Saturday, February 20, 2010

ECONOMICS

Hello, Economics Students:

We are now entering the Economics section of our course.

Please note that for the most part, homework will be assigned nightly. The assignments in class, as well as the homework assignments, will count as 1/2 (.5) of a weighted point. Therefore, every 8 in-class, or HW assignments will be the equivalent of one (1) 4.0 weighted test.

Here are your assignments for the week. Please note that HW will be collected at the beginning of the period. If you arrive late, you may not be able to turn in your HW.

Monday Night (Due 2/23/2010):

1 READ CHAPTER 1, Section of the Economics Textbook. CLICK HERE for the ONLINE TEXTBOOK. Please be patient, as the PDF file may take some time to download!

2.
After reading the chapter complete the questions on p. 12 (ASSESSMENT), numbers 1-6. You must complete all of the questions.

3. If you did not complete TODAY'S IN CLASS ASSIGNMENT, you must complete it TONIGHT, to be turned in tomorrow. Please note that if you are late, you will not be allowed to turn in your work. CLICK ON THE LINK for the assignment.

Tuesday Night: (Due 2/26/2010)
1. Read Chapter 1, Section 2 of the Economics Textbook. Please click the link above for the on-line textbook.
2. Please complete the assessment for Section 2 on p. 21.


Friday: Complete the Chapter 1 Problem Sets. CLICK HERE FOR A LINK TO THE FOLDER CONTAINING THE PROBLEM SETS!

Monday, January 11, 2010

Supreme's Greatest Hits Day 1

Hello, Everyone:

For tonight's HW...

Begin researching the case assigned to the group.

Remember, you need to determine the...

1) Facts of the case
2) The Civil Liberty Question
3) The Verdict
4) The Result/Effect on American's Civil Liberties


Websites:
http://landmarkcases.org/

http://www.billofrightsinstitute.org/Teach/FreeResources/Lessons/?action=showCatDetails&id=7

http://aclu.procon.org/viewresource.asp?resourceID=000306#table


Group Assignments and Cases

In case you can't see the pic:

NYT v. US - Raymond, Angela, Erica C., Lisa

TLO v. NJ - Andrew, Estefania, Jessica C., Divya

Island Trees v. Pico - Dan, Elena, Katlyn, Mike K

Roe v. Wade - Alan, JoAnna, Christina C, Ciera

Texas v. Johnson - Alan T., Chris M., Penny, Mia

Mapp v. Ohio - Travis, Ellie, Anthony, Monica

Gideon v. Wainwright - Vicki, Chandler, Angie, Mike E, Josue

Tinker v. Des Moines - Fernando, Estefania, Sebastian, Marlyn


Friday, January 8, 2010

The Supreme Court PROJECT

Hello, Everyone:

Listed below are links that discuss the requirements for the project. I have also posted some links to projects that I found on YouTube, which you should view before beginning your project. These are good, but I bet we can do much better!






Thursday, January 7, 2010

HW - The Supreme Court

based on the video we viewed in class today...

1. WHY did Chief Justice Warren feel that a unanimous decision was essential in Brown v. Bd. Ed? What was the court's BIGGEST challenge in announcing the decision?

2 . Research the following Supreme Court Cases.


EXPLAIN the rights granted in the cases Gideon v. Wainwright, and Miranda v. Arizona. What benefits and concerns arise from these decisions? Be prepared to talk about these cases!

Monday, December 21, 2009

Assessment - "When the Levees Broke"

Due Date: January 7, 2010.

Over the last few weeks, we have viewed the film When the Levees Broke. During that time, we have had many thoughtful and meaningful discussions. For what it is worth, Katrina caused America to take pause and challenged our government's values.

Now the time has come to assess what you've learned from this experience. This is a MAJOR assessment piece.

What do I have to do?

You are going to write a five (5) page essay, based on the questions below. Note that the essay does not have to answer the questions in any sort of order. It has to reflect your thoughts on these questions. These are questions that we have explored in nearly every class session since the first day of school. Use these questions to guide your writing...

What does it mean to be a citizen?
What type of citizen are you?
What is the role of government?
Should the federal government help the less fortunate or provide a safe atmosphere to allow people to become fortunate?
In what areas was the government successful?
In what areas did each level of government fail?
What were the major reasons behind the government's success or failure?
Obviously, the government made some mistakes, but have we learned from the mistakes?
In the aftermath of Katrina were decisions made based on race? class? Or need?
Now that we have all seen the Spike Lee documentary what is our responsibility to our fellow citizens?
Have your ideas about the responsibilities of government changed as a result of seeing this film? Why, or why not?

Sources/Research: It is expected that you will provide at least two sources besides the movie for your information. The teaching guide which I shared with you previously would be a great place to start, particularly the section entitled "What Does it Mean to Be a Citizen?"

Requirements: Your essay must
1. Be typed, and printed in BLACK INK ONLY. Sorry, no Google Docs, or emailing files. We're going "Old School" here.
2. Use a Font Size that may be NO LARGER THAN 12 point. Please use "business" style fonts.
3. Be Spell and Grammar checked.
4. Contains a bibliography, listing all sources used. You must cite any direct quotes that you use from a source in the proper manner.

Please note that if your essay fails to meet any of the above conventions, it will not be accepted.

Here is a copy of the RUBRIC which will be used to evaluate your paper.

Deadline: January 7, 2010. Any essay turned in late will be subject to the following:

Turned in January 8: Reduction of 10%

Turned in January 11: Reduction of 25%

Any assignment turned in past January 11 will be given a grade of 'F'

Failure to submit any assignment will automatically result in a grade of "incomplete."

FYI - When the Levees Broke is available on iTunes. You can purchase and download.

Friday, December 18, 2009

1. Carefully read the article below

2. After reading the article, consider the following questions, and write a thoughtful response to each.

- How might NYC schools change if busing is no longer supplied by the MTA for free?

- Do Students have a right to a free, and public education?

- Does Race/Class play a factor in this situation?

Students See Hard Future if Free Fares Are Ended

When Alejandro Velazquez, 15, was selecting a high school last year, he decided on Washington Irving in Manhattan because of its strong Spanish-English bilingual program. It was a 40-minute trip from his home in the Bronx, but his mother assented, in part because he could travel free.

His family’s calculus, he said, would have been different had he needed to pay $40 a month or more to get to and from school, a reality that will begin next fall if budget cuts passed by the Metropolitan Transportation Authority board on Wednesday are carried out. His mother, an immigrant from Ecuador, works as a cook in a Bronx restaurant to support him and his 10-year-old brother, and there is little cash to spare.

“If I had to pay for the MetroCard, my mother would have preferred a school closer to me — there’s one right down the block from our house,” he said.

The cuts to the student subsidies for the MetroCards are not yet final. The M.T.A. board will have a public comment period over the coming weeks, and then another vote early next year. If the cuts are approved, the 584,000 city students who receive free or half-fare MetroCards would all receive half-fare cards beginning next September. In September 2011, they would pay full fares — nearly $700 for a school year at current rates.

As elected officials wrangle over the responsibility to pay for the program, parents, administrators and students on Wednesday painted a drastically different school landscape were the cuts to go through. It would be one in which school choice, a program expanded under Mayor Michael R. Bloomberg, would be limited by students’ ability to afford transportation across the city. Absenteeism and truancy, many students predicted, would rise.

Students have had free transportation in New York City for decades, although urban areas in the state are not legally required to provide it, said Tom Dunn, a spokesman for the state’s Department of Education. (Rural areas are.) Even so, the system is the backbone of the competitive high school system, which has eliminated most high zoned schools in the city.

Robert Rhodes, the principal of Millennium High School, a sought-after college preparatory high school with a liberal arts focus at 75 Broad Street, said he feared that the change would significantly alter the composition of the school.

“We value the diversity of taking kids from different neighborhoods and different income levels,” he said. “Will it become a school that’s only available if you have enough money and live in a certain radius? Is that the kind of school that we want?”

Jamillah Burke, 24, is the legal guardian of her 13-year-old sister, who takes two buses to a Leadership Academy school each day from their house on 142nd Street and Lenox Avenue. Ms. Burke, who recently lost her job, said she could not afford to pay for her sister’s MetroCard.

“I know a lot of kids who are not going to come to school,” said Iquan Richardson, 15, of Bushwick, as he arrived at the Boys and Girls High School in Bedford-Stuvyesant in Brooklyn. “Or they’ll jump the turnstile.”

David Bloomfield, the former general counsel for the city’s Department of Education, said that the state would most likely face legal challenges were the cuts to go through. “If suburban students have the right to transportation,” he said, urban families would probably press for the same right.

“I believe it would have a devastating impact, especially on kids over 17,” he said. “This might be just another reason for dropping out of school.”

Participation in after-school programs would also suffer, students predicted. Right now, student MetroCards are good for three trips per day, to give students the opportunity to travel to competitions or other events.

The transportation authority says students took 7.3 million rides on the subway in October, and 7.2 million bus rides, a typical month during the school year.

As the cost of the program rose from $162 million in 2000 to $239 million in 2008, based on average fares, the city and state contribution remained relatively constant: about $45 million from the state and $46 million from the city. In 2009, however, the state’s share fell to $25 million, then $6 million.

Several members of the transportation authority’s board said that while they are legally required to pass a balanced budget before the end of the year, they would not vote for many of the specific cuts later. The mayor’s office said his four appointees on the board would not approve the student-fare cut when it comes up for a vote again.

State officials, citing severe shortfalls, say the transit agency should be able to find the money in its operating budget, which is due for an overhaul. The agency says it should not have to bear most of the burden for what is essentially an education benefit.

“No other transit agency in the country subsidizes free or discounted student travel,” said Kevin B. Ortiz, a transit agency spokesman. “Transporting students usually falls on the government body responsible for educating them.”

Karen Zraick contributed reporting.