Website Description: In Do I Have a Right? students run their own …
Website Description: In Do I Have a Right? students run their own firm of lawyers specializing in constitutional law. They decide if potential clients have a right, match them with the best lawyer, and win their case. The more clients you serve and the more cases you win, and the faster your law firm grows!
Do I Have Right? includes: *Full edition or a Bill of Rights edition *Option to play in English language or Spanish language *Option to hear or mute English voiceover, music, and/or sound effects
Website Description: Make your students’ gameplay more meaningful by using our constitutional …
Website Description: Make your students’ gameplay more meaningful by using our constitutional rights activity and assessment set designed specifically for Do I Have a Right?. This easy-to-use Extension Pack helps you give context and purpose to the game, as well as reinforce and assess the game concepts. That means deeper learning for students and best practices around game-centered learning for you! Extension Packs require PowerPoint and are designed for use with projectors or interactive whiteboards.
This Extension Pack now includes English language learner (ELL) supports. We've included tips and practice that help make differentiated instruction a breeze. Best of all, new instructional scaffolds now mean this lesson is adaptable for a wide range of learners!
Student Learning Objectives: Students will be able to... *Describe the arguments for and against listing people’s rights in the Constitution (Bill of Rights). *Identify key rights granted by the Bill of Rights and the 13th, 14th, 15th, 19th, and 26th Amendments *Recall the specific amendment that guarantees a particular right *Recognize complaints not involving constitutional rights
The 1920s and 1930s gave rise to new forms of popular humor, …
The 1920s and 1930s gave rise to new forms of popular humor, humor with a sophisticated edge drawn from a more prosperous, cosmopolitan urban experience. In New York, a circle of urbane humorists with a national audience rose around the New Yorker magazine and the famous "Algonquin Round Table," an informal group that met occasionally at the Algonquin Hotel. Ironic, witty, emphasizing word play and "in jokes," the New Yorker work of Benchley, Thurber, Perelman, and Dorothy Parker satirized the pretensions of ordinary middle-class life. "Do Insects Think?," a 1922 essay by Robert Benchley, gleefully mocked the pretentious tone of American science, as well as the cult of pep, productivity, and activity that characterized the 1920s. Doing nothing, it suggested, offered the best evidence of intelligence.
In the years following the 1920 ratification of the 19th Amendment extending …
In the years following the 1920 ratification of the 19th Amendment extending voting rights to women, the National Woman's Party, the radical wing of the suffrage movement, advocated passage of a constitutional amendment to make discrimination based on gender illegal. The first Congressional hearing on the equal rights amendment (ERA) was held in 1923. Many female reformers opposed the amendment in fear that it would end protective labor and health legislation designed to aid female workers and poverty-stricken mothers. A major divide, often class-based, emerged among women's groups. While the National Woman's Party and groups representing business and professional women continued to push for an ERA, passage was unlikely until the 1960s, when the revived women's movement, especially the National Organization for Women (NOW), made the ERA priority. The 1960s and 1970s saw important legislation enacted to address sex discrimination in employment and education--most prominently, the Equal Pay Act of 1963, Title VII of the Civil Rights Act of 1964, and Title IX of the 1972 Higher Education Act--and on March 22, 1972, Congress passed the ERA. The proposed amendment expired in 1982, however, with support from only 35 states÷three short of the required 38 necessary for ratification. Strong grassroots opposition emerged in the southern and western sections of the country, led by anti-feminist activist Phyllis Schafly. Schlafly charged that the amendment would create a "unisex society" while weakening the family, maligning the homemaker, legitimizing homosexuality, and exposing girls to the military draft. In the following 1970 Senate hearing, two representatives of labor unions voiced opposition to the ERA, arguing that it would threaten protective legislation based on gender difference.
In this lesson, students will learn about the history and current relevance …
In this lesson, students will learn about the history and current relevance of the Equal Rights Amendment. They will have a mini debate on whether or not the amendment should be ratified, and discuss the implications of such an amendment.
When our Constitution was written, it was silent on women. Excluded from …
When our Constitution was written, it was silent on women. Excluded from most of the rights and privileges of citizenship, women operated in limited and rigid roles while enslaved women were excluded from all. Yet women have actively participated as citizens—organizing, marching, petitioning—since the founding of our country. Sometimes quietly, and sometimes with a roar, women’s roles have been redefined.
Use this page to find primary sources and document-based teaching activities related to women's rights and changing roles in American history. Many of the documents, photographs, and other sources are also featured in the exhibits Rightfully Hers: American Women and the Vote, at the National Archives Museum in Washington, DC, and One-Half of the People: Advancing Equality for Women, traveling the Country.
This is a course about how research knowledge and other types of …
This is a course about how research knowledge and other types of knowledge come to be actionable and influential in the worldŰÓor not. The course explores ways to make research knowledge more accessible, credible, and useful in the realm of public policy and practiceŰÓa project in which the course faculty collectively bring decades of professional experience, in both academic and non-academic roles. The course addresses the politics of the policymaking process, the power of framing and agenda-setting, fads and paradigms in the design professions and society in general, how knowledge diffuses along knowledge and influence networks, and how varied types of knowledge (rational, craft, other) and deliberation shape decision-making and action. The course engages a number of guests to present case studies of research in use (and abuse) in varied fields, highlighting rich areas for potential research contribution, along with major conflicts in public values, political interests, ethical obligations, and more. The resulting dilemmas confront scholars, policymakers, practitioners, and others as they look to researchŰÓsometimesŰÓfor useful guidance, influence, or both.
In this macroeconomics problem, students check to see whether they understand the …
In this macroeconomics problem, students check to see whether they understand the role nominal aggregate demand and inflation expectations play in determining the economy's output level and inflation rate.
The lecture focused on the banking system and included a discussion about …
The lecture focused on the banking system and included a discussion about total reserves, required reserves and excess reserves. Students practiced calculating each category in pairs and then compared their solutions with those of the instructor.
Gross domestic product (GDP) was introduced in class as a way to …
Gross domestic product (GDP) was introduced in class as a way to determine the value of a country's output. Consumption, investment, government spending, and net exports were discussed as the components of GDP. Items that are excluded from GDP were also discussed.
Following a lecture about unemployment, students are asked to calculate the unemployment …
Following a lecture about unemployment, students are asked to calculate the unemployment rate. They will need to apply their knowledge about unemployment and the labor force in order to make the calculation.
In this assignment, students think about four events that would affect a …
In this assignment, students think about four events that would affect a country's exchange rate. Without actually drawing a supply and demand diagram, students say what direction, if at all, each curve would shift��and whether the currency would appreciate or depreciate as a result.
The topic of gross domestic product (GDP) was introduced in class. The …
The topic of gross domestic product (GDP) was introduced in class. The components of GDP - consumption, investment, government spending, and net exports - were discussed. The items that are excluded from GDP and the difference between GDP and gross national product (GNP) were also explained.
Students in an economics course are asked to write a doumented problem …
Students in an economics course are asked to write a doumented problem solution to explain how a change in a determinant of demand will impact the equilibrium price.
The concept of price elasticity of demand was introduced in class. Elastic …
The concept of price elasticity of demand was introduced in class. Elastic and inelastic goods were discussed. The impact that a change in price will have on total revenue was also presented.
During the lecture, labor demand and labor supply were discussed and were …
During the lecture, labor demand and labor supply were discussed and were used to determine the equilibrium wage rate. Then, the concept of a minimum wage rate was introduced and the impact of the wage rate on the labor market was demonstrated graphically.
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