Library Assignment
29 March 2006
(Some) World History Terms to Review for Assessment
Find and define the following:
Ideologies
Universal manhood suffrage
Autonomy
Conservatives
Liberals
Nationalists
Greeks
Charter of French Liberties
Charles X
Louis XVIII
Louis
Louis Napoleon
Louis Kossuth
Frankfurt Assembly
Peninsulares
Creoles
Mestizos
Mulattos
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Wednesday, March 29, 2006
Tuesday, March 28, 2006
WH, Library Assignment, 28 March 2006, Ch. 24 Sec. 4 Expansion of the US
WH, Library Assignment, 28 March 2006
Ch. 24, Sec. 4 Expansion of the U.S.
A) Define the Vocabulary words:
Segregation
Isolationism
Write out the answers to:
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627
B) Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
You should list at least two items that it might find for their assigned topic. Then, write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
Library Assignment Focus
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
Ch. 24, Sec. 4 Expansion of the U.S.
A) Define the Vocabulary words:
Segregation
Isolationism
Write out the answers to:
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627
B) Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
You should list at least two items that it might find for their assigned topic. Then, write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
Library Assignment Focus
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
Monday, March 27, 2006
WH, Library Assignment, Ch. 25 Sec. 2 The Partition of Africa, 27 Mar. 06
WH, Library Assignment, Ch. 25 Sec. 2 The Partition of Africa, 27 March 2006
Write a three-part outline:
· Reasons for Imperialism
· Reasons for European Success
· Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline. Each major idea should be supported by specific facts or examples.
Use the Guide for Reading (Questions, p. 635); then, answer the questions:
Caption, p. 636
Map, p. 638
Write a three-part outline:
· Reasons for Imperialism
· Reasons for European Success
· Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline. Each major idea should be supported by specific facts or examples.
Use the Guide for Reading (Questions, p. 635); then, answer the questions:
Caption, p. 636
Map, p. 638
Friday, March 24, 2006
WH, Library Assignment, 24 March 2006
24 March 2006
Library Assignment
Ch. 24 Growth of Western Democracies
(1815-1914)
A) Answer the questions to the following:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.
Section 1 Britain Becomes More Democratic
B) Then,
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
C) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
D) Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
Library Assignment
Ch. 24 Growth of Western Democracies
(1815-1914)
A) Answer the questions to the following:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.
Section 1 Britain Becomes More Democratic
B) Then,
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
C) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
D) Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
Wednesday, March 22, 2006
Review of "A Companion to Nietzsche," ed. Keith Ansell Pearson
This is a worthwhile collection that portrays many of the most preeminent Nietzschean scholars in Europe and in the United States. This volume adds to an excellent series in philosophy by Blackwell Publishing. There is a moving array of Nietzsche scholars who represent a plethora of approaches to Nietzsche. Following the two practical introductions to Nietzsche's life, philosophy, and style, the varied essays address the most familiar Nietzschean themes, as well as important but more neglected ones, such as Nietzsche’s notion of science. There are major sections on Art, Nature, and Individuation; Nietzsche’s Philosophy of the Future; Philosophy of Mind; Philosophy and Genealogy; Ethics; Politics; Aesthetics; and Evolution and Life. Moreover, there are innovative treatments of Nietzsche’s core and enigmatic ideas such as eternal recurrence, the will to power, and the overhuman. Interestingly woven together are Nietzsche’s published and unpublished Nachlass. Among the contributors are a stimulating selection of scholars and new writers on Nietzschean themes. The reliable Keith Ansell Pearson edited the volume with contributions by Jill Marsden, Babette E. Babich, Volker Gerhardt, Kathleen Marie Higgins, Laurence Lampert, Richard Schacht, Andreas Urs Sommer and Paul J. M. van Tongeren.
Tuesday, March 21, 2006
WH, Ch. 24, Sec. 4 Expansion of the U.S.
World History Chapter 24 Section 4 Expansion of the U.S.
Ch. 24 Section 4 Expansion of the United States
Guide for Reading (Questions, p. 622)
Vocabulary
Segregation
Isolationism
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627
1. Lesson Plan Focus
During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.
2. In-Class Instruct, Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
HW
Section 4 Review
#1-5
Extra Credit #6-7
Ch. 24 Section 4 Expansion of the United States
Guide for Reading (Questions, p. 622)
Vocabulary
Segregation
Isolationism
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627
1. Lesson Plan Focus
During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.
2. In-Class Instruct, Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
HW
Section 4 Review
#1-5
Extra Credit #6-7
Wednesday, March 15, 2006
Tuesday, March 14, 2006
WH, Ch. 24, Growth of Western Democracies, Sec. 1 Britain Becomes More Democratic
World History, Chapter 24 Growth of Western Democracies, Section 1 Britain Becomes More Democratic
Ch. 24 Growth of Western Democracies
(1815-1914)
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.
Section 1 Britain Becomes More Democratic
1. Lesson Plan Focus
As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.
2. Instruct
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
3. Close
Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
HW
Section 1 Review
#1-4, Extra Credit 6-7.
Ch. 24 Growth of Western Democracies
(1815-1914)
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.
Section 1 Britain Becomes More Democratic
1. Lesson Plan Focus
As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.
2. Instruct
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
3. Close
Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
HW
Section 1 Review
#1-4, Extra Credit 6-7.
AP Gov't Wilson Interest Groups
Interest Groups, Wilson, Chapter 7
Instructional Objectives
1. Explain why the characteristics of American society and government encourage a multiplicity of interest groups.
2. Indicate the historical conditions under which interest groups are likely to form and specify the kinds of organizations Americans are most likely to join.
3. Describe relations between leaders and rank-and-file members of groups, including why the sentiments of members may not determine the actions of leaders.
4. Describe several methods that interest groups use to formulate and carry out their political objectives, especially the lobbying techniques used to gain public support. Explain why courts have become an important forum for public interest groups.
5. List the laws regulating conflict of interest and describe the problems involved with revolving door government employment. Describe the balance between the First Amendment's freedom of expression and the need to prevent corruption in the political system.
Text Outline
I. Explaining proliferation
A. Why interest groups are common in America
1. Many kinds of cleavages in the country
2. Constitution makes for many access points to government
3. Political parties are weak so interests work directly on government
II. The birth of interest groups
A. Periods of rapid growth
1. Since 1960, 70 percent established their D.C. office
2. 1770s-independence groups
3. 1830s, 1840s-religious, antislavery groups
4. 1860s-trade unions, grange, fraternal organizations
5. 1880s, 1890s-business associations
6. 1900-1920-business and professional associations, charitable organizations
7. 1960s environmental, consumer, political-reform organizations
B. Factors explaining rise of interest groups
1. Broad economic developments create new interest
a. Farmers produce cash crops
b. Mass-production industries begin
2. Government policy itself
a. Wars create veterans, who demand benefits
b. Encouraged formation of American Farm Bureau Federation, professional associations
3. Emergence of strong leaders, usually at certain times
4. Expanding role of government
III. Kinds of organizations
A. Institutional interests
1. Defined: individuals or organizations representing other organizations
2. Types
a. Business firms: example, General Motors
b. Trade associations
3. Concerns-bread-and-butter issues of concern to their clients
a. Clearly defined, with homogeneous groups
b. Diffuse, with diversified groups
4. Other interests-governments, foundations, universities
B. Membership interests
1. Americans join some groups more frequently than in other nations
a. Social, business, professional, veterans', charitable-same rate as elsewhere
b. Unions-less likely to join
c. Religious, political, civic groups-more likely to join
d. Greater sense of political efficacy, civic duty explain tendency to join civil groups
2. Most sympathizers do not join because benefits flow to nonmembers too
C. Incentives to join
1. Solidary incentives-pleasure, companionship (League of Women Voters (LWV), NAACP, Rotary, Parent-Teacher Association, American Legion)
2. Material incentives-money, things, services (farm organizations, AARP)
3. Purposive incentives-goal /purpose of the organization itself
a. Though group also benefits nonmembers, join because:
Passionate about goal
Strong sense of civic duty
Cost of joining minimal
b. Ideological interest groups-appeal of controversial principles
c. Public interest groups-purpose principally benefits nonmembers
d. Engage in research and bring lawsuits, with liberal or conservative orientation
e. Publicity important because purpose groups are influenced by mood of the time
D. The influence of the staff on interest group policy stances
1. Staff influences if solidarity or material benefits are more important to members
2. National Council of Churches and unions are examples
IV. Social movements produce groups that rely on purposive incentives
A. Social movement is a widely shared demand for change
B. The environmental movement
C. The feminist movement; three kinds
1. Solidary-League of Women Voters (LWV), Business and Professional Women's Federation (widest support)
2. Purposive-NOW, NARAL (National Abortion Rights Action League) (strong position on divisive issues)
3. Caucus-National Women's Political Caucus (NWPQ) - (material benefits)
D. Unions left after social movement died
V. Funds for interest groups
A. Foundation grants
1. Ford Foundation and liberal public interest groups
2. Scaife foundations (conservative foundation) and conservative public interest groups
B. Federal grants and contracts
1. National Alliance for Business financed summer youth job programs
2. Jesse Jackson's PUSH (community development organization)
C. Direct mail
1. Unique to modern interest groups through use of computers
2. Common Cause a classic example
3. Techniques
a. Teaser
b. Arouses emotions
c. Famous-name endorsement
d. Personalization of letter
VI. The problem of bias
A. Reasons for belief in upper-class bias
1. More affluent more likely to join
2. Business/professional groups more numerous; better financed
B. Why these facts do not decide the issue
1. Describe inputs but not who eventually wins or loses
2. Business groups often divided among themselves
C. Important to ask what the bias is
1. Many conflicts are within upper-middle class, political elites
2. Resource differentials are clues, not conclusions
VII. The activities of interest groups
A. Supplying credible information
1. Single most important tactic
2. Detailed, current information at a premium
3. Most effective on narrow, technical issues-will see link to client politics
4. Officials also need cues regarding what values are at stake
5. Rating systems
B. Public support
1. Insider strategy previously most common-face-to-face contact between lobbyist and member or Hill staff
2. Increasing use of outsider strategy-grassroots mobilization of the issue public
3. Politicians dislike controversy, so work with those they agree with
4. Lobbyists' key targets: the undecided legislator or bureaucrat
5. Some groups attack their likely allies to embarrass them
6. Legislators sometimes buck public opinion, unless issue important
7. Some groups try for grassroots support
a. Saccharin issue
b. Dirty Dozen environmental polluters - 31 legislators with "Bad voting records" on the environment. Noted by the Interest Group, Environmental Action, only 7 survived in office.
C. Money and PACs
1. According to text, money is least effective way to influence politicians
2. Campaign finance reform law of 1973 had two effects
a. Restricted amount interests can give to candidates
b. Made it legal for corporations and unions to create PACs
3. Rapid growth in PACs has not led to vote buying
a. More money is available on all sides
b. Members of Congress take money but still can decide how to vote
4. Almost any organization can create a PAC
a. Over half of PACs sponsored by corporations, one-tenth unions, and remainder varied
b. Recent increase in ideological PACs; one-third liberal, two-thirds conservative
5. Ideological PACs raise more but spend less due to cost of raising money
6. In 1992 and 1994, unions and business/professional organizations gave the most
7. Incumbents get most PAC money
a. Labor PACs almost exclusively give to Democrats
b. Business PACs split money between Democrats and Republicans
c. Democrats get most PAC money (Remember, Wilson is a conservative, where is the proof??)
8. PAC contributions small
9. Text states that there is no systematic evidence PAC money influences votes in Congress (Hmm, not even big tobacco or the NRA??? Well, its not systematic but I think the influence is clear!)
a. Most members vote their ideology and with their constituents
b. When issue of little concern to voters and ideology with little guidance, slight correlation but may be misleading
c. PAC money may influence in other ways, like access or committee actions
d. PAC money most likely to influence client politics
D. The revolving door
1. Promise of future jobs to officials
2. Few conspicuous examples of abuse
E. Trouble
1. Disruption always part of American politics
2. Used by groups of varying ideologies, etc.
3. Better accepted since 1960s
4. History of "proper" persons using disruption-suffrage, civil rights, anti war movements
5. Officials dread "no-win" situations
VIII. Regulating interest groups
A. Protection by First Amendment
1. 1946 Federal Regulation of Lobbying Act accomplished little in requiring registration
a. Supreme Court restricted application to direct contact
b. Grassroots activity not restricted
c. No staff to enforce law
2. 1995 act provided a broader definition of lobbying
a. Requires reports twice a year, including client names, expenditures, issues
b. Still exempted grassroots mobilization
c. No enforcement agency established, but Justice Department may take action
d. Tax-exempt, nonprofit organizations cannot receive federal grants if they lobby
B. Other significant restraints
1. Tax code; nonprofits lose tax-exempt status
2. Campaign-finance laws limit PAC donations
Important Terms
cue (political) A signal, frequently provided by interest groups, that tells a politician what values are at stake in an issue and how that issue fits into his or her own set of political beliefs.
direct mail A mailing from an interest group focused at a specialized audience whose purpose is both to raise money and mobilize supporters.
Federal Regulation of Lobbying Act of 1946 A law which required groups and individuals seeking to influence legislation to register with the secretary of the Senate and the clerk of the House of Representatives. Quarterly financial reports on expenses were also to be filed. Note new reform legislation (1995) was more stringent.
ideological interest group An organization that attracts members by appealing to their interests on a coherent set of controversial principles.
incentive Something of value offered by mass-membership organizations to get people to join; it is a benefit exclusive to members.
institutional interests Individuals or organizations representing other organizations.
interest group An organization that seeks to influence public policy.
lobby A group that attempts to influence legislation through direct contact with members of the legislative or executive branches.
lobbyist A person attempting to influence government policy on behalf of a lobby.
material incentive Something tangible, such as money or services, which attracts people to join mass-membership organizations.
membership interests A type of interest group that represents the interest of its members.
pluralistic political system A description of the American political system, once used by scholars, contending that the policy-making process encompasses the effective competition of interest groups. This account is generally considered wrong, or at least incomplete.
political action committee An organization which finances candidates and may lobby. Such organizations can contribute no more than $5,000 to a federal candidate in any election.
public-interest lobby An interest group whose principal purpose is to benefit nonmembers.
purposive incentive An incentive to join a mass-membership organization based on the appeal of the group's goal.
ratings A type of cue supplied by some interest groups that ranks legislators on their degree of support for a particular cause, such as unions or the environment. These can be helpful sources of information, but are often biased.
social movement A widely shared demand for change in some aspect of the social or political order.
solidary incentive An inducement to join a mass-membership organization based on the sense of pleasure, status, or companionship derived from membership.
Instructional Objectives
1. Explain why the characteristics of American society and government encourage a multiplicity of interest groups.
2. Indicate the historical conditions under which interest groups are likely to form and specify the kinds of organizations Americans are most likely to join.
3. Describe relations between leaders and rank-and-file members of groups, including why the sentiments of members may not determine the actions of leaders.
4. Describe several methods that interest groups use to formulate and carry out their political objectives, especially the lobbying techniques used to gain public support. Explain why courts have become an important forum for public interest groups.
5. List the laws regulating conflict of interest and describe the problems involved with revolving door government employment. Describe the balance between the First Amendment's freedom of expression and the need to prevent corruption in the political system.
Text Outline
I. Explaining proliferation
A. Why interest groups are common in America
1. Many kinds of cleavages in the country
2. Constitution makes for many access points to government
3. Political parties are weak so interests work directly on government
II. The birth of interest groups
A. Periods of rapid growth
1. Since 1960, 70 percent established their D.C. office
2. 1770s-independence groups
3. 1830s, 1840s-religious, antislavery groups
4. 1860s-trade unions, grange, fraternal organizations
5. 1880s, 1890s-business associations
6. 1900-1920-business and professional associations, charitable organizations
7. 1960s environmental, consumer, political-reform organizations
B. Factors explaining rise of interest groups
1. Broad economic developments create new interest
a. Farmers produce cash crops
b. Mass-production industries begin
2. Government policy itself
a. Wars create veterans, who demand benefits
b. Encouraged formation of American Farm Bureau Federation, professional associations
3. Emergence of strong leaders, usually at certain times
4. Expanding role of government
III. Kinds of organizations
A. Institutional interests
1. Defined: individuals or organizations representing other organizations
2. Types
a. Business firms: example, General Motors
b. Trade associations
3. Concerns-bread-and-butter issues of concern to their clients
a. Clearly defined, with homogeneous groups
b. Diffuse, with diversified groups
4. Other interests-governments, foundations, universities
B. Membership interests
1. Americans join some groups more frequently than in other nations
a. Social, business, professional, veterans', charitable-same rate as elsewhere
b. Unions-less likely to join
c. Religious, political, civic groups-more likely to join
d. Greater sense of political efficacy, civic duty explain tendency to join civil groups
2. Most sympathizers do not join because benefits flow to nonmembers too
C. Incentives to join
1. Solidary incentives-pleasure, companionship (League of Women Voters (LWV), NAACP, Rotary, Parent-Teacher Association, American Legion)
2. Material incentives-money, things, services (farm organizations, AARP)
3. Purposive incentives-goal /purpose of the organization itself
a. Though group also benefits nonmembers, join because:
Passionate about goal
Strong sense of civic duty
Cost of joining minimal
b. Ideological interest groups-appeal of controversial principles
c. Public interest groups-purpose principally benefits nonmembers
d. Engage in research and bring lawsuits, with liberal or conservative orientation
e. Publicity important because purpose groups are influenced by mood of the time
D. The influence of the staff on interest group policy stances
1. Staff influences if solidarity or material benefits are more important to members
2. National Council of Churches and unions are examples
IV. Social movements produce groups that rely on purposive incentives
A. Social movement is a widely shared demand for change
B. The environmental movement
C. The feminist movement; three kinds
1. Solidary-League of Women Voters (LWV), Business and Professional Women's Federation (widest support)
2. Purposive-NOW, NARAL (National Abortion Rights Action League) (strong position on divisive issues)
3. Caucus-National Women's Political Caucus (NWPQ) - (material benefits)
D. Unions left after social movement died
V. Funds for interest groups
A. Foundation grants
1. Ford Foundation and liberal public interest groups
2. Scaife foundations (conservative foundation) and conservative public interest groups
B. Federal grants and contracts
1. National Alliance for Business financed summer youth job programs
2. Jesse Jackson's PUSH (community development organization)
C. Direct mail
1. Unique to modern interest groups through use of computers
2. Common Cause a classic example
3. Techniques
a. Teaser
b. Arouses emotions
c. Famous-name endorsement
d. Personalization of letter
VI. The problem of bias
A. Reasons for belief in upper-class bias
1. More affluent more likely to join
2. Business/professional groups more numerous; better financed
B. Why these facts do not decide the issue
1. Describe inputs but not who eventually wins or loses
2. Business groups often divided among themselves
C. Important to ask what the bias is
1. Many conflicts are within upper-middle class, political elites
2. Resource differentials are clues, not conclusions
VII. The activities of interest groups
A. Supplying credible information
1. Single most important tactic
2. Detailed, current information at a premium
3. Most effective on narrow, technical issues-will see link to client politics
4. Officials also need cues regarding what values are at stake
5. Rating systems
B. Public support
1. Insider strategy previously most common-face-to-face contact between lobbyist and member or Hill staff
2. Increasing use of outsider strategy-grassroots mobilization of the issue public
3. Politicians dislike controversy, so work with those they agree with
4. Lobbyists' key targets: the undecided legislator or bureaucrat
5. Some groups attack their likely allies to embarrass them
6. Legislators sometimes buck public opinion, unless issue important
7. Some groups try for grassroots support
a. Saccharin issue
b. Dirty Dozen environmental polluters - 31 legislators with "Bad voting records" on the environment. Noted by the Interest Group, Environmental Action, only 7 survived in office.
C. Money and PACs
1. According to text, money is least effective way to influence politicians
2. Campaign finance reform law of 1973 had two effects
a. Restricted amount interests can give to candidates
b. Made it legal for corporations and unions to create PACs
3. Rapid growth in PACs has not led to vote buying
a. More money is available on all sides
b. Members of Congress take money but still can decide how to vote
4. Almost any organization can create a PAC
a. Over half of PACs sponsored by corporations, one-tenth unions, and remainder varied
b. Recent increase in ideological PACs; one-third liberal, two-thirds conservative
5. Ideological PACs raise more but spend less due to cost of raising money
6. In 1992 and 1994, unions and business/professional organizations gave the most
7. Incumbents get most PAC money
a. Labor PACs almost exclusively give to Democrats
b. Business PACs split money between Democrats and Republicans
c. Democrats get most PAC money (Remember, Wilson is a conservative, where is the proof??)
8. PAC contributions small
9. Text states that there is no systematic evidence PAC money influences votes in Congress (Hmm, not even big tobacco or the NRA??? Well, its not systematic but I think the influence is clear!)
a. Most members vote their ideology and with their constituents
b. When issue of little concern to voters and ideology with little guidance, slight correlation but may be misleading
c. PAC money may influence in other ways, like access or committee actions
d. PAC money most likely to influence client politics
D. The revolving door
1. Promise of future jobs to officials
2. Few conspicuous examples of abuse
E. Trouble
1. Disruption always part of American politics
2. Used by groups of varying ideologies, etc.
3. Better accepted since 1960s
4. History of "proper" persons using disruption-suffrage, civil rights, anti war movements
5. Officials dread "no-win" situations
VIII. Regulating interest groups
A. Protection by First Amendment
1. 1946 Federal Regulation of Lobbying Act accomplished little in requiring registration
a. Supreme Court restricted application to direct contact
b. Grassroots activity not restricted
c. No staff to enforce law
2. 1995 act provided a broader definition of lobbying
a. Requires reports twice a year, including client names, expenditures, issues
b. Still exempted grassroots mobilization
c. No enforcement agency established, but Justice Department may take action
d. Tax-exempt, nonprofit organizations cannot receive federal grants if they lobby
B. Other significant restraints
1. Tax code; nonprofits lose tax-exempt status
2. Campaign-finance laws limit PAC donations
Important Terms
cue (political) A signal, frequently provided by interest groups, that tells a politician what values are at stake in an issue and how that issue fits into his or her own set of political beliefs.
direct mail A mailing from an interest group focused at a specialized audience whose purpose is both to raise money and mobilize supporters.
Federal Regulation of Lobbying Act of 1946 A law which required groups and individuals seeking to influence legislation to register with the secretary of the Senate and the clerk of the House of Representatives. Quarterly financial reports on expenses were also to be filed. Note new reform legislation (1995) was more stringent.
ideological interest group An organization that attracts members by appealing to their interests on a coherent set of controversial principles.
incentive Something of value offered by mass-membership organizations to get people to join; it is a benefit exclusive to members.
institutional interests Individuals or organizations representing other organizations.
interest group An organization that seeks to influence public policy.
lobby A group that attempts to influence legislation through direct contact with members of the legislative or executive branches.
lobbyist A person attempting to influence government policy on behalf of a lobby.
material incentive Something tangible, such as money or services, which attracts people to join mass-membership organizations.
membership interests A type of interest group that represents the interest of its members.
pluralistic political system A description of the American political system, once used by scholars, contending that the policy-making process encompasses the effective competition of interest groups. This account is generally considered wrong, or at least incomplete.
political action committee An organization which finances candidates and may lobby. Such organizations can contribute no more than $5,000 to a federal candidate in any election.
public-interest lobby An interest group whose principal purpose is to benefit nonmembers.
purposive incentive An incentive to join a mass-membership organization based on the appeal of the group's goal.
ratings A type of cue supplied by some interest groups that ranks legislators on their degree of support for a particular cause, such as unions or the environment. These can be helpful sources of information, but are often biased.
social movement A widely shared demand for change in some aspect of the social or political order.
solidary incentive An inducement to join a mass-membership organization based on the sense of pleasure, status, or companionship derived from membership.
Monday, March 13, 2006
Friday, March 10, 2006
Wednesday, March 08, 2006
WH, Ch. 23, Sec. 4 Nationalism Threatens Old Empires
Chapter 23 Section 4 Nationalism Threatens Old Empires
Guide for Reading, p. 595Caption, p. 596Map, p. 597
1. Lesson Plan Focus
Desires for national independence threatened to break up the Austrian and Ottoman Empires. To appease Hungarian demands, Emperor Francis Joseph agreed to the creation of the Dual Monarchy of Austria and Hungary. As nationalism weakened the Ottoman Empire, the Europeanpowers competed for influence in the Balkan peninsula.
2. In-class Instruct
In two groups, one Austrian, and one Ottoman, assign each group to outline the conditions that existed in each empire during the mid-1800s. Compare the results between the twoempires. Which of the two faced the greatest difficulty and why?
3. CloseStudents should look for news articles about Eastern Europe and the Balkans.
HWSection 4 Reviewp. 597#1-4Extra Credit, #5-6
Guide for Reading, p. 595Caption, p. 596Map, p. 597
1. Lesson Plan Focus
Desires for national independence threatened to break up the Austrian and Ottoman Empires. To appease Hungarian demands, Emperor Francis Joseph agreed to the creation of the Dual Monarchy of Austria and Hungary. As nationalism weakened the Ottoman Empire, the Europeanpowers competed for influence in the Balkan peninsula.
2. In-class Instruct
In two groups, one Austrian, and one Ottoman, assign each group to outline the conditions that existed in each empire during the mid-1800s. Compare the results between the twoempires. Which of the two faced the greatest difficulty and why?
3. CloseStudents should look for news articles about Eastern Europe and the Balkans.
HWSection 4 Reviewp. 597#1-4Extra Credit, #5-6
Tuesday, March 07, 2006
WH, Ch. 23, Sec. 3 Unifying Italy
World History, Ch. 23
Section 3 Unifying Italy
Vocabulary
Anarchist
Caption, p. 591
Parallels, p. 592
Caption, p. 593
Map, p. 594
1. Lesson Plan Focus
For centuries, Italy had been a collection of separate states ruled by foreign and local princes who competed with each other for power. In the 1800s, influential leaders such as Giuseppe Mazzini, Giuseppe Garibaldi, and Count Camillo Cavour helped to create a united Italy. However, Italy still faced regional differences, disputes between the Church and state, and opposition to a conservative government.
2. In-class Instruct
In small groups, each group should create a biographical profile of one of the following:
Mazzini
Victor Emmanuel II
Cavour
Garibaldi
Focus on how each of these contributed to Italy’s unification. Consider how the person rose to leadership, what the person’s ideals and goals were, what methods the person used, and the reasons for the person’s success or failure.
Each person in the group should assume responsibility for a different part of the profile. Each group can take a turn sharing their profile. As a game, one aspect of the Italian leaders can be profiled. Ask the other groups to identify the person being described.
3. Close
Play a game in which you describe some aspect of one or more of the Italian leaders who are profiled in this section. Ask the other students if they can identify the portrayed character.
HW
Section 3 Review
#1-5
Extra Credit #6-7
Section 3 Unifying Italy
Vocabulary
Anarchist
Caption, p. 591
Parallels, p. 592
Caption, p. 593
Map, p. 594
1. Lesson Plan Focus
For centuries, Italy had been a collection of separate states ruled by foreign and local princes who competed with each other for power. In the 1800s, influential leaders such as Giuseppe Mazzini, Giuseppe Garibaldi, and Count Camillo Cavour helped to create a united Italy. However, Italy still faced regional differences, disputes between the Church and state, and opposition to a conservative government.
2. In-class Instruct
In small groups, each group should create a biographical profile of one of the following:
Mazzini
Victor Emmanuel II
Cavour
Garibaldi
Focus on how each of these contributed to Italy’s unification. Consider how the person rose to leadership, what the person’s ideals and goals were, what methods the person used, and the reasons for the person’s success or failure.
Each person in the group should assume responsibility for a different part of the profile. Each group can take a turn sharing their profile. As a game, one aspect of the Italian leaders can be profiled. Ask the other groups to identify the person being described.
3. Close
Play a game in which you describe some aspect of one or more of the Italian leaders who are profiled in this section. Ask the other students if they can identify the portrayed character.
HW
Section 3 Review
#1-5
Extra Credit #6-7
WH, Ch. 23, Sec. 2 Strengthening Germany
World History, Chapter 23
Sec. 2 Strengthening Germany
Guide for Reading
(Questions)
p. 588
Read intro, p. 588
1. Lesson Plan Focus
The growth of German industry was based on ample resources and a highly skilled work force. To increase unity and devotion to the state, Bismarck applied the principles of Realpolitik toward socialists and Catholics. After asking Bismarck to resign, Kaiser William II limited democratic reform and increased the military power of Germany.
Caption, p. 588
Caption, p. 589
2. Instruct, in-class
In two groups, the class is to imagine that they are newspaper editors who have been assigned to write an editorial on events in Germany between 1871 and 1890. One group will write editorials that generally support and praise German policies. The second group will write editorials that criticize those policies and express fears about the future. Both groups should include an appraisal of Bismarck’s style of leadership. Each group can discuss and then debate their points with the other group.
HW
Section 2 Review, p. 590
#1-4
Extra Credit, #5-6
Sec. 2 Strengthening Germany
Guide for Reading
(Questions)
p. 588
Read intro, p. 588
1. Lesson Plan Focus
The growth of German industry was based on ample resources and a highly skilled work force. To increase unity and devotion to the state, Bismarck applied the principles of Realpolitik toward socialists and Catholics. After asking Bismarck to resign, Kaiser William II limited democratic reform and increased the military power of Germany.
Caption, p. 588
Caption, p. 589
2. Instruct, in-class
In two groups, the class is to imagine that they are newspaper editors who have been assigned to write an editorial on events in Germany between 1871 and 1890. One group will write editorials that generally support and praise German policies. The second group will write editorials that criticize those policies and express fears about the future. Both groups should include an appraisal of Bismarck’s style of leadership. Each group can discuss and then debate their points with the other group.
HW
Section 2 Review, p. 590
#1-4
Extra Credit, #5-6
Monday, March 06, 2006
WH, Ch. 23 Nationalism Triumphs in Europe, Sec. 1 Building A German Nation
World History Chapter 23 Nationalism Triumphs in Europe (1800-1914)
Section 1 Building a German Nation
Read Chapter Outline p. 582.
Caption, p. 583
Caption, p. 585
Map, p. 586
Caption, p. 587
1. Lesson Plan Focus
During the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second Reich, was born.
2. In-class Instruct
Activity
The Big Picture
Writing a Speech
Select three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will then deliver the speeches.
Leaders:
Bismarck
Mazzini
Francis Joseph
3. Close
Outline and Question
Each group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group members must be able to answer the questions.
HW
Section 1 Review
#1-4
Extra Credit
#5-6
Section 1 Building a German Nation
Read Chapter Outline p. 582.
Caption, p. 583
Caption, p. 585
Map, p. 586
Caption, p. 587
1. Lesson Plan Focus
During the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second Reich, was born.
2. In-class Instruct
Activity
The Big Picture
Writing a Speech
Select three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will then deliver the speeches.
Leaders:
Bismarck
Mazzini
Francis Joseph
3. Close
Outline and Question
Each group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group members must be able to answer the questions.
HW
Section 1 Review
#1-4
Extra Credit
#5-6
WH, "A Doll's House"
World History, A Doll's House
World Literature
“A Doll’s House,” Henrik Ibsen
Focus
A Doll’s House follows the disintegration of Torvald and Nora Helmer’s marriage. During the course of the play, Torvald discovers that his wife once forged a signature on a promissory note. Although his wife took the loan because he was ill, Torvald cannot overlook her deception nor the public scrutiny he would suffer if her indiscretion was made public. His reluctance to forgive her because of how society will view him shocks Nora. When the man holding the promissory note destroys it, Torvald is willing to resume the marital relationship as it was before. Nora, however, has come to recognize the superficiality of her husband’s love and her own foolishness for existing only to satisfy the whims of others.
Instruct
Two students can read and thus dramatize the passage from the text. Before beginning, however, there are questions to consider:
How does Torvald Helmer treat his wife?
How does Nora use the term “doll?”
Why is Nora dissatisfied?
What does Nora plan to do?
After reading this passage, these four questions can be answered. Students should recognize that Torvald views his wife as a pet or object. He expects to control her and bend her to his will. Nora does not want to be his “doll,” but wants her husband to recognize her as an adult who does not need to be told how to think and feel. She plans to leave Torvald and pursue an education.
After reading, review the subsections “Middle-Class Values” and “Rights for Women” on pp. 567-569. Students should be able to identify at least three issues discussed on these pages that are also portrayed in A Doll’s House. A class discussion should ensue.
The discussion should center around Torvald’s desire for respectability and convention, Nora’s domination first by her father and then by her husband, and Nora’s rebellion against the rigidity of social expectations.
Students should write a paragraph explaining why they agree or disagree with the conventional marriage arrangements and clearly defined roles.
Thinking About Literature
#1-3
World Literature
“A Doll’s House,” Henrik Ibsen
Focus
A Doll’s House follows the disintegration of Torvald and Nora Helmer’s marriage. During the course of the play, Torvald discovers that his wife once forged a signature on a promissory note. Although his wife took the loan because he was ill, Torvald cannot overlook her deception nor the public scrutiny he would suffer if her indiscretion was made public. His reluctance to forgive her because of how society will view him shocks Nora. When the man holding the promissory note destroys it, Torvald is willing to resume the marital relationship as it was before. Nora, however, has come to recognize the superficiality of her husband’s love and her own foolishness for existing only to satisfy the whims of others.
Instruct
Two students can read and thus dramatize the passage from the text. Before beginning, however, there are questions to consider:
How does Torvald Helmer treat his wife?
How does Nora use the term “doll?”
Why is Nora dissatisfied?
What does Nora plan to do?
After reading this passage, these four questions can be answered. Students should recognize that Torvald views his wife as a pet or object. He expects to control her and bend her to his will. Nora does not want to be his “doll,” but wants her husband to recognize her as an adult who does not need to be told how to think and feel. She plans to leave Torvald and pursue an education.
After reading, review the subsections “Middle-Class Values” and “Rights for Women” on pp. 567-569. Students should be able to identify at least three issues discussed on these pages that are also portrayed in A Doll’s House. A class discussion should ensue.
The discussion should center around Torvald’s desire for respectability and convention, Nora’s domination first by her father and then by her husband, and Nora’s rebellion against the rigidity of social expectations.
Students should write a paragraph explaining why they agree or disagree with the conventional marriage arrangements and clearly defined roles.
Thinking About Literature
#1-3
Friday, March 03, 2006
WH, Ch. 22 Sec. 4 A New Culture
World History Ch. 22 Section 4 A New Culture
Ch. 22 Section 4 A New Culture
Guide for Reading Questions
Vocabulary
Romanticism
Realism
Impressionism
Caption, p. 573
Caption, p. 574
Caption, p. 575
Caption, p. 577
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.
Each group will assume responsibility for one art genre.
Romantic literature, art, and/or music
Realistic literature or art
Women’s literature
Impressionism
Post-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded with an oral introduction.
3. Close
Students should write responses:
Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HW
Section 4 Review
#1-5
Extra Credit, #6-7
Ch. 22 Section 4 A New Culture
Guide for Reading Questions
Vocabulary
Romanticism
Realism
Impressionism
Caption, p. 573
Caption, p. 574
Caption, p. 575
Caption, p. 577
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.
Each group will assume responsibility for one art genre.
Romantic literature, art, and/or music
Realistic literature or art
Women’s literature
Impressionism
Post-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded with an oral introduction.
3. Close
Students should write responses:
Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HW
Section 4 Review
#1-5
Extra Credit, #6-7
WH, Ch. 22 Sec. 3 Changing Attitudes and Values
World History, Ch. 22 Section 3 Changing Attitudes and Values
Ch. 22 Section 3 Changing Attitudes and Values
Guide for Reading Questions
Vocabulary
Women’s suffrage
Racism
Social gospel
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged traditional beliefs.
Caption, p. 568
Graph, p. 571
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing attitudes and values in society. There will be four groups:
a) Write advice columns telling readers how to act, dress, and speak in middle-class society;
b) Write editorials defending or opposing women’s efforts at social reform;
c) Write articles about the many changes taking place in education;
d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Ch. 22 Section 3 Changing Attitudes and Values
Guide for Reading Questions
Vocabulary
Women’s suffrage
Racism
Social gospel
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged traditional beliefs.
Caption, p. 568
Graph, p. 571
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing attitudes and values in society. There will be four groups:
a) Write advice columns telling readers how to act, dress, and speak in middle-class society;
b) Write editorials defending or opposing women’s efforts at social reform;
c) Write articles about the many changes taking place in education;
d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Thursday, March 02, 2006
WH
Check with Mr. Krause for your assignment during 4th period. Today's assignment was posted on the blackboard yesterday.
Wednesday, March 01, 2006
WH, Ch. 22 Sec. 2 The World of Cities
Chapter 22 Section 2 The World of Cities
World History, HW Review
p. 562
Ch. 22, Section 2 The World of Cities
Caption, p. 563
Graph, p. 564
Caption, p. 565
Caption, p. 566
1. Lesson Plan Focus
Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.
2. In-class Assignment
Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor areas.
3. Close
Write two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.
HW
Section 2 Review
#1-4
Extra Credit
#5-6
World History, HW Review
p. 562
Ch. 22, Section 2 The World of Cities
Caption, p. 563
Graph, p. 564
Caption, p. 565
Caption, p. 566
1. Lesson Plan Focus
Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.
2. In-class Assignment
Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor areas.
3. Close
Write two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.
HW
Section 2 Review
#1-4
Extra Credit
#5-6
Mock Trial 2006 Schedule
Mock Trial 2006 Schedule
As most of you know, the mock trial competitions have already taken place. We will, however, be competing with each other in front of the school sometime in May. The prospective date is May 23rd, which gives us about 13 weeks. Since we were not given adequate time to prepare for the competition in February, we want to make sure we are ready for May. A lot of hard work is necessary if we want this to be a success.
In order for us to prepare for our competition, we need to begin having regular meetings with all members in attendance, so that each side can prepare their case. If you can’t make a meeting, please make sure you tell someone. During the meetings we will most likely pair up with the person(s) that we will be questioning, or are being questioned by. Opening and closing statements should work together. We will then meet with our sides, defense and prosecution, respectively, and share our ideas, questions, theories, etc., then practice. Meetings will be held every Tuesday from now on, until we perform for the school. If you feel that extra practice is needed, feel free to meet with your partner(s) or ask to call another meeting.
Meeting Dates:
· Tuesday, March 7th
· Tuesday, March 14th
· Tuesday, March 21st
· Tuesday, March 28th
· Tuesday, April 4th
· Tuesday, April 11th
· Tuesday, April 18th
· Tuesday, April 25th
· Tuesday, May 2nd
· Tuesday, May 9th
· Tuesday, May 16th
As most of you know, the mock trial competitions have already taken place. We will, however, be competing with each other in front of the school sometime in May. The prospective date is May 23rd, which gives us about 13 weeks. Since we were not given adequate time to prepare for the competition in February, we want to make sure we are ready for May. A lot of hard work is necessary if we want this to be a success.
In order for us to prepare for our competition, we need to begin having regular meetings with all members in attendance, so that each side can prepare their case. If you can’t make a meeting, please make sure you tell someone. During the meetings we will most likely pair up with the person(s) that we will be questioning, or are being questioned by. Opening and closing statements should work together. We will then meet with our sides, defense and prosecution, respectively, and share our ideas, questions, theories, etc., then practice. Meetings will be held every Tuesday from now on, until we perform for the school. If you feel that extra practice is needed, feel free to meet with your partner(s) or ask to call another meeting.
Meeting Dates:
· Tuesday, March 7th
· Tuesday, March 14th
· Tuesday, March 21st
· Tuesday, March 28th
· Tuesday, April 4th
· Tuesday, April 11th
· Tuesday, April 18th
· Tuesday, April 25th
· Tuesday, May 2nd
· Tuesday, May 9th
· Tuesday, May 16th
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