Summer Time Job

Good afternoon!
  I apologize for a lack of postings. But there has been nothing to post. With the unemployment level dropping that would normally indicate there are lots of jobs. But that does not seem to be the case for your age group. There seems to be a great deal of people seeking part-time jobs in an effort to supplement lower paying full-time work. What that means is your age group is competing with a lot of people. I hope you are all enjoying your Summer.
Mr. Moore

Why we celebrate.

IN CONGRESS, July 4, 1776.

The unanimous Declaration of the thirteen united States of America,

When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.--Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world.

He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.
He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.
He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance.
He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures.
He has affected to render the Military independent of and superior to the Civil power.
He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation:
For Quartering large bodies of armed troops among us:
For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States:
For cutting off our Trade with all parts of the world:
For imposing Taxes on us without our Consent:
For depriving us in many cases, of the benefits of Trial by Jury:
For transporting us beyond Seas to be tried for pretended offences
For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies:
For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments:
For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever.
He has abdicated Government here, by declaring us out of his Protection and waging War against us.
He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people.
He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation.
He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands.
He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions.

In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people.

Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends.

We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor.

Get A Job!!

Good Summer Daze students!
I have been making calls on local businesses; the news is not good for employment for 14-15 year old youth in Tucson. I have found nothing so far.
It is worse in some places.

http://www.edweek.org/ew/articles/2015/06/03/demand-for-summer-jobs-outstrips-opportunities.html?cmp=ENL-EU-NEWS1-RM


That does not mean don't go out and knock on some doors yourself. Present yourself as someone capable and ready to work. Don't wait till I find something. Plan your own dreams, or in this case a Summer Job.

I will do a weekly update on this blog.
Good luck and HAGS!

Mr. Moore

Thursday, May 21

H.A.G.S of course.
Mr. Moore

Wednesday, May 20

Homework: none.
In Class: Final Part II
Bell work: no more bell work.

Mr. Moore

Tuesday, May 19

Homework: Study for the Final Part 2.
In Class: Final Part 1
Bell work: No more bell work.

Mr. Moore

Monday, May 18 The Last Monday of the School Year!

Homework: Study for the Final.
In Class: Final Review.
Bell work: No more bell work.

Mr. Moore

Friday, May 15

Homework: Study for Final.
In Class: Picnic.
Bell work: no more bell work.

Mr. Moore

Thursday, May 14

Homework: Study for Final.
In Class: End of Semester Survey. Reviewing for Final.
Bell work: My favorite middle school memory, that I can tell a teacher and not get into trouble....

Mr. Moore

Wednesday, May 13

Homework: Review For Final. Bring Textbooks in next Tuesday, May 19th.
In Class: Final Review.
Bell Work: Why are there different types of murder charges?

Questions to Review for the Final
The Questions will not be the same, but the information needed to answer them will be.

            1.   Identify and describe the six goals of American government stated in the Constitution.

            2.   Describe how the separation of powers allows the branches of government to check and balance each other.

            3.   Describe how the system of federalism operates in the United States.

            4.   The U.S. government has been described as "a government of laws and not of people." Analyze this statement. Restate it in your own words, state whether or not you agree with it, and explain your position.

            5.   The Constitution is "the supreme law of the land." But our Constitution can also be described as "a general guide for laws." Explain why both of these are accurate descriptions of the Constitution.

            6.   Outline the qualifications for membership in the Senate and House of Representatives. Note similarities and differences.

            7.   Discuss the ways in which congressional powers are limited.

            8.   Describe the functions and structures of congressional committees.

            9.   Where do ideas for bills come from, and how does a bill become a law?

          10.   Imagine that the majority of the people represented by a senator favors a bill, but the senator opposes it. Should the senator vote for or against the bill? Explain your decision.

          11.   The president has many roles and responsibilities as leader of the nation. Discuss several of these roles and the powers and responsibilities associated with each role.

          12.   Describe the order of presidential succession.

          13.   What are independent agencies and regulatory commissions? Describe their functions.

          14.   Explain how executive departments are established, and identify the 15 executive departments.

          15.   Some people argue that presidents should be limited to one six-year term of office. What arguments can you think of that favor such a position?

          16.   Describe the organization and principal types of federal courts in the United States.

          17.   Identify and discuss the four kinds of law in the United States.

          18.   Discuss how John Marshall influenced the development of the Supreme Court.

          19.   As you have learned, the Supreme Court has an enormous influence on the lives of the people of the United States. Yet the Supreme Court justices are not elected by the people. Do you think this is in keeping with the democratic nature of U.S. government? Explain your position.

          20.   Federal court judges are appointed for life. Do you agree or disagree with this system? Explain your answer.

          21.   What three principles do governments try to follow when setting up a tax system needed to raise funds needed to run the government without creating too great a burden for taxpayers?

          22.   Discuss at least seven kinds of taxes that Americans pay, and identify the level of government that collects each tax.

          23.   Explain how the government manages the revenue that it collects.

          24.   What are some reasons for the high costs of government? Explain why the costs of government have been rising, and suggest some ways that they could be lowered.

          25.   How do citizens pay for the costs of government? Do all citizens receive equal benefits for paying these costs? Explain your answer.

          26.   Describe free and command economies. Why is the United States said to be a combination of both of these economic systems?

          27.   Describe some of the basic economic freedoms enjoyed by Americans.

          28.   What is a monopoly? Why are monopolies unfair? Explain your answer.

          29.   What roles and responsibilities does the United States government have in the economy? Do you think the government over-regulates businesses? Explain your answer.

          30.   What are the four factors of production, and what part do they play in a business?

          31.   Discuss the four stages of the business cycle and their effects.

          32.   Discuss the meaning and role of absolute advantage and comparative advantage, using examples.

          33.   Describe the three indicators that help economists predict changes in the business cycle.

          34.   Discuss the circular flow of goods and services in a free-enterprise economy.

          35.   Discuss free trade versus protectionism. Do you agree with a free trade policy? Why?

Mr. Moore

Tuesday, May 12

Homework: Study for Final!
In Class: Reviewing for Final!
Bell work: What does rule of law mean?

Mr. Moore

Monday, May 11

Homework: Review for final; Chapters 3,5,6,7 for Tuesday May 19th. Chapters 12,17,21 for Wednesday, May 20.
In Class: Review for final.
Bell work: Which branch has checks over the judicial branch and what are those checks?

Mr. Moore

Friday, May, 8

Homework: none for the weekend.
In Class: Reviewing Final Questions. Handout.

          21.   What three principles do governments try to follow when setting up a tax system needed to raise funds needed to run the government without creating too great a burden for taxpayers?

          22.   Discuss at least seven kinds of taxes that Americans pay, and identify the level of government that collects each tax.

          23.   Explain how the government manages the revenue that it collects.

          24.   What are some reasons for the high costs of government? Explain why the costs of government have been rising, and suggest some ways that they could be lowered.

          25.   How do citizens pay for the costs of government? Do all citizens receive equal benefits for paying these costs? Explain your answer.

          26.   Describe free and command economies. Why is the United States said to be a combination of both of these economic systems?

          27.   Describe some of the basic economic freedoms enjoyed by Americans.

          28.   What is a monopoly? Why are monopolies unfair? Explain your answer.

          29.   What roles and responsibilities does the United States government have in the economy? Do you think the government over-regulates businesses? Explain your answer.

          30.   What are the four factors of production, and what part do they play in a business?

          31.   Discuss the four stages of the business cycle and their effects.

          32.   Discuss the meaning and role of absolute advantage and comparative advantage, using examples.

          33.   Describe the three indicators that help economists predict changes in the business cycle.

          34.   Discuss the circular flow of goods and services in a free-enterprise economy.

          35.   Discuss free trade versus protectionism. Do you agree with a free trade policy? Why?

Bell work: All laws in the U.S. must align with what document?

Mr. Moore

Thursday, May 7

Homework: Review for Final.
In Class: Final Review.
Review Questions: Below the questions are the answers I am looking for.

            1.   Identify and describe the six goals of American government stated in the Constitution.

            2.   Describe how the separation of powers allows the branches of government to check and balance each other.

            3.   Describe how the system of federalism operates in the United States.

            4.   The U.S. government has been described as "a government of laws and not of people." Analyze this statement. Restate it in your own words, state whether or not you agree with it, and explain your position.

            5.   The Constitution is "the supreme law of the land." But our Constitution can also be described as "a general guide for laws." Explain why both of these are accurate descriptions of the Constitution.

            6.   Outline the qualifications for membership in the Senate and House of Representatives. Note similarities and differences.

            7.   Discuss the ways in which congressional powers are limited.

            8.   Describe the functions and structures of congressional committees.

            9.   Where do ideas for bills come from, and how does a bill become a law?

          10.   Imagine that the majority of the people represented by a senator favors a bill, but the senator opposes it. Should the senator vote for or against the bill? Explain your decision.

            1.   ANS:

The first goal of the government is "to form a more perfect union." This means that the government should be a better organization of states than what the people had under the Articles of Confederation. The second goal is "to establish justice," which means that the government should make fair laws and establish a system of courts that is fair to all. "To insure domestic tranquility" is the third goal. This means that the government is responsible for maintaining peace within the country. This is closely related to the fourth goal, "to provide for the common defense," which means that the government should defend the country from its enemies. The fifth goal, "to promote the general welfare," means that the government should help ensure the well-being of all people. The final goal, "to secure the blessings of liberty," means that the freedom of the people should always be protected.

            2.   ANS:

In the system of separation of powers, the government is divided into three branches: executive, legislative, and judicial. Each of these branches has certain powers that the other branches do not have. In addition, each of these branches has the power to "check" the power of the other two branches. The powers of the government are equally divided, or "balanced," among the three branches. For example, the president has the power to veto legislation passed by Congress. Congress, on the other hand, has the power to override a presidential veto. The Supreme Court has the power to interpret the meaning of laws. It can prevent laws from being enforced by ruling that the laws are in conflict with the Constitution.

            3.   ANS:

Under the system of federalism, powers are divided between the federal government, which governs the whole nation, and the states, which govern the people in each state. Powers that are not given to the federal government remain with the states or with the people—these are called reserved powers. Powers shared by both the federal and state governments are called concurrent powers. Concurrent powers include taxation, the power to borrow money, the power to establish courts and to enforce the law, and providing for the well-being of all citizens. Powers held exclusively by the federal government are called delegated powers.

            4.   ANS:

Answers will vary. Students should realize that the phrase means that no one is above the law, that all Americans are bound by the Constitution and the laws based on it, and that citizens are not subject to arbitrary rules of conduct set by individuals. Most students will agree that the phrase accurately describes the government set up by the Constitution. Students may support the statement by referring to the checks and balances established by the Constitution or by citing historical examples. Ensure that students support their positions with sound reasoning.

            5.   ANS:

Answers will vary. Students should explain the supremacy of the Constitution in the U.S. government. Students should also be able to infer that not every law in the nation is listed in the Constitution, but that every law in the nation must conform to the principles of the Constitution.

            6.   ANS:

Senators and representatives must be legal residents of the states they represent. A representative must be at least 25 years old and have been a U.S. citizen for at least seven years. A senator must be at least 30 years old and have been a U.S. citizen for at least nine years. Most members of the Senate and the House of Representatives have attended college. Many are lawyers, businesspeople, or bankers.

            7.   ANS:

There are several limits on the powers of Congress. Some of these limitations protect the individual rights of citizens. Congress cannot pass ex post facto laws, which apply to actions that occurred before a law was passed. Nor can it pass bills of attainder, which sentence people to jail without first giving them a trial. Congress cannot suspend the writ of habeas corpus, which guarantees that a person accused of a crime will be brought to court to determine if there is enough evidence to proceed with a trial. Congress cannot grant titles of nobility or pass any law that violates the Bill of Rights. Economic limitations on congressional powers include forbidding the taxing of exports, passing laws that favor the trade of one state over another state, and withdrawing Treasury funds without first passing a law that accounts for the funds.

            8.   ANS:

So many bills are considered each year that Congress divides its work into smaller groups, or committees. Both the House and the Senate have standing committees that are permanently established and that deal with bills that pertain only to certain areas. The standing committees then divide their work into smaller groups, or subcommittees. Each house of Congress may appoint select committees to deal with other areas not covered by the standing committees. The select committees are temporary and are disbanded on completion of their work. Two kinds of committees have members from both the House and Senate: Joint committees are set up to address issues that can best be resolved through cooperation between the houses; and conference committees are temporary committees that are formed to work out compromises when both houses pass similar versions of the same bill. ( may also mention committee on committees, Committee of the Whole, and the seniority system.)

            9.   ANS:

A bill may be introduced in either the House or the Senate by a citizen, special-interest group, congressional committee, member of Congress, or the president. After it is introduced, a bill is sent to a committee, is researched and discussed in hearings, and possibly amended. Next, the bill goes before the full house of Congress in which it was introduced, where it is put on the calendar, debated, and voted on. If it passes, the bill goes on to the other house of Congress, where it is again put on the calendar, debated, and voted on. If the bill passes the second house, it is sent to the president, who may sign it into law. If a bill does not pass both houses in exactly the same form, a conference committee may try to work out a compromise bill that is acceptable to both houses. Finally, the compromise bill is sent to the president, who may sign it into law, veto the bill, or not allow the bill to become a law by using a pocket veto.

          10.   ANS:

Answers will vary. This question requires students to think about whether elected representatives should act solely as delegates or more as trustees. Students in favor of the representative approach should allude to the democratic nature of such a position. Students who support the trustee approach might argue that the senator has access to information that his or her constituents do not have or that it would be unworkable to refer every issue to the constituency. They might also point out that the overall position of the constituency may be difficult to determine. Students should support their position with logical arguments.

Bell work: Why did we separate our federal government into three branches?

Mr. Moore

Wednesday, May 6

Homework: Begin reviewing for Final on Tuesday, May 19 and Wednesday, May 20.
Covers Chapters 3,5,6,7 on Tuesday; Chapters 12,17,21 on Wednesday.
In Class: Final Review questions.
Bell work: What would be a better way to have Water Day?

Mr. Moore

Tuesday, May 5

Homework: none.
In Class: Water Day.
Bell work: none.

Mr. Moore

Monday, Monday, can't trust that day! May 4

Homework: Begin review for final. Final on Tuesday, May 19 and Wednesday, May 20.
Covers Chapters 3,5,6,7 on Tuesday; Chapters 12,17,21 on Wednesday.
In Class: Review
Bell work: What is the purpose of the Bill of Rights?

Mr. Moore

Friday, May 1

Homework: none. Composition Book will be collected Friday, May 8th.
In Class: Disney Day. 
Bell work: none.

Mr. Moore

Thursday, April 30

Homework: none.  Composition Books due Friday May 8th.
In Class: Conclusions to Mystery, economics of UP, and Disney history.
Bell work: What crimes were committed?

Mr. Moore

Wednesday, April 29

Homework: none.
In Class: Discussion Exercise-
What was(were) the crime(s) committed? 
How was(were) the crime(s) committed?
Who commits the crime(s)?
Where was everyone?
Bell work: Which piece of evidence is the most important?

Mr. Moore