We will have a quiz over Unit 4 on Thursday, 26 April, and our unit test on Monday, 30 April.
Executive Branch Notes (GSE)
- 4/24: Roles of the President
- 4/25: Presidential Powers
- 4/26: The Federal Bureaucracy (and Unit 4 Quiz!)
- 4/27: Lab for Presidents Project/Electing the President
- 4/30: Unit 4 Test
Unit 3 will cover the legislative branch of the US Government. We will have a quiz on Thursday, 19 April, and our unit test on Monday, 23 April.
unit-3-packet-and-vocab (PLEASE SEE MR.WHITE FOR A COPY OF THE UNIT 3 PACKET)
- 4/16: Congress – structure, organization, and powers
- 4/17: Congressional Committees
- 4/18: How a bill becomes a law
- 4/19: Interest Groups (and UNIT 3 QUIZ!)
Directions: Complete all of the following, and record your responses on your own paper. These questions will help you determine your personal political ideology and will be collected at the end of class for a grade.
- Go to https://www.idealog.org/en/quiz, click on Self-Test, and complete the questions.
- Record your results by drawing where you fall on the side or back of this paper.
- Go to http://www.people-press.org/quiz/political-typology/, read the introduction and then Begin Quiz. This quiz will give you much more detailed results.
- Write down your results below. What does it mean to be in that category?
- Go to http://www.isidewith.com/.
- Complete the quiz, including all the additional drop-down questions. (The more specific your answers are, the more accurate your results will be!)
- Write down your results below.
- Which party matches your ideas the closest?
- Which candidate was your top match? What about 2nd closest match?
- Go to http://www.selectsmart.com/president/.
- Write down the top 2 individuals you matched closest and the party(s) to which they belong.
- Which candidate did you disagree with the most, and what party is that individual?
- What did your results indicate about your political ideology? Are you more liberal, conservative, moderate, libertarian, anarchist, etc.?
- Which political party’s views most closely matched yours?
- Were your results what you were expecting? Explain why or why not.
- Were the results fairly consistent, or not? If not, why might this be the case?
We will have a quiz on Tuesday, 4/10, and our unit test on 4/12.
unit-2-packet-and-vocab (Please see Mr. White for a copy of the packet.)
- 3/30: Political Ideology, Political Socialization, and Measuring Public Opinion
- 4/9: Political Parties
- 4/10: Campaigns and Voting (AND Unit 2 Quiz!)
- 4/11: Expanding Voting Rights and Influencing Voters
- 4/12: UNIT TWO TEST
In this DBQuest, you will engage with documents that were created as our country was finding its
way from a collection of colonies to an independent nation. The first document is Thomas Jefferson’s hand-written copy of the Declaration of Independence. Next is an official version of the Articles of Confederation as presented in the Statues at Large, which holds every law ever enacted by Congress. The third document is a printed copy of the United States Constitution with notes written by none other than George Washington himself!
Create an account with iCivics before you do anything else: https://www.icivics.org/register
Use this link to complete the DBQuest: https://www.icivics.org/dbquest/preambles
This assignment will be due at the end of class, Friday, March 23.
We will have a vocabulary quiz on Friday, 23 March, and our Unit One Test on Thursday, 29 March.
- Unit One Packet
- IF YOU WERE OUT, PLEASE CHECK THE BOX FOR COPIES OF THE UNIT ONE PACKET.
- 8/1: The History of Government and the Different Forms of Government
- 8/2: Influential Documents, Political Philosophers, and the Declaration of Independence
- 8/3: Computer Lab to begin Presidents Project
- 8/4: The Articles of Confederation and the Constitution (and QUIZ!)
- 8/7: Federalism, Checks and Balances, and the Separation of Powers
- 8/8: Review Day
- 8/9: Unit One Test
American Government is a survey of the federal system of government. The class will provide students with an understanding of civic life, politics, and the constitutional process. It will also provide a basis for understanding the rights and responsibilities of citizens and a framework for active participation in government. Please find the syllabus and the standards for this course attached below.
I use Remind to communicate with students about upcoming quiz and test dates, as well as with any other reminders I feel students should be getting. For signing up for Remind you will be awarded 5 bonus points on your first unit test. To sign up, text @wheelergov to 81010.
Finally, we only have about 8 weeks to complete all of this course, so please be prepared to move quickly. If you feel like you’re getting behind or just need some extra help, please let me know. My door is always open to help anyone seeking it.
This project will account for 15% of your grade and is due on Monday, 23 April. It may, however, be turned in without penalty until 8:20am on Friday, 27 April. After this time, an additional 25% will be deducted at the beginning of each school day. After 8:20am on Wednesday, 2 May, the project will no longer be accepted for any credit whatsoever.
Wheeler Budget Project AP edition
AP Budget Project Evaluation
Choosing a Career
Calculating Student Debt and Resume
Your Meal Plan
Finding an Apartment or Buying a House
Buying a Car
Creating a Budget
Life-Changing Event (coming soon…)
This inquiry leads students through an investigation of the International Economics unit by examining trade barriers, protectionism, exchange rates, the depreciation of the dollar, and the difference between balance of payments and balance of trade. By investigating the compelling question “Is a Trade Deficit Bad for Us?” students dissect concepts in International Trade to understand current debates among politicians and economist. In investigating contemporary evidence on trade, students develop an understanding of what the implications of a trade deficit are and pros and cons.
The inquiry will address the following Georgia Performance Standards:
- SSEIN1 c. Explain the difference between balance of trade and balance of payments.
- SSEIN2 The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade.
- SSEIN3 The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries.
In addressing the compelling question “Is a Trade Deficit Bad for US?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence while acknowledge competing perspectives.
All responses must be submitted electronically through the links I have created for each of you. Your individual links can be found in the Word document linked here.