Economics
Lesson Plans for the Week of April 29 - May 3
Assessments for the Week
Monday:
Tuesday/Wednesday:
Thursday/Friday:
Monday No School
Tuesday/Wednesday
Focused Instruction: Reading on Income Disparity
Independent Practice: Questions on Reading
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Thursday/Friday -
Focused Instruction: Notes on Chapter 25
Independent Practice: worksheet
The following snow-day assignments are to be used ONLY if you are out of school and actually miss Civics. For example: If you are a Tuesday/Thursday class and you miss Wednesday, you DO NOT do an assignment. You do ONLY one assignment per day missed. They may be completed on google classroom or on paper.
Snow Day Asssignment #1 Refugee Information
The Refugee Act of 1980 allows for two paths to obtain refugee status—either from abroad as a resettled refugee or in the U.S. as an asylum seeker. If done abroad, a refugee must receive a referral to the U.S. Refugee Admissions Program (USRAP) for consideration as a refugee. If they receive a referral, they refugee will receive help filling out their application and then be interviewed abroad by a United States Citizenship and Immigration Services (USCIS) officer who will determine whether they are eligible for refugee resettlement.
Asylum seekers who are already in the country (such as on a travel visa) or who have arrived at a U.S. port of entry must file the application with an immigration judge at the Executive Office for Immigration Review (EOIR) in the Department of Justice. Almost all refugee applicants who fail to apply for asylum within one year of entering the U.S. are barred from receiving asylum.
Whether they are caught at the border crossing illegally or present themselves to immigration officials at a port of entry, refugee candidates are subject to “expedited removal,” a policy that allows the Department of Homeland Security (DHS) to deport an undocumented person without giving them a chance to defend against deportation in immigration court.
To prevent immediate deportation, asylum seekers who are placed in an expedited removal process must tell a Customs and Border Protection (CBP) official they fear persecution, torture, or returning to their country, or that they wish to apply for asylum. If an U.S. asylum officer determines asylum seeker has a “credible fear” of persecution or torture, they can proceed with the asylum application process.
If a person has re-entered the U.S. unlawfully after a prior deportation order or is a noncitizen convicted of certain crimes, they are subject to a different expedited removal process called “reinstatement of removal.” Asylum seekers in this process must meet the “reasonable fear” standard in an interview with an asylum officer. To demonstrate a reasonable fear, the asylum seeker must meet the definition of refugee and show there is a “reasonable possibility” they will be persecuted or tortured in the country of removal.
All asylum seekers have the burden of proving that they meet the definition of a refugee. In 2016, the last year for which complete data is available, 20,455 people were granted asylum. In fiscal year 2018, there are 714,067 pending asylum cases in the U.S. (If the 2016 rate holds in 2018, then only about 3 percent of current asylum seekers will be granted asylum.)
In fiscal year 2018, the average asylum seeker will wait 721 days for their case to be resolved. Both refugees and asylum seekers who are allowed to await judgment in the U.S. are authorized and entitled to work.
A refugee or asylee may apply for permanent resident status in the U.S. one year after being admitted as a refugee or being granted asylum status. Refugees are required by law to apply for permanent resident status one year after being admitted to the United States in refugee status.
Answer the following questions regarding the information above:
1. What problems do asylum seekers need to report in order to be consider as candidates for asylum applications?
2. How does the “expedited removal process” differ from those that have entered the country lawfully and those that did so illegally.
3. Do you believe that a wait of up to 721 days is reasonable? Why or why not?
Snow Day Assignment #2 Askeland Civics
Bethel v. Fraser (1986)
Read the following summary of this case and answer the questions that follow.
As the school year comes to a close and students are giving student government speeches and commencement addresses, we spotlight the landmark student expression case Bethel v. Fraser (1986). In this case, the Court considered whether the First Amendment protected a student-government nomination speech filled with sexual innuendo.
High school student Matthew Fraser approached the podium at the front of his public school’s auditorium. He gazed at the crowd of 600 of his schoolmates while readying a printout of his speech. Matthew was a little nervous. He felt nervous because he’d shown the speech to two teachers at his school, and they both told him he probably should not deliver it. They told him the speech was inappropriate. One of his teachers even warned him he might get into severe trouble for reading it. He decided to read it anyway.
Matthew’s speech was filled with sexual innuendo. When he delivered the speech, many students called out, gestured, and laughed, while others looked confused and embarrassed. After the speech, Matthew was told he had violated the schools conduct code, which said: “Conduct which materially and substantially interferes with the educational process is prohibited, including the use of obscene, profane language or gestures.” He was suspended for two days, and was told he would not be allowed to speak at the school’s graduate ceremony.
Matthew believed that he had a First Amendment right to give his speech, and sued the school. The First Amendment states in part, “Congress shall make no law…abridging the freedom of speech…” Matthew claimed that his public school, as an instrument of the state, had violated his right to free speech. The school argued that Matthew’s speech had clearly violated the school conduct code, and that the First Amendment did not protect Matthew’s words in public school.
The case eventually went to the Supreme Court. The Supreme Court ruled that the school had not violated Matthew’s First Amendment rights, and that schools do not have to tolerate “lewd and obscene speech.” The Court held, “The process of educating our youth for citizenship in public schools is not confined to books, the curriculum, and the civics class; schools must teach by example the shared values of a civilized social order…The schools, as instruments of the state, may determine that the essential lessons of civil, mature conduct cannot be conveyed in a school that tolerates lewd, indecent, or offensive speech and conduct such as that indulged in by this confused boy.”
Questions
- Why was Matthew Fraser suspended?
- Why did Matthew believe his suspension was unconstitutional?
- How did the Supreme Court rule?
- Do you agree with the Court’s ruling? Why or why not?
Snow Day Assignment #3
Read the summary of this case and answer the questions that follow:
Texas v. Johnson (1989)
Summary
This Landmark Supreme Court Case focuses on a case involving expressive conduct, and what is for many a deeply cherished symbol of America—the U.S. flag. In a closely divided (5-4) ruling, the Supreme Court held that states could not forbid burning the U.S. flag in protest, because doing so would violate the freedom of speech protected by the First Amendment.
In 1984, the Republican Party convened in Dallas, Texas for their national convention. President Ronald Reagan, seeking a second term in office, was to be officially nominated as the GOP candidate for President. A political protest was organized in Dallas to oppose the Reagan administration. One of the protesters handed another protester, Gregory Lee Johnson, an American flag they had taken from a flagpole at one of their protest locations..
Upon reaching the Dallas City Hall, Johnson doused the flag with kerosene and set it ablaze. Johnson and his fellow demonstrators circled the burning flag and shouted “America, the red, white, and blue, we spit on you.” No one was hurt or threatened with injury by the act, but many who witnessed it were deeply offended. Johnson was arrested, charged, and convicted of violating a Texas law that made it a crime to desecrate a “venerable object.” Texas was not the only state to have anti-flag burning laws on the books, 47 other states also criminalized flag desecration. For his crime, Johnson received a sentence of one year in prison and was ordered to pay a $2,000 fine.
Johnson appealed his conviction and his case went to the Supreme Court. Johnson argued that the Texas flag desecration statute violated the First Amendment, which says “Congress shall make no law…abridging the freedom of speech…or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” The state of Texas argued that it had an interest in preserving the flag as a symbol of national unity. The Court had to consider: Are there certain symbols that are so widely cherished and understood to convey certain meanings that the government can regulate their use?
The Court agreed with Johnson (5-4) and struck down the Texas law. Burning a U.S. flag in protest was expressive conduct protected by the First Amendment. “The First Amendment literally forbids the abridgment only of ‘speech,’ but we have long recognized that its protection does not end at the spoken or written word. If there is a bedrock principle underlying the First Amendment, it is that the government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable.”
Though Texas v. Johnson has been upheld several times by the Supreme Court, flag desecration itself remains unpopular in America. The House of Representatives has voted six times on a Constitutional Amendment known as the Flag Desecration Amendment, which states: “The Congress shall have power to prohibit the physical desecration of the flag of the United States.” Each time, it has passed the House by the required two-thirds majority. The Amendment never passed the Senate with the 67 votes needed, but it also has never received less than 63 votes in support.
Discussion Questions
1. Why was Gregory Johnson arrested?
2. What were the arguments on each side?
3. Do you agree with the Court’s ruling that the First Amendment protects expressive conduct? Why or why not?
Snow Day Assignment #4 Civics Askeland
Read the following information about forms of government and answer the question that follows.
Monarchy
A monarchy is a form of government headed by a single ruler called a monarch. Monarchs go by many names, including king, queen, or emperor. Many monarchs inherit their power and expect to rule for life. This means the authority to rule is passed down through families. When a monarch dies, a relative—usually a son or daughter—becomes the next monarch. Monarchies are one of the oldest forms of government still found in the world today. Hundreds of years ago, some monarchs ruled with unlimited power. Most monarchs today, however, have limited power, often based on a constitution. The United Kingdom has a monarch who serves as a ceremonial head of state. Real power to govern is held by the United Kingdom’s democratically elected leaders. Monarchies have several advantages. First, when a monarch has complete power, decisions can be carried out on his or her word alone. There is no need for a lot of bickering. A second advantage is a clear line of succession. Citizens living in a monarchy know who is next in line for the throne. And finally, a monarch can inspire great loyalty among his or her subjects, thus create a strong bond to hold a nation together. At the same time, a monarchy has some major disadvantages. One is the varying quality of hereditary leaders. A successful monarch in one generation may be followed by a very unsuccessful one in the next. He or she may make poor choices. Another is how difficult it is for a monarch to run a modern nation—a job that has become simply too big for any but the most exceptional monarchs to do well.
Answer the following question: Make a list of advantages and disadvantages of a monarchy
Snow Day Assignment #5
Read the following descriptions of a dictatorship and a theocracy and answer the question that follows.
Dictatorship
Dictators take and hold power by force. Most dictators come to power after violently overthrowing a government. Some dictatorships may be led by a single person, sometimes from the military, or a small group of military officers or political leaders. This often happens during a time of political unrest or a national emergency. Dictatorships share some of the advantages of absolute monarchies. Power is centralized in the hands of a single military or political leader who can get things done efficiently. With control of the military and police, the leader can put an end to political unrest and maintain peace and order. That same power, however, can easily lead to disadvantages. Dictators can abuse citizens who oppose the dictator’s rule. Citizens who oppose a dictatorship may be thrown into jail, tortured, or even killed without cause. Over time, citizens may demand that the dictator return control to elected officials. This can lead to riots or civil war, making it next to impossible to govern the nation.
Theocracy
A theocracy is a government headed by religious leaders. In ancient times, theocracies were common, with government officials serving as religious leaders as well. There are few theocracies in the world today. Having a government based on one set of religious beliefs has some advantages. A single, state supported religion encourages political and social unity. It also ensures that leaders make their decisions in line with their citizens’ values and beliefs. Making sure everyone follows the teachings of one religion can be quite difficult, however. Citizens who do not believe in the religion of the majority can have their rights abused. Religious warfare can even break out between citizens of differing beliefs fighting for control of their government.
Describe the advantages and disadvantages of the two forms of government.
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