our first unit, tell about your favorite activity, assignment, or task you've completed for the class. Why is it your favorite? Answer in one or more complete sentences.

2. Vocabulary presentations

3. Work on sentences

To Do: Unit 2 vocabulary due Monday at the start of class

September 16

1. Warm Up

   Journal #7: In your opinion, what makes a country's economy "successful"? Is it individual wealth of citizens, gold reserves, GDP, low unemployment, free markets, overall wealth, low poverty, etc.? Choose the features you believe to be most important and explain why in several sentences.

2. Notes: Which Economic System Is Best?

3. Video

4. Island groups and names

To Do: Unit 2 vocabulary due Monday at the start of class

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Week 3: September 19 – 23

September 19

1. Warm Up SIT WITH YOUR ISLAND TODAY!

   Journal #8: What government regulations on businesses do you believe are justified? What regulations are excessive? What should be regulated but is not? Explain in several complete sentences.

2. Collect vocabulary

3. Noteworthy organizers

4. Review economic systems

5. Video

6. Group work-- market vs. centrally planned economy

• Use the Chromebook to research your assigned economic system. Make a list of 10 pros for your system and write a small paragraph explaining each, using examples from the real world.

  • Example: Market economies allow for innovation. Proof: Market economies allow freer entry and exit into and out of the market. The most innovative companies in the world were created in market economies because these economies allow businesses to grow when a need or want is present. These include Facebook, Uber, Amazon, and Apple, for example, which all began in the United States, a mixed economy that leans more heavily toward a free market system.

To Do: 10 "pros" of your economic system are due on Tuesday.

September 20

1. Warm Up SIT WITH YOUR ISLAND TODAY!

   Journal #9: Explain the meaning of one of the following quotes:

   It is not from the benevolence of the butcher, the brewer, or the baker that we expect our dinner, but from their regard to their own interest. Adam Smith

   The production of too many useful things results in too many useless people. Karl Marx

2. Check list of pros

3. Group debates-- pros and cons of economic systems

4. Answer questions as a group to perfect your island's economic system and tell WHY you made each choice. On your island,

   1. Who decides how resources will be allocated?
   2. Who owns the factors of production?
   3. Who determines what goods and services will be produced?
   4. Who determines the prices of goods and services?
   5. How is income distributed?
   6. Must all members contribute equally to your economy? How will you ensure this happens?
   7. What social benefits will residents of your island recieve?
   8. What will make up your "government," and what role will it play in the economy?

To Do: Island economic system questions due Wednesday at the start of class.

September 21

1. Warm Up SIT WITH YOUR ISLAND TODAY!

   Journal #10:

   What trends did you notice in your group's economy? Did you lean more toward a centrally planned (equal sharing of resources, "government" control of decisions) or market (little or no "government" involvement, uneven distribution of resources or wealth) economy? Why did you make those decisions? Explain in multiple complete sentences.

2. Sub on Thursday

3. Check list of questions

4. Creat slide show and script

• Create one slide show for your entire group in Google slides and share it with each other and Mrs. Sullivan.
• Include a title slide that tells the name of the island, group member names, and has a picture of everyone who lives on the island/ three to five slides that each feature the most significant economic rules or beliefs on the island/ a slide that features the island's flag that you created in Craft's class/ and a slide that features the island's shape that you created in Craft's class.
• In your group, decide who in the group will explain each slide. Your speaking should be divided equally. Make sure you answer these questions and complete these tasks:
  • Introduce your island to the class.
  • Why did you name the island what you named it?
  • Why did you decide each economic belief was important?
  • How will each belief impact the life of your island's inhabitants?
  • Why did you select the animal for your flag, and how does the animal represent your economy?
  • Who designed the flag?
  • Why did you select the shape you did for your island?
  • Who designed the island shape?
  • Close your presentation and ask if anyone has questions.
• You cannot use any notes for your presentation and you should not look at the screen. Rehearse as a group! You have a five minute max for your presentation.

To Do: Island economic system presentations on Friday, unit 2 quiz on Friday

September 22

1. Warm Up SIT WITH YOUR ISLAND TODAY!

   Journal #11:

   What does the quote, "There are no solutions, only tradeoffs," mean? How does it relate to the decisions governments have to make when deciding how to handle economic challenges? Use an example from the real world to explain your answer.

2. Play these games to help prepare for tomorrow's quiz!

3. Do a run through of your slide show presentation-- make sure it is complete and shared with Sullivan

4. Grab a piece of paper from Williams and create a graphic organizer based on last Friday's notes on economic systems

To Do: Island economic system presentations on Friday, unit 2 quiz on Friday, unit 2 economic systems organizer due Friday

September 23

1. Warm Up SIT WITH YOUR ISLAND TODAY!

   Journal #12:

   What are some of the goals of economic systems? Is it possible to achieve all of these goals in one system? Explain. Use examples from the real world!

2. Collect organizers

3. Island presentations

4. Quiz

To Do:

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Week 4: September 26 – 30

September 26

1. Journal #13:

   List five goods or services you purchased in the last week. Why did you decide to make each of these purchases? Explain.

2. Check out Freakonomics

3. Noteworthy organizers

4. Read Intro-- Mark economic terms and vocabulary with post-its and make a note on each post-it explaining the economics connections you're making!

5. Pictionary

6. Vocabulary sentences

To Do: Unit 3 vocabulary sentences due Tuesday

September 27

1. Journal #14:

   Based on what you've read in Freakonomics, does the fact that either candidate running for president is wealthy impact their chances of winning the election? Use facts from the book to prove your point.

2. Collect vocabulary

3. Finish presentations, vote for best island!

4. Finish intro of Freakonomics/ start ch. 1

To Do: Ch. 1 of Freakonomics due Thursday at the start of class

September 28

1. Get your NEW seat!

   Journal #15:

   What might increase the demand for oranges in the U.S.? What could increase the supply of oranges in the U.S.? Explain. The quietly read your book!

2. And the island winner is...

3. Notes on supply and demand

4. Changes in supply and demand

To Do: Ch. 1 of Freakonomics due Thursday at the start of class, journal entries due Friday

September 29

1. Journal #16:

   According to Freakonomics, why do people cheat? What keeps people from cheating? Use multiple details from ch. 1 to justify your response.

2. And the island winner is...

3. Make stuff up FRIDAY at lunch!

4. Discuss journal/ begin ch. 2

5. Review supply and demand curves

6. Sullivan's Bazaar simulation

To Do: Ch. 2 of Freakonomics due Monday at the start of class, journal entries due Friday, How Markets Work and ch. 1-2 of Freakonomics quiz on Tuesday

September 30

1. Journal #17:

   For each of the following items and scenarios, explain which direction the supply and demand curves would move and whether the equilibrium price would go up or down.

   -Nike Shoes: Story about Nike sweat shops in Mexico airs on the news.

   -Rice: US government opens trade with North Korea after Kim Jong Un steps down from office.

   -Cars: A new car manufacturer, Sullivan's Sleek Sedans, opens in Central Point.

   Then quietly read Freakonomics.

2. On a sheet of notebook paper, list three problems you see here at Crater that you believe you may be able to correct with incentives. State the problem clearly (location, who it inconveniences, etc.). Then state some ideas for incentives to correct it. Put in the tray when you finish-- Sullivan will choose her favorite of your ideas.

3. Read ch. 5 of Freakonomics-- due Tuesday

4. Brainstorm research topics

5. Read ch. 2

To Do: Ch. 2 of Freakonomics due Monday at the start of class, How Markets Work and ch. 1-2 of Freakonomics quiz on Tuesday

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Week 5: October 3 – 7

October 3

1. Grab your notebook off of the counter!

   Journal #18:

   Based on ch. 2 in Freakonomics, who uses information as power? Explain with multiple details from the text.

2. Discuss ch. 1-2 and begin ch. 3

3. Brainstorm project ideas

4. Review for quiz

5. Graphic organizer

To Do: Ch. 3 of Freakonomics due Wednesday at the start of class, How Markets Work and ch. 1-2 of Freakonomics quiz on Tuesday, Unit 3 graphic organizer due Tuesday

October 4

1. Journal #19:

   Imagine that you manage the Rogue Valley Mall, and you want to decrease the amount of wear and tear on the escalators and elevators. You decide to encourage people to use the stairs instead. What would you do incentivize using the stairs? Explain why. How would you make this plan a success?

2. Collect graphic organizers

3. Unit 3 quiz/ quietly read ch. 3 in Freakonomics

4. Brainstorm project ideas

5. Download this printer

To Do: Ch. 3 of Freakonomics due Wednesday at the start of class

October 5

1. Journal #20:

   Imagine that we are planning for BISapalooza, an event where elementary school students visit BIS to participate in fun activities. In years past, litter and garbage have been a problem at this event. How would you create an incentive for visiting youngsters to throw away their trash?

2. Discuss ch. 3/ start ch. 4

3. Essay tips

4. Type project proposal

   1. 1-3 paragraphs

   2. Start with a hook!

   3. WHAT problem will you solve

   4. WHY does it bother you and/ or other people

   5. HOW could the solution to this problem improve Crater?

   6. Be specific and detailed!

5. Download this printer

To Do: Ch. 4 of Freakonomics due Friday at the start of class, proposal due Monday at the start of class-- typed, double-spaced, and printed!

October 6

1. Journal #21: You've recently begun an internship with Jewett Elementary, and the purpose is to encourage students to eat more vegetables with their lunches. What incentives would you create to "make" them eat more veggies? Explain!

Then quietly read ch. 4.

1. Business/ labor vocabulary

2. What type of business is it?

To Do: Ch. 4 of Freakonomics due Friday at the start of class, proposal due Monday at the start of class-- typed, double-spaced, and printed!

October 7

1. Journal #22: Choose a favorite business that you often patronize. What type of business is it (corporation, franchise, sole propietorship, etc.)? What are potential pros and cons of this type of business?

2. Discuss ch. 4 of Freakonomics, start ch. 5

3. Sub on Monday

4. Business and labor notes

To Do: Ch. 5 of Freakonomics due Tuesday at the start of class, proposal due Monday at the start of class-- typed, double-spaced, and printed!

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Week 6: October 10 – 14

October 10

1. Journal #23: What is considered an "ideal" unemployment rate for a nation to achieve? Why isn't it 0%? Does the US currently fall into this range?

2. Turn in your proposal for your incentive paper by 6pm-- put in tray or deliver to Sullivan after school.

3. Video-- Labor Markets

4. Read ch. 5 of Freakonomics. As you read, complete the following task:

Pretend you are writing an advice column for a newspaper. Your topic: How to be an awesome parent. Using the text, write a list of five parenting tips. Explain each one in a few sentences and put the page number in Freakonomics that shows evidence of your ideas. Turn in to the tray by the end of the period.

To Do: Ch. 5 of Freakonomics due Tuesday at the start of class

October 11

1. Journal #24: What are pros and cons of having a minimum wage? Use the video from yesterday to explain. After watching the video, what is YOUR opinion on minimum wages? Should we have one? Should there be limits to how high it is?

2. Discuss ch. 5 of Freakonomics/ start ch. 6

3. Finish unit 4 notes-- Business and Labor

4. Graphic organizers

To Do: Ch. 6 of Freakonomics due Thursday at the start of class, Unit 4 and Freakonomics ch. 3-6 quiz on Thursday, graphic organizer due Thursday at the start of class

October 12

1. Journal #25: What power do labor unions have that individual employees do not have? Be specific and list multiple examples.

   Then quietly read ch. 6 of Freakonomics.

2. Finish notes

3. Graphic organizers

4. Quiz review

To Do: Ch. 6 of Freakonomics due Thursday at the start of class, Unit 4 and Freakonomics ch. 3-6 quiz on Thursday, graphic organizer due Thursday at the start of class

• Work Day 8:30-6:30 on Oct. 26 and 27 in the tech center!

October 13

1. Journal #26: Based on Freakonomics, how important is a person's name? Use evidence from the text to make your case.

   Then review for your quiz!

2. Collect organizers

3. Epilogue

4. Quiz

5. Incentives Paper

• Part 1 of Incentives Paper-- Proposal

• 1-3 paragraphs

• Start with a hook!

• WHAT problem will you solve

• WHY does it bother you and/ or other people

• HOW could the solution to this problem improve Crater?

• Be specific and detailed!

• Part 2 of Incentives Paper-- Incentives and Data

• Using Freakonomics as your source, write at least 2 paragraphs answering the following questions. Use direct quotes from the text and include page numbers in parenthetical citations.

  • Paragraph A-- Incentives

    • What are incentives?

    • How have incentives been used to alter the beaviors of different groups of people?
      

    • How can incentives be effectively used?

    • How can incentives backfire?

  • Paragraph B-- Data

    • Why is data important?

    • What forms of data were used in the book?

    • What "conventional wisdom" did data prove to be incorrect?

    • How can data help resolve issues in society?

    • What can we learn from data?

• Begin collecting data. You will have to collect data AT LEAST two times before you implement your incentive. The more the merrier! Use a table to chart your data. Print and get Sullivan's approval on your data tracking sheet before you leave today. Make sure to document the following:

  • Time

  • Location

  • Number of items/ people/ etc. that you are studying

• Download this printer

To Do: Part 2 of incentive paper due TUESDAY at the start of class-- print JUST that section and turn in at the start of class

Work Day 8:30-6:30 on Oct. 26 and 27 in the tech center!

October 14

1. State Inservice Day – No School

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Week 7: October 17 – 21

October 17

1. Journal #27: Freakonomics is at times random and may not share a lot of practical facts. Why is it important to read it anyway?

2. Noteworthy organizers

3. What is money?

4. Unit 5 vocabulary

To Do: Part 2 of incentive paper due TUESDAY at the start of class-- print JUST that section and turn in at the start of class, Unit 5 vocabulary due Tuesday at the start of class, work on pre-incentive data this week!

Work Day 8:30-6:30 on Oct. 26 and 27 in the tech center!

October 18

1. Journal #28: Why is money considered both good and bad? Use information from our conversation yesterday to make your case.

   Song

2. Collect vocabulary and sec. 2 of incentives paper

3. Money and banking notes

4. Video

To Do: Work on pre-incentive data this week, Freakonomics post-it check tomorrow!

Work Day 8:30-6:30 on Oct. 26 and 27 in the tech center!

October 19

1. Journal #29: What are the three types of money? What types do you have on you right now? Explain each type in your possession.

   Then put your Freakonomics book WITH A POST IT WITH YOUR NAME ON IT on the counter

2. Read article ACTIVELY

3. Finish notes

4. Incentives paper section 3-- Incentive Implementation

• Write 1-3 paragraphs

• Identify WHAT incentive you will implement to change the behavior you're focusing on-- BE SPECIFIC!

• Tell WHY you chose this incentive-- make sure it is either research-based OR logical due to your own observations

• Tell HOW you'll implement it-- who will you work with, where will the incentive be located, how will people be made aware of it, etc.

To Do: Work on pre-incentive data this week, , actively read article due TOMORROW, Incentive Implemetation portion of paper (section 3) due Friday-- print ONLY that section and put in the tray by 4pm, final on TUESDAY (study all 5 sets of notes, vocabulary, and Freakonomics)

• Work Day 8:30-6:30 on Oct. 26 and 27 in the tech center!

• College Visit to U of O and OSU on Nov. 9-10-- sign up with Michele! Only $50!

October 20

1. Journal #30: What does the Fed do? Give at least two responsibilities this organization has.

   Then pick up your book from the counter. You can take out the post-its and return it :)

2. Socratic Circle

3. Graphic organizer-- Unit 5

To Do: Work on pre-incentive data this week, Incentive Implemetation portion of paper (section 3) due Friday-- print ONLY that section and put in the tray by 4pm, midterm on TUESDAY (study all 5 sets of notes, vocabulary, and Freakonomics), unit 5 graphic organizer due Tuesday

• Work Day 8:30-6:30 on Oct. 26 and 27 in the tech center!

• College Visit to U of O and OSU on Nov. 9-10-- sign up with Michele! Only $50!

October 21

1. Journal #31: What are the pros and cons of moving to a cashless society? Explain.

2. What do you need to review before the midterm?

3. WORK DAY! You can do the following:

• Incentives paper section 3-- Incentive Implementation

  • Write 1-3 paragraphs

  • Identify WHAT incentive you will implement to change the behavior you're focusing on-- BE SPECIFIC!

  • Tell WHY you chose this incentive-- make sure it is either research-based OR logical due to your own observations

  • Tell HOW you'll implement it-- who will you work with, where will the incentive be located, how will people be made aware of it, etc.

  • Print JUST THIS SECTION and put it in the tray. Download this printer.

• Unit 5 Graphic Organizer -- Put it in the tray when you finish.

• Check Synergy-- Complete missing assignments and put them in the tray. See me if you need help!

• Extra Credit Opp-- Have everything turned in? Actively read New Yorker article on a cashless world.

 

To Do: Finish pre-incentive data this week, Incentive Implemetation portion of paper (section 3) due TODAY-- print ONLY that section and put in the tray by 4pm, midterm on TUESDAY (study all 5 sets of notes, vocabulary, and Freakonomics), unit 5 graphic organizer due Tuesday

• Work Day 8:30-6:30 on Oct. 26 and 27 in the tech center!

• College Visit to U of O and OSU on Nov. 9-10-- sign up with Michele! Only $50!

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Week 8: October 24 – 28

October 24

1. Journal #32: What was your favorite unit or topic we covered in economics? Why? Explain.

2. Read over your notes for our review game-- you can make flash cards and play these games to review.

3. Review for midterm

To Do: Implement your incentive data this week and take down data!, take pictures to document your incentive implementation, midterm on TUESDAY (study all 5 sets of notes, vocabulary, and Freakonomics), unit 5 graphic organizer due Tuesday

• Work Day 8:30-6:30 on Wednesday and Thursday in the tech center!

• College Visit to U of O and OSU on Nov. 9-10-- sign up with Michele! Only $50!

October 25

1. Take 10 minutes to review for your test :)

2. Midterm

To Do: Implement your incentive data this week and take down data!, take pictures to document your incentive implementation, journals due on Oct. 31st.

• Work Day 8:30-6:30 on Wednesday and Thursday in the tech center!

• College Visit to U of O and OSU on Nov. 9-10-- sign up with Michele! Only $50!

October 26

1. Parent/Teacher Conferences

October 27

1. Parent/Teacher Conferences

October 28

1. Parent/Teacher Conferences

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Week 9: October 31 – November 4

October 31

1. Journal #33: Why do we vote in the US?

2. Break?

3. Government of the Week: Democratic Republic

4. Voting simulation

5. Notes

6. Article

• To Do: Actively read voting article by Tuesday at the start of class, continue taking data this week and implemeting incentives after approval

• FAFSA Night Wed @ 6pm in Tech Center

• Deadline for College Trip is Tuesday

November 1

1. Journal #34: What unfair or discriminatory voting practices have existed in the US throughout history? Explain.

   *SIT WITH YOUR PARTNER FROM YESTERDAY WHO YOU SHARED AN ARTICLE WITH*

2. Government of the Week: Democratic Republic

3. Turn in journals

4. Prep debate

5. Debate issue

6. Share with class

7. Vocabulary

• To Do: Continue taking data this week and implemeting incentives after approval, Unit 6 vocabulary due TOMORROW

• FAFSA Night Wed @ 6pm in Tech Center

• Deadline for College Trip is TODAY

November 2

1. SIT WITH THE GROUP YOU'RE IN ON THE BOARD! Grab your journal and Freakonomics off of the counter.

   Journal #35: List various ways people vote around the US. What are pros and cons of each form of voting?

2. Government of the Week: Democratic Republic

3. Collect vocabulary

4. Debate issues-- decide on PROS, CONS, and what your GROUP would decide based on the facts

• To Do: Continue taking data this week and implemeting incentives after approval

• FAFSA Night TONIGHT @ 6pm in Tech Center

November 3

1. Grab your journal and Freakonomics off of the counter.

Journal #36: What circumstances and events in your life may have shaped your political ideals?

1. Government of the Week: Democratic Republic

2. Politopia quiz

3. Video

4. Political spectrum

5. Notes on political parties

• To Do: Continue taking data this week and implemeting incentives after approval, unit 6 graphic organizer due Wednesday

November 4

1. Journal #37: Choose a controversial political issue (i.e. taxes, abortion, immigration, etc.) What would some from the right say about this issue? What about someone from the left? Use what you know about the political spectrum and the video we watched yesterday.

2. Government of the Week: Democratic Republic

3. Politopia map

4. Political spectrum

5. Notes on political parties

6. Ballot measures

• To Do: Continue taking data this week and implemeting incentives after approval, unit 6 graphic organizer due Thursday, unit 6 quiz on Thursday

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Week 10: November 7 – 11

November 7

1. Journal #38: Should people living in US territories (i.e. American Samoa, Puerto Rico, US Virgin Islands, Guam, etc.) be able to vote in US presidential elections? Why or why not?

2. Government of the Week: Absolute Monarchy

3. Choose Sullivan lineage

4. American Samoa and the election

5. Intro to Canva and brainstorm-- meet in large side of tech center tomorrow

6. Part 4 of Incentive Paper-- Data Analysis-- 1-3 paragraphs

• Add your data in your table to your paper

• Explain any trends or changes in your data based on what you observed before and after you implemented your incentive

• What may have skewed your data? (i.e. weather, attendance, etc.)

• Was your incentive effective? How do you know?

• If YES, how could an incentive like this be used to impact other areas of student behavior at Crater?

• If NO, what else would you try as an incentive to improve the problem you're trying to tackle?

• To Do: Part 4 of incentives paper due Wednesday (DO NOT PRINT, BUT SAVE IN GOOGLE DOCS), unit 6 graphic organizer due Thursday, unit 6 quiz on Thursday, meet in tech center tomorrow!

November 8

1. Government of the Week: Absolute Monarchy

2. Use Canva to create your infographic

3. Topic ideas: Forms of voting, 5 reasons to eliminate Electoral College, Types of Political Parties, Current ballot measures, etc.

4. Proofread closely before turning in!

5. Save as lastname_firstname as PDF in P drive-- handins-- BIS-- Sullivan-- EconGovInfographic

6. Part 4 of Incentive Paper-- Data Analysis-- 1-3 paragraphs

• Add your data in your table to your paper

• Explain any trends or changes in your data based on what you observed before and after you implemented your incentive

• What may have skewed your data? (i.e. weather, attendance, etc.)

• Was your incentive effective? How do you know?

• If YES, how could an incentive like this be used to impact other areas of student behavior at Crater?

• If NO, what else would you try as an incentive to improve the problem you're trying to tackle?

To Do: Part 4 of incentives paper due Wednesday (DO NOT PRINT, BUT SAVE IN GOOGLE DOCS), unit 6 graphic organizer due Thursday, unit 6 quiz on Thursday, Canva infographic due Thursday by the end of the day-- save in P drive!

November 9

1. Journal #39: Did the election results surprise you? Why or why not? What repercussions do you see occurring due to the results of this race?

2. Government of the Week: Absolute Monarchy

3. Make sure Canva is turned in via e-mail to Sullivan by the end of the day tomorrow

4. Grammar and punctuation in incentives paper

5. Video

6. Review for quiz

7. Incentives Paper rubric-- Complete part 4 of incentives paper and proofread/ correct all parts

To Do: Completed Incentives Paper due Thursday by 4 pm-- print and staple to rubric, unit 6 graphic organizer due tomorrow, unit 6 quiz tomorrow, Canva infographic due tomorrow by the end of the day-- save in P drive!

November 10

1. Journal #40: Now that you've experienced a democratic republic and an absolute monarchy in this class, what are pros and cons of each? Explain based on events from 4th period.

2. Government of the Week: Absolute Monarchy

3. Collect organizers

4. Make sure Canva is turned in via e-mail to Sullivan by the end of the day

5. Quiz

6. Proofread and complete incentives paper using the rubric as your guide. Turn in by the end of the day. Download this printer if you'd like to print in class.

To Do: Completed Incentives Paper due TODAY by 4 pm-- print and staple to rubric, e-mail Canva project by end of the day kristen.sullivan@district6.org

November 11

1. Veteran's Day – No School

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Week 11: November 14 – 18

November 14

1. Journal #41: Some say that not all citizens should have a say in the government and that the responsibility for governing should fall to the "best" citizens. Who are the best citizens? Would they make better choices for our nation than all citizens do? Explain.

2. Government of the Week: Aristocracy

3. Revisit incentives paper and Canva

4. Taxes and trade simulation

5. Notes

To Do: Turn in Canva asap, turn in incentives paper by tomorrow morning-- read over rubric closely, unit 7 vocabulary due Tuesday.

November 15

1. Journal #42: Since most people decided yesterday that aristocrats make great choices and would run a government better than the average person, why aren't there ANY aristocracies in the world today? Explain.

2. Government of the Week: Aristocracy

3. Bring headphones tomorrow!

4. Collect vocabulary

5. Notes

6. Graphic organizer

To Do: Turn in Canva asap, turn in incentives paper TODAY, unit 7 graphic organizer due Monday, unit 7 quiz on Monday, poster presentation on Tuesday

November 16

1. No Scool

November 17

1. Journal #43: Although we don't have a regressive income tax system in the US, what other taxes may be considered regressive? Explain.

2. Take notes on each of the following. Label your paper Tax Podcast/ Article Notes. Write down the most important information regarding taxes from each. Hold on to your notes until tomorrow.

3. Planet Money-- listen and take notes
4. Article 1-- Taxing the Rich
5. Article 2-- Libertarian Tax Policy (if accessing at home, UN is cenpoint, PW is oslis)
6. Article 3-- Donald Trump's Taxes (if accessing at home, UN is cenpoint, PW is oslis)

7. If you finish early, work on your graphic organizer

To Do: Turn in Canva asap, unit 7 graphic organizer due Monday, unit 7 quiz on Monday, poster presentation on Tuesday

November 18

1. Journal #44: Why don't US presidential candidates promote an ideal economic policy? Explain using details from the podcast Planet Money.

2. Using your notes from yesterday, write a well-structured 5+ paragraph essay answering the following question: If you could make three changes to US tax policy, what would you do? Justify your answer using the information from the three articles and podcast. You can type or hand-write your essay. Staple it to your notes from yesterday and put it in the tray by the end of class on Friday. Download this printer if you'd like to type it.

3. If you finish early, work on your graphic organizer

To Do: Turn in Canva asap, unit 7 graphic organizer due Monday, unit 7 quiz on Monday, poster presentation on Tuesday

 

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Week 12: November 21 – 25

November 21

1. Journal #45: Out of the articles and podcast that you've listened to and read last week, what piece of information surprised you the most? Why? Explain.

2. Government of the Week: Dictatorship

3. Tech center tomorrow 4th period, but meet in room 27

4. Poster presentations tomorrow 3rd period-- intro, explain terms and concept/ logic behind poster, 1-1.5 minutes

5. Brainstorm bills for congress

6. Finish your essay on taxes from Friday. Staple it to your notes from Wednesday and put it in the tray. Download this printer to print.

7. Correct your incentives paper-- the edited drafts are in your folder. Staple your new draft to the top of your rubric and old draft. Turn it in to the tray. Download this printer to print.

8. If you finish early, play these games to review for your quiz on Tuesday OR complete missing assignments

To Do: Turn in Canva asap, unit 7 graphic organizer due Tuesday, unit 7 quiz on Tuesday, poster presentation on Tuesday, corrected incentives paper due Tuesday by the start of class

November 22

1. Journal #46: Why do we have governments? Explain.

2. Collect organizers, turn in incentives paper

3. Government of the Week: Dictatorship

4. Congress info

5. Quiz

6. Research and prepare speeches on one or more bills for our student congress-- try oslis as a source! oslis.org, UN: cenpoint, PW: oslis

To Do: Turn in Canva asap, congress begins on Wednesday

November 23

1. No journal-- take out speeches, notes, blank paper, and a pencil/ pen for Congress

2. Make sure incentives paper and tax essay are turned in by today!

3. Government of the Week: Dictatorship

To Do: Final on Thursday-- read over notes to prepare-- it will cover all 7 units!

November 24

1. Thanksgiving Holiday – No School

November 25

1. Thanksgiving Holiday – No School

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Week 13: November 28 – December 2

November 28

1. Journal #47: Did you go shopping on Black Friday? Why do you believe this shopping event is called "black"?

2. Tax essays

3. Study guide

4. Government of the Week: Matriarchy/ Patriarchy

5. Congress

To Do: Final on Thursday-- read over notes to prepare-- it will cover all 7 units, corrected Tax essays due Wednesday-- staple new version to rubric and top of old version

LAST DAY TO TURN IN WORK IS THURSDAY!

November 29

1. Journal #48: The government has to consider the economic health of a country, but some would say there are things that are more important than economics for the government to consider. What is more important than economics to you? What should the government prioritize over economic health of the US?

2. Government of the Week: Matriarchy/ Patriarchy

3. WISHES!

4. Congress

To Do: Final on Thursday-- read over notes to prepare-- it will cover all 7 units, corrected Tax essays due Wednesday-- staple new version to rubric and top of old version, journals due Wednesday

LAST DAY TO TURN IN WORK IS THURSDAY!

November 30

1. Journal: Put them on the counter (keep your notes so you have them to study tonight). Make sure your name is on them. Put corrected tax essays in the tray if you did them-- new copy stapled to the top!

2. Government of the Week: Matriarchy/ Patriarchy

3. Review for final

4. Congress

To Do: Final on Thursday-- read over notes to prepare-- it will cover all 7 units

LAST DAY TO TURN IN WORK IS TOMORROW!

December 1

1. Journal: Put them on the counter. Make sure your name is on them.

   1. Government of the Week: Matriarchy/ Patriarchy

   2. Review for Final

   3. Congress

   To Do:

   LAST DAY TO TURN IN WORK IS TODAY!

December 2

1. Teacher Inservice – No School

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