Among the Hidden-8th Grade Unit Plan

March 19, 2018 | Author: Anonymous | Category: Social Science, Political Science, Government
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Among the Hidden— A Unit on the Role of Government

Unit

Based on Margaret Peterson Haddix’s book Among the Hidden, this unit teaches social studies and reading standards around the concept of government regulations/ responsibilities and the responsibilities of citizens.

8th Grade

OVERVIEW

BIG IDEA: Government regulation must balance individual and group needs.

ESSENTIAL QUESTION: What should government be able to regulate?

UNIT OUTCOME: The student will analyze and infer to write short answers explaining the responsibilities of citizens and the government related to narrative, persuasive, expository, and functional text. In brief-- The student will explain the responsibilities of citizens and government.

LEARNER EVIDENCE:

approximately 9 DAYS + text length (bolded lessons are planned here)

1) Explain government responsibilities 1 day Task Analysis—What are responsibilities?; What is the role of government in your life?; What is the social contract? 2) Use expository text to determine if government met their responsibilities and what the student would change 1- 2 days Task Analysis—Read and comprehend expository text; State government’s responsibilities; Think critically about changes and planning 3) Use comprehension of narrative text to explain government regulations and suggest changes

Time for reading text + 1 day Task Analysis—Read and comprehend narrative text; Identify government regulations; compare regulations to responsibilities; Suggest changes as a result of this difference 4) Explain citizen responsibilities 1 day Task Analysis— Read and comprehend narrative text; Identify citizen responsibilities; Suggest changes as a result of this difference 5) Use persuasive text to determine acts of citizenship demonstrated

1- 2 days Task Analysis—Read and comprehend persuasive text; Identify traits of citizenship from article 6) Use functional text to determine how to fulfill citizen responsibilities

1- 2 days Task Analysis—Read and comprehend functional text; Identify citizenship responsibilities and suggest options for being a good citizen

SOCIAL STUDIES PO’S: SS08-S3-C1-PO 1. Describe how the following philosophies and documents influenced the creation of the Constitution: a. John Locke’s theories – natural law, social contract SS08-S3-C3-PO 4. Compare the roles and relationships of different levels of government (e.g., federal, state, county, city/town, tribal). SS08-S3-C4-PO 2. Discuss the character traits (e.g., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States SS08-S3-C4-PO 4. Explain the obligations and responsibilities of citizenship: a. upholding the Constitution b. obeying the law c. paying taxes d. registering for selective service e. jury duty

READING PO’S: R08-S1-C6-PO 5. Connect information and events in text to experience and to related text and sources. R08-S1-C6-PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to interpret text. R08-S2-C1. Identify, analyze, and apply knowledge of the structures and elements of literature. R08-S3-C1. Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text. RO8-S3-C2. Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text. R08-S3-C3. Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.

KEY LESSONS

Lesson 1 of 2 Lesson Title: AZ Teaching Standard: SS08-S3-C1-PO 1. Describe how the following philosophies and documents influenced the creation of the Constitution: b. John Locke’s theories – natural law, social contract SS08-S3-C3-PO 4. Compare the roles and relationships of different levels of government (e.g., federal, state, county, city/town, tribal).

Lesson Outcome: SWBAT use the social contract to state broad government responsibilities and categorize smaller government responsibilities. Evidence: Tree Map

Big Idea: Government regulation must balance individual and group needs.

Materials: White paper, post it notes, white board

Sub-Objective

SET: TSW answer questions in a group about a hypothetical situation and discuss another group’s ANSWERS.

Teacher Actions

A)Teacher introduces a scenario— Imagine a classroom where the teacher teaches, but can make no rules. The teacher cannot tell students what to do or establish any discipline in the classroom.

Participants Actions

A)Individually students draw a picture of themselves sitting in this hypothetical classroom.

B)As a group, share your pictures and discuss what this classroom would be like.

B)Students are put into groups of 5 students. The group selects a recorder to write the group’s answers to the

√for Understanding Teacher monitors discussions; collects answers.

C)Teacher collects group papers and re-distributes them to other groups.

TSW complete a note-taking guide.

Using a flow map, teacher introduces Locke’s philosophy— giving information on what life is like in Locke’s state of nature (on the left) , the social contract (the arrow), and the contracted state (on the right) --STATE OF NATURE: A hypothetical world before government… there are no rules or restrictions. This world would be full of fear and violence. Everyone must provide for themselves and there is no system for resolving issues.

--SOCIAL CONTRACT: John Locke and other philosophers developed a solution to the problems that exist in a place without government. In a state of nature, people might feel free to do anything they want to do. However, their rights would not be protected and they would feel insecure. Locke argued that people should agree with one another to give up some of their freedom in exchange for protection and security. They should consent to follow some laws in exchange for the protection that

following questions— 1. What might be the advantages and disadvantages of this classroom? 2. What might happen to students’ rights? 3. What might school and life be like for everyone? C)Students evaluate and discuss the other group’s response. Students copy maps.

Teacher checks maps.

these laws would give them. This agreement is called a social compact or social contract. A social compact is an agreement people make among themselves to create a government to rule them and protect their natural rights. In this agreement the people consent to obey the laws created by that government. (http://www.ktoo.org/gavel/guide/ classGuide1-plan.htm) --GOVERNMENT RESPONSIBILITIES: In exchange for giving up some rights, the government has the responsibility to protect you and offer you certain benefits. Describe what this world would look like. TSW categorize government responsibilities into protection and promotion of well being.

Students each get 3 post-its. On each post-it, students write one thing the government is responsible for doing.

Teacher checks tree maps.

Teacher creates a large circle map for government responsibilities on the white board. Students post their notes in the circle map. Teacher begins to lead students in dividing these into two categories—protection and promotion of well being.

TSW name 5 responsibilities of the government— categorizing each as protection or promotion of

Give directions (as at right).

Students create a tree map to classify the responsibilities. On a piece of paper, students create 2 categories (do not tell the students the categories again) of government responsibilities. Students then list 5 individual responsibilities total—dividing them correctly into categories.

EXIT TICKET

well being.

Lesson 2 of 2 Lesson Title: AZ Teaching Standard:

SS08-S3-C4-PO 2. Discuss the character traits (e.g., respect, responsibility, fairness, involvement) that are important to the preservation and improvement of constitutional democracy in the United States

SS08-S3-C4-PO 4. Explain the obligations and responsibilities of citizenship: f. upholding the Constitution g. obeying the law h. paying taxes i. registering for selective service j. jury duty

Lesson Outcome: SWBAT use speech evidence to describe citizen responsibilities in a brief paragraph. Evidence: Paragraph Big Idea: Government regulation must balance individual and group needs.

Materials: Video from United Streaming (America at Its Best: What It Means to be a Citizen-http://player.discoveryeducation.com/index.cfm?guidAssetId=052A8D09-4A42-4630-98282C962F2A88C9&blnFromSearch=1&productcode=US) Video from United Streaming (the “JFK Encourage Citizens to Be the Best They Can” segment of Speeches from History: John F. Kennedy-- http://player.discoveryeducation.com/index.cfm?guidAssetId=0138980B-F0E0-40558B80-1E950EE971B1&blnFromSearch=1&productcode=US) Video from United Streaming (the “Press Conference: January 20th 1983” segment of Speeches from History:

Ronald Reagan--http://player.discoveryeducation.com/index.cfm?guidAssetId=27BD3373-0AEE-41CA-89176F1D3A0761CE) Video from United Streaming (the “Get Out the Vote” segment of Speeches from History: Harry Truman-http://player.discoveryeducation.com/index.cfm?guidAssetId=B7BE8A67-9F55-4260-ABB0-6BE2878AE28E) Video from United Streaming (the “Speech to Unite Americans Regardless of Race or Creed” segment of Speeches from History: Franklin Roosevelt-http://player.discoveryeducation.com/index.cfm?guidAssetId=A59722ED-8F92-4F3E-B2CB-2C045E7EF9A7) Several copies of the Citizenship Sample Test-http://www.uscis.gov/portal/site/uscis/menuitem.5af9bb95919f35e66f614176543f6d1a/?vgnextoid=8808633 8b3281210VgnVCM1000004718190aRCRD&vgnextchannel=74d49ddf801b3210VgnVCM100000b92ca60aRCRD

Sub-Objective

Teacher Actions

SET: TSW create a circle map describing a citizen.

Teacher instructs students to create a circle map to describe a citizen based on the video of John F. Kennedy.

Participants Actions

√for Understanding

Students look up and define “citizen” and “citizenship” for bell work.

Teacher monitors discussions.

Students watch the video and create a circle map.

Teacher leads a discussion on citizenship—based on their circle maps. TSW write a list of 15 important things citizens need to do.

Teacher shows America at Its Best: What It Means to Be a Citizen

Teacher monitors discussion and leads a class list of 10 citizen responsibilities.

Students work in groups to create a list of 15 important citizen responsibilities.

Listen to discussion feedback.

TSW analyze a speech for important details on the subject of citizenship.

Teacher models finding important details in speech and adding at least 2 things to the citizen responsibility list. (Use Regan speech)

TSW discuss the stringency of the citizenship test.

Teacher shows students the citizenship sample test. Teacher guides students on what to look at in the test.

Teacher checks lists

Students work with a partner to find 2 more things to add to the citizen list. (Use Truman speech) Teacher monitors discussion Students look at the test and discuss it in groups.

Teacher leads a class discussion including: Is the test easy or hard? Does it test whether people will be good citizens? How does it try to assess whether people understand the role of citizenship? TSW write a brief summary of citizen responsibilities.

Teacher shows FDR video. Students use speech for clues. Students write a brief summary paragraph of citizen responsibilities.

Collect and grade paragraphs.

The previous lessons will give students the basis for analyzing responsibilities of the government and citizens. Teacher should continue to read aloud Among the Hidden, leading discussions in analyzing the text for these responsibilities. Teacher should also offer persuasive, functional, and expository texts on the topic of government regulation and citizenship and allow students to analyze these texts.

LEARNER EVIDENCE

Reading, Period ______

Date: _________________

Name: _____________________________

1A. In 1 sentence, explain 2 responsibilities of the government in regulating its citizens. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 1B. Analyze the current event in this article. June 11, 2009 Dear Educators: As this school year comes to a close, we urge you to begin thinking about the next school year and how we can work together to keep our students and local communities safe. We also offer our support toward that end. The H1N1 virus has been shown to affect school-aged children disproportionately, and children are known to be highly likely to transmit flu viruses, especially in school and other group settings. Furthermore, scientists and public health experts are concerned that the novel H1N1 virus may persist into the fall, potentially as a more severe strain, causing more serious and life-threatening illness. The Department of Health and Human Services is taking the steps necessary to secure H1N1 flu vaccine for possible use in the fall. If a vaccination program is initiated, however, the vaccine will not be available until several weeks after the school year begins. Therefore, it will be critical for schools to begin planning non-pharmaceutical interventions to prevent disease transmission and protect students and staff, as well as local communities, from infection. Depending on the timing and severity of a potential fall H1N1 wave, those interventions could include: extra measures to ensure that commonly touched surfaces are disinfected, strict enforcement of exclusion policies for students and staff with flu-like symptoms, or extended school closures. In addition, because schools could be used as vaccine distribution locations, schools should consider how they might accommodate such requests. While all of us want to do all we can to keep students engaged in learning and maintain a sense of normalcy, we need to be ready for whatever the fall may bring. Most public schools already are required to have emergency plans, which ideally consider a range of scenarios. The summer months ahead offer time to prepare and refine school “all-hazards” plans and ensure that parents make their own contingency plans. To that end, we recommend the following:  Consider ways to promote good hand hygiene (including teaching proper hand washing technique, and providing opportunities and appropriate supplies for hand washing), regular cleaning and disinfection of surfaces in schools, and other infection control measures.  Develop response and communications plans to ensure that students or staff with fever or flu-like symptoms do not come to school or are sent home; advise parents of these plans.  Advise parents to develop contingency plans should their children become sick and need to stay home or in the event their school is forced to close.  Consider alternative mechanisms for delivery of education content, leveraging community resources if appropriate and possible.  Consider alternative mechanisms for delivery of school meals to at-risk children.  Work with local and/or state health departments to collect real-time data on school closures and rates of illness and absenteeism that will be shared with the Department of Education and the Centers for Disease Control and Prevention. We are also collaborating with mayors, governors, and state and local public health officials about contingency plans. Our hope is that the summer months can be used to develop and share a coordinated public health strategy that aims to protect our children and families and minimize disruptions. We face an uncertain situation. Nevertheless, there are measures we can all take to meet the potential public health challenges that lie ahead, and your commitment to that end is critical to the overall effort. We want to work closely with you to ensure you have the support you need to provide a safe learning environment for our nation’s students. You may call on us and our staffs at any time, and we will check in with you throughout the summer and the school year. Again, thank you for all your efforts. We look forward to continuing to work with you. Arne Duncan

and

Kathleen Sebelius

I.

Based on this letter, explain how the government did or did not meet its responsibilities. Justify your answer.

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ II.

If the government did not meet its responsibilities, what should they have done? If the government did meet its responsibilities, what would you change? Explain why.

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

1C. In Among the Hidden, name 2 things the government regulated? What should the government have done differently? Why? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2A. In 1 sentence, explain 2 responsibilities of a citizen to its government and society. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2B. Analyze this editorial.

Letter to the Editor: Recycling at Stevens Institute of Technology By: Anonymous

Posted: 10/17/08

I was relieved to read Brent Caruso's article about recycling at Stevens. For a long time, I thought I was the only one who noticed and/or cared that Stevens does not recycle. It is an abomination that in this day and age, at a school that claims to be environmentally responsible, no one takes the basic steps to ensure that all recyclables get properly handled and disposed of. In the dorm I live in (Jonas) there is a recycling bin for glass and plastic bottles, which I use regularly. However, I've observed the contents of this can being dumped together with the trash can adjacent to it. Also, I am not aware of where on campus I can recycle cardboard and mixed paper, which has been very disappointing to me. What truly puzzles me, though, is that proper recycling is a legal requirement in Hudson County! All homeowners, businesses and schools are required by law to do basic recycling. Something needs to be done so that this law is enforced at our school so that this shameful wasting is put to an end.

Explain 2 ways the author demonstrates his/her citizenship through this article. Justify your answer. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

2C. Analyze this functional text.

Electronics Recycling Information Electronics Recycling Collection Day The next Collection Day is scheduled for: Saturday, May 8th, 2010 7:30 AM - 2:00 PM 9191 E. San Salvador Drive st From 91 Street and Via Linda, follow the signs Household Hazardous Waste will not be accepted at this event

Future Collection Dates: Oct. 9th, 2010

Please DO NOT place these items in your recycling bin.

ITEMS ACCEPTED   

Computers/Peripherals: PC's, Printers, Keyboards, Scanners, Mice, Monitors, Circuit Boards and Hard Drives. Office Equipment/Products: Telephones, Cell Phones, Answering Machines, Pagers, Typewriters and Calculators. Entertainment Equipment: Cameras, Televisions, Recorders (VHS and DVR) DVD Players and Stereo Equipment. ITEMS NOT ACCEPTED

   

No discarded light bulbs will be accepted. No Batteries

Air Conditioners, Can Openers, Coffee Pots, Microwaves, Stoves & Ovens, Refrigerators, Washers & Dryers and Hot Water Heaters. No commercial materials will be accepted.

Collection events are ONLY for residents of Scottsdale. Please be prepared to show proof of residency in the form of a picture I.D. and, either a City utility bill or a rent receipt. Electronics have revolutionized our lifestyle with computers, radios, telephones, and cell phones. However, they also make up the bulk of electronics that threaten the environment, because of the dangerous elements in them. Recycling and reuse of these electronic items prevent them from reaching landfills, which help to create less waste, and provide usable items to organizations that need them and recapture valuable resources. As new products hit the market, relevant information and resources are necessary to ensure old items are properly discarded. After reading “Electronics Recycling Information”, what 3 things could you do to support this effort and meet your responsibilities as a citizen? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

RUBRIC

Reading - Analyzing Information : Government Regulations Teacher Name:

________________________________________

Student Name: CATEGORY Responsibilies of Government

________________________________________ 4 3 Includes 2 Includes 1 responsibilities, protect responsibilities, (people, rights, protect (people, country) and rights, country) and provide(social welfare, provide(social defense, public service) welfare, defense, public service) More than one sentence Analysis of Includes a yes or no Includes a yes or no Responsibilies and response with clear response with limited Current Events and and rationale/explanation rationale/explanatio based on definition in n based on definition questions 1A. in questions 1A. Changes to Includes specific Includes specific Responsibilies responsibilities, responsibilities, proposed change and proposed change and clear limited rational/explanation rational/explanation based in definition in based in definition in 1A. 1A. Text to government Includes 1 population, Includes 1 connection food, where people population, food, can be, what they can where people can be, grow and explains what they can grow what should change. and explains what With clear justification should change. With limited justification Responsiblities of Includes 2 general Includes 2 specific Citizen responsibilities of a responsibilities of a citizen to its citizen to its government and government and society society

2 Includes 1 responsibilities, protect (people, rights, country) and provide(social welfare, defense, public service) Not a complete sentence Includes a yes or no response with unclear and rationale/explanatio n based on definition in questions 1A. Includes specific responsibilities, proposed change and unclear rational/explanation based in definition in 1A. Includes 1 population, food, where people can be, what they can grow and explains what should change. With unclear justification Includes 1 general or specific responsibility of a citizen to its government and society

1 Includes NO responsibilities, protect (people, rights, country) and provide(social welfare, defense, public service) Includes a yes or no response with NO rationale/explanatio n based on definition in questions 1A. Includes specific responsibilities, proposed change and NO rational/explanation based in definition in 1A. Includes 1 population, food, where people can be, what they can grow and explains what should change. With NO justification Includes NO responsibilities of a citizen to its government and society

Analyze demostration of citizen

Includes 2 ways with clear justification based on definition in 2A.

Includes 2 ways with limited justification based on definition in 2A.

Includes 2 ways with unclear justification based on definition in 2A.

Includes 2 ways with NO justification based on definition in 2A.

Analyze functional text

Includes 3 ways that relate to definition in 2A and text.

Includes 2 ways that relate to definition in 2A and text.

Includes 1 ways that relate to definition in 2A and text.

Includes NO ways that relate to definition in 2A and text.

Date Created: Feb 17, 2010 08:23 pm (UTC)

LEARNER EVIDENCE--SAMPLE

Reading, Period ______

Date: _________________

Name: _____________________________

1A. In 1 sentence, explain 2 responsibilities of the government in regulating its citizens. The government should regulate its citizens to protect them and promote their well being. 1B. Analyze the current event in this article. June 11, 2009 Dear Educators: As this school year comes to a close, we urge you to begin thinking about the next school year and how we can work together to keep our students and local communities safe. We also offer our support toward that end. The H1N1 virus has been shown to affect school-aged children disproportionately, and children are known to be highly likely to transmit flu viruses, especially in school and other group settings. Furthermore, scientists and public health experts are concerned that the novel H1N1 virus may persist into the fall, potentially as a more severe strain, causing more serious and life-threatening illness. The Department of Health and Human Services is taking the steps necessary to secure H1N1 flu vaccine for possible use in the fall. If a vaccination program is initiated, however, the vaccine will not be available until several weeks after the school year begins. Therefore, it will be critical for schools to begin planning non-pharmaceutical interventions to prevent disease transmission and protect students and staff, as well as local communities, from infection. Depending on the timing and severity of a potential fall H1N1 wave, those interventions could include: extra measures to ensure that commonly touched surfaces are disinfected, strict enforcement of exclusion policies for students and staff with flu-like symptoms, or extended school closures. In addition, because schools could be used as vaccine distribution locations, schools should consider how they might accommodate such requests. While all of us want to do all we can to keep students engaged in learning and maintain a sense of normalcy, we need to be ready for whatever the fall may bring. Most public schools already are required to have emergency plans, which ideally consider a range of scenarios. The summer months ahead offer time to prepare and refine school “all-hazards” plans and ensure that parents make their own contingency plans. To that end, we recommend the following:  Consider ways to promote good hand hygiene (including teaching proper hand washing technique, and providing opportunities and appropriate supplies for hand washing), regular cleaning and disinfection of surfaces in schools, and other infection control measures.  Develop response and communications plans to ensure that students or staff with fever or flu-like symptoms do not come to school or are sent home; advise parents of these plans.  Advise parents to develop contingency plans should their children become sick and need to stay home or in the event their school is forced to close.  Consider alternative mechanisms for delivery of education content, leveraging community resources if appropriate and possible.  Consider alternative mechanisms for delivery of school meals to at-risk children.  Work with local and/or state health departments to collect real-time data on school closures and rates of illness and absenteeism that will be shared with the Department of Education and the Centers for Disease Control and Prevention. We are also collaborating with mayors, governors, and state and local public health officials about contingency plans. Our hope is that the summer months can be used to develop and share a coordinated public health strategy that aims to protect our children and families and minimize disruptions. We face an uncertain situation. Nevertheless, there are measures we can all take to meet the potential public health challenges that lie ahead, and your commitment to that end is critical to the overall effort. We want to work closely with you to ensure you have the support you need to provide a safe learning environment for our nation’s students. You may call on us and our staffs at any time, and we will check in with you throughout the summer and the school year. Again, thank you for all your efforts. We look forward to continuing to work with you. Arne Duncan

and

Kathleen Sebelius

I.

Based on this letter, explain how the government did or did not meet its responsibilities. Justify your answer.

This letter indicates that the government is meeting its responsibility of safety. It’s promoting safety by reducing citizens’ exposure to disease. It’s also promoting general well being, because they want all people to be healthy. II.

If the government did not meet its responsibilities, what should they have done? If the government did meet its responsibilities, what would you change? Explain why.

The government did meet its responsibilities because it worked to keep people safe and help their well being. I would change this only in that I would have a plan for roping off schools if people got sick, because this would keep more people safe.

1C. In Among the Hidden, name 2 things the government regulated? What should the government have done differently? Why? In Among the Hidden, the Government regulated the population by not allowing more than 2 children per family. The Government in the story also regulated food intake. These two things worked together, because—supposedly—the Government had to regulate the population because it hadn’t regulated the food in the past. Although the Government regulated the food, they did not do a good job. The Barons continued to have more food than the average citizen. If the Government had more closely regulated the food supply (to promote well being), then they wouldn’t have had to regulate the population. 2A. In 1 sentence, explain 2 responsibilities of a citizen to its government and society. A citizen needs to support the government and society by following laws and helping friends and neighbors. 2B. Analyze this editorial.

Letter to the Editor: Recycling at Stevens Institute of Technology By: Anonymous

Posted: 10/17/08

I was relieved to read Brent Caruso's article about recycling at Stevens. For a long time, I thought I was the only one who noticed and/or cared that Stevens does not recycle. It is an abomination that in this day and age, at a school that claims to be environmentally responsible, no one takes the basic steps to ensure that all recyclables get properly handled and disposed of. In the dorm I live in (Jonas) there is a recycling bin for glass and plastic bottles, which I use regularly. However, I've observed the contents of this can being dumped together with the trash can adjacent to it. Also, I am not aware of where on campus I can recycle cardboard and mixed paper, which has been very disappointing to me. What truly puzzles me, though, is that proper recycling is a legal requirement in Hudson County! All homeowners, businesses and schools are required by law to do basic recycling. Something needs to be done so that this law is enforced at our school so that this shameful wasting is put to an end.

Explain 2 ways the author demonstrates his/her citizenship through this article. Justify your answer. The author is being a good citizen because she is trying to follow the laws and help her friends and neighbors. The author is trying to follow Hudson County’s laws about recycling. She is also trying to make sure her friends and neighbors don’t break the law. She wants to protect our biggest neighbor, the planet Earth.

2C. Analyze this functional text.

Electronics Recycling Information Electronics Recycling Collection Day The next Collection Day is scheduled for: Saturday, May 8th, 2010 7:30 AM - 2:00 PM 9191 E. San Salvador Drive From 91st Street and Via Linda, follow the signs Household Hazardous Waste will not be accepted at this event

Future Collection Dates: Oct. 9th, 2010

Please DO NOT place these items in your recycling bin.

ITEMS ACCEPTED   

Computers/Peripherals: PC's, Printers, Keyboards, Scanners, Mice, Monitors, Circuit Boards and Hard Drives. Office Equipment/Products: Telephones, Cell Phones, Answering Machines, Pagers, Typewriters and Calculators. Entertainment Equipment: Cameras, Televisions, Recorders (VHS and DVR) DVD Players and Stereo Equipment. ITEMS NOT ACCEPTED

   

No discarded light bulbs will be accepted. No Batteries

Air Conditioners, Can Openers, Coffee Pots, Microwaves, Stoves & Ovens, Refrigerators, Washers & Dryers and Hot Water Heaters. No commercial materials will be accepted.

Collection events are ONLY for residents of Scottsdale. Please be prepared to show proof of residency in the form of a picture I.D. and, either a City utility bill or a rent receipt. Electronics have revolutionized our lifestyle with computers, radios, telephones, and cell phones. However, they also make up the bulk of electronics that threaten the environment, because of the dangerous elements in them. Recycling and reuse of these electronic items prevent them from reaching landfills, which help to create less waste, and provide usable items to organizations that need them and recapture valuable resources. As new products hit the market, relevant information and resources are necessary to ensure old items are properly discarded.

After reading “Electronics Recycling Information”, what 3 things could you do to support this effort and meet your responsibilities as a citizen? To meet your responsibilities as a citizen, you could find out if this is a law. Lots of times you can’t dump stuff that’s bad for the environment. In that way, recycling is following the law and that helps us be good citizens. We also have to help our friends and neighbors. I could tell other people about this program, so that they would use it. I could also carry recyclables to the next recycling day for my sick neighbor—because she can’t take it herself and would just throw the stuff away. This is how I could be a good citizen.

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