zilongwang/ReadingBank huggingface dataset:
Training Regular newsletter / e-newsletter Affinity groups Online portal Social media platforms 6. Leadership. How does leadership support and promote the company’s community engagement, if at all? Select all that apply and describe the frequency. Publicly participate in company community engagement events/activities 6a. Participation. How often? 12 times per year 6-11 times per year 3-5 times per year 1-2 times per year Not tracked / Can’t disclose Encourage employees to participate in the community engagement program in meetings and/or town halls, email campaigns and/or other internal communication venues 6b. Encouragement. How often? 12 times per year 6-11 times per year 3-5 times per year 1-2 times per year Not tracked / Can’t disclose Present on the company’s community engagement to the company’s board 6c. Presentation. How often? 75% - 100% of total number of board meetings per year 50% - 74% of total number of board meetings per year 25% - 49% of number of board meetings per year 1% - 24% of total number of board meetings per year Not tracked/Can’t disclose 7. Mission Statements. Does the company include commitment to the community or a societal cause in its mission, vision or purpose statement? Yes No Dimension 3 - Mini Case Study. Please describe in 200 or fewer words one example to highlight how your company applies this Dimension (i.e., Institutionalization - how the company supports community engagement through its institutional policies, systems, and incentives).
Number of chairs required If layout required, is a diagram attached? Tables – per 10 or part thereof Tables including layout – per 10 or part thereof £5.00 per day £10.00 per day Number of tables required If layout required, is a diagram attached? Crockery and cutlery (only available when bar & kitchen are hired) 50 place - £10.00 per day 100 place - £15.00 per day 150 place - £20.00 per day Glasses (only available when bar & kitchen are hired) Set of 50 - £10.00 per day Set of 100 - £15.00 per day Set of 150 - £20.00 per day microphones £10.00 per day System – hire and basic set up instruction NOTE: You will require your own technician to operate the equipment if you have more than basic technical audio/visual requirements. £10.00 per day Own technician to be used. Projector and Screen - hire and set up instruction NOTE: You will require your own technician to operate the equipment if you have more than basic technical audio/visual requirements. £30.00 per event Own technician to be used. Stage equipment (lighting, rigging and sound) - hire and basic set up instruction NOTE: You will require your own technician to operate the equipment if you have more than basic technical audio/visual requirements. £45.00 per event Own technician to be used. BOX B Total £
1 day weekend package Option 1: Use of the Hall, Kitchen and Bar Friday set-up only - 5pm to 10pm Saturday - 8.30am to 11.45pm (including clear-up) Option 2: Use of Hall, Kitchen and Bar Saturday – 8.30am to 11.45pm (including set-up) Sunday clear-up only – 8am to 1pm. Private/Business event – £400.00 Charity/Not-for-profit organisation - £260.00 (Proof of eligibility required) Private/Business – £400.00 Charity/Not-for-profit organisation - £260.00 (Proof of eligibility required) 2 day weekend package Use of the Hall, Kitchen and Bar Friday set-up only - 5pm to 10pm Saturday - 8.30am to 11.45pm Sunday – 8.30am to 10.30pm (including clear-up) Private/Business – £670.00 Charity/Not-for-profit organisation - £440.00 (Proof of eligibility required) Hourly Hire Hall : Monday – Thursday Friday – Sunday Private/Business event – £23.00 per hour Charity/Not-for-profit organisation (Proof of eligibility required) - £13.00 per hour Private/Business event - £28.00 per hour Charity/Not-for-profit organisation of eligibility required) - £18.00 per hour Hall, Kitchen and Bar : Monday – Thursday Friday – Sunday Private/Business event – £28.00 per hour Charity/Not-for-profit organisation (Proof of eligibility required) - £18.00 per hour Private/Business event - £33.00 per hour Charity/Not-for-profit organisation (Proof of eligibility required) - £23.00 per hour Out of hours fee Applicable to any hourly hire from Monday to Saturday 6pm or before 7am, and any time on Sunday. (Not applicable for weekly hirers or packages) £20 per day BOX A £ Equipment hire Please tick Amount payable Chairs – per 25 or part thereof Chairs including layout – per 25 or part thereof £5.00 per day £10.00 per day
Number of chairs required If layout required, is a diagram attached? Tables – per 10 or part thereof Tables including layout – per 10 or part thereof £5.00 per day £10.00 per day Number of tables required If layout required, is a diagram attached? Crockery and cutlery (only available when bar & kitchen are hired) 50 place - £10.00 per day 100 - £15.00 per day 150 place - £20.00 per day Glasses (only available when bar & kitchen are hired) Set of 50 - £10.00 per day Set of 100 - £15.00 per day Set of 150 - £20.00 per day Radio microphones £10.00 per day System – hire and basic set up instruction NOTE: You will require your own technician to operate the equipment if you have more than basic technical audio/visual requirements. £10.00 per day Own technician to be used. Projector and Screen - hire and basic set up instruction NOTE: You will require your own technician to operate the equipment if you have more than basic technical audio/visual requirements. £30.00 per Own technician to be used. Stage equipment (lighting, rigging and sound) - hire and basic set up instruction NOTE: You will require your own technician to operate the equipment if you have more than basic technical audio/visual requirements. £20.00 per day or £140 per Own technician to be used. BOX B £
1 day weekend package Option 1: Use of the Hall, Kitchen and Bar Friday set-up only from 5pm Saturday - 8.30am to 11.45pm (including clear-up) Option 2: Use of Hall, Kitchen and Bar Saturday – 8.30am to 11.45pm (including set-up) Sunday clear-up only until 12 midday. Charitable/Non-profit - £260.00 Private/Corporate – £400.00 Charitable/Non-profit - £260.00 Private/Corporate – £400.00 2 day weekend package Use of the Hall, Kitchen and Bar Friday set-up only from 5pm Saturday - 8.30am to 11.45pm Sunday to 22.30pm (including clear-up) Charitable/Non-profit - £440.00 Private/Corporate – £670.00 Hourly Hire rates Hall : Monday – Thursday Friday – Sunday Charitable/Non-profit - £13.00 per hour Private/Corporate – £23.00 per hour Charitable/Non-profit - £18.00 per hour Private/Corporate - £28.00 per hour Hall, Kitchen and Bar : Monday – Thursday Friday – Sunday Charitable/Non-profit - £18.00 per hour Private/Corporate – £28.00 per hour Charitable/Non-profit - £23.00 per hour Private/Corporate - £33.00 per hour Out of hours fee Applicable to any hourly hire from Monday to Saturday after 6pm and any time on Sunday. £20 per day Total £ Equipment hire Please tick Amount payable Chairs – per 25 or part thereof Chairs including layout – per 25 or part thereof £5.00 per day £10.00 per day
Projector and Screen # £25.00 per event Y/N* Spotlights and lighting rig # £25.00 per event Y/N* PPL Levy for Live/recorded £5.00 per event Y/N* Laying out of chairs: £10.00 per 50 chairs or part thereof Y/N* Setting up of tables: no charge for 5 tables then £5.00 per 10 tables or part thereof Y/N* Storage fees for regular users in the hall: £5.00 per week Y/N* Heating: £2.50 per hour Y/N* Caretaking/Cleaning/Call out fees £15.00 per hour Charged if used Discounts - Please note that only one eligible discount can be used per booking Residents discount of 10% (proof of address required) Regular user discount of 10% (more than 5 bookings in 12 month period) Y/N* Y/N* Names of stewards (please see conditions of hire note 5 for requirements) Name 1: Name 2: Name 3: Name 4: IT IS ESSENTIAL YOU READ THE FOLLOWING STATEMENTS BEFORE SIGNING I / We acknowledge that we have read the Conditions of Hire and Fire Instructions (at the end of this booking form and terms of hire), and have read and understand the requirements detailed. I / We hereby make application for the use of the Hall, Totnes, for the purpose and on the date(s) as set out above. I / We undertake to pay the Council’s charges due and to by the Conditions of Hire as may be in force at the time. I / We understand that the account for the balance of the hire charge (including any loss, damage or clear up costs incurred by the Council) will be advised following the hiring. I / We have attached a copy of our public liability insurance. (Please delete if not applicable) This event is subject to a Temporary Event Notice (Please see Conditions of Hire Notes 3 & 4) and I / we have made application to the District Council and enclose a copy of that application. (Please delete if not applicable) I/We are over 18 years of age. Date: Signed:
HERTSMERE CIVIC AWARDS PAST WINNERS 2015 John Godfrey – The Dave Rankin Award Dianne Payne Christine Wright Ann Shuker Norman Shuker Vivienne Charrett Kristan Payne Dr Phil Wadey Reece Browne – Youth Civic Award 2014 Gill Connell Patrick Forsyth Alan Lawrence Ann Lawrence David Armitage Jim McKean Sue Pearlman Sixty Plus (Potters Bar & South Mimms) Valerie Kane – The Dave Rankin Loran Kingston – The Dave Rankin Award Stuart Nagler JP DL – 40th Anniversary Award 2013 Marijke Turner Julian Audrey Lambert Reverend Richard Leslie Amber Gill Ken Moxley Bill Davies Tom Shirley Lisa Hunter – The Dave Rankin Award
2012 Elaine Marsh John Brown John Hambleton Helen Hambleton Susan Moser Verity MacLachlan Peter Weaver Sue Weaver Brain Richard Jarvis – The Dave Rankin Award 2011 Cynthia Litherland Mike Smith Marion Gee Maureen Price Ron Price Jean Austin Graham Leclerc Ross Paybody – The Dave Rankin Award 2010 Angela Saunders Jane Saunders Doreen Scivyer Margaret Sibley Herts Inclusive Theatre A to B Cycle Riders 2009 Jan Southwell Daniella Jacobson Florence Ward Hugh Lewis Beryl Collins Patty Briggs Talya Jacobson
City, ST Organization Address 1 Address 2 State, City ZIP Phone # Sign up online at or fill out this form and return it to us. Email Address: (Optional, used to create an account) Name: Phone #: Address: Must have an address to receive weather alerts. Indicate which types of alerts that you would like to receive: Type Text Voice Email Emergency Alerts Community Notifications Earthquake Warning Flash Flood Warning Flood Warning Severe Thunderstorm Warning Tornado Warning Tropical Storm Warning Winter Storm Warning City, ST Organization Address 1 Address 2 State, City ZIP # Sign up online at or fill out this form and return it to us. Email Address: (Optional, used to create an account) Name: Phone #: Address: Must have an address to receive weather alerts. Indicate which types of alerts that you would like to receive: Alert Type Text Voice Email Emergency Alerts Community Notifications Earthquake Warning Flash Flood Warning Flood Warning Severe Thunderstorm Warning Tornado Warning Tropical Storm Warning Winter Storm Warning
Name: _____________________________ American Studies II Who has the Power? Using the internet, identify the person who holds each important congressional leadership position listed below [last name is sufficient]. (HINT: Go to congress.org. Go to the bottom of the page and under “Directories” click on Congress for help). Vice President – Joseph Biden Senate Majority Leader – Reid Senate Majority Whip – Richard Durbin Senate Minority Leader – Mitch McConnell Senate Minority Whip – John Cornyn President Pro Tempore – Patrick Leahy Chairman of Senate Commerce Committee – John D. Rockefeller IV Chairman of Senate Foreign Relations Committee – Robert Menendez Chairman of Senate Armed Services Committee – Carl Levin House Majority Leader – Kevin McCarthy House Majority Whip – Steve Scalise House Minority Leader - Nancy Pelosi House Minority Whip – Steny Hoyer Speaker of the House - John Boehner Chairman of the and Committee – Dave Camp Chairman of the House Appropriations Committee – Hal Rogers US Senator (PA): Robert Casey, Jr. US Senator (PA): Patrick Toomey US Representative: Jim Gerlach or Patrick Meehan
Individual Rights Every person has certain rights that the government must respect. Separation of Powers Definition: To limit each branch of government’s powers, the Constitution divides power between branches. For example, the legislature creates laws but the executive can veto them. Example: Congress creates the laws, the President enforces the law, and the Supreme Court says what the law means. Federalism A written constitution divides power between a national government and other governments like states and cities Powers of the Federal Government The national government can: - print money - declare war - establish post offices - create an army and navy Powers of the State Government State governments can: - create local governments - issue driver’s licenses - conduct elections - regulate businesses within their state Shared Powers between the Federal and State Governments Both the national and state governments can: - collect taxes - set up courts - make laws - borrow money Executive Branch Structure This branch contains the President, Vice-President, and 15 departments including state, treasury, defense, education, and justice. Legislative Branch Structure This branch contains Congress which is made up of the House of Representatives and the Senate. Judicial Branch Structure This branch contains the Supreme Court and other federal courts such as the US District Courts, US Court of Appeals, and US Bankruptcy Courts. Executive Branch Authority This branch of government makes sure that laws are enforced (carried out). Legislative Branch Authority This branch of government makes laws.
Civics End of Course Examination Test General Information Students currently enrolled in the following courses in the school will be tested beginning next school year: Civics – 2106010 Civics – 2106015 Civics & Career Planning – 2106016 Civics, Advanced – 2106020 Civics, Advanced – 2106025 Civics, Advanced & Career Planning – 2106026 Civics and Digital Technologies – 2106029 The Civics EOC Test is not on grade level but on enrollment in any of the above listed courses. The Civics EOC Test is computer-based only; no paper-based versions will be produced. Computer-based accommodations will be provided for the exam. Future Civics Timeline of Testing: 2013-2014 – Baseline year, Test will count as 30% of student’s final grade 2014-2015 – Pass/Fail – Test will count as promotion to High School
Examples Landlord/tenant disputes, divorce proceedings, child custody proceedings, property disputes, personal injury, etc. Theft, assault, robbery, trafficking in controlled substances, murder, etc. Appeals Either party (claimant or defendant) can appeal a court's decision. Only the defendant may appeal a court's verdict. The prosecution is not allowed to appeal. Jury opinion In cases of civil law, the opinion of the jury may not have to be unanimous. Laws vary by state In the criminal justice system, the jury must agree unanimously before a defendant is convicted. Commencement of proceedings by summons or indictment By way of pleadings, Representatives of the state, Prosecutor, Attorney General.
By visiting and meeting with leaders of other nations, the Secretary of State learns more about these countries and reports back to the president with important information that will help the president and Congress create a foreign policy plan based on safety and the creation of good relationships. SS.7.C.4.2: Recognize government and citizen participation in international organizations. Pgs.: 658 The end of World War II, and more specifically the Holocaust, brought international attention to issues and problems of worldwide concern. People all over the world began to pay closer attention to human rights (rights that people have because they exist) and different organizations were created to support these concerns. Governments all over the world created and participated in a number of international organizations that protected human rights and focused on economic and trade related concerns. Several international organizations exist that protect human rights (the rights of all people) and focus on economic and trade related concerns. While these organizations have members from countries around the world, some of these organizations are located in the United States. The United Nations is headquartered in New York City. The UN was founded after World War II and is an organization that keeps peace and helps to develop friendly relationships between and among countries. 193 nations (governments) are members of the United Nations and meet in New York City at different times throughout the year. Below are some examples of major international organizations in which governments participate. Name of Organization Short Form Name Symbol Purpose North American Free Trade Agreement NAFTA Allows free trade among the United States, Canada and Mexico and has opened new markets, created jobs, and encouraged growth in the economies of its members. The governments of the United States, Mexico and Canada encourage the purchase and sale of each other’s goods. North Atlantic Treaty Organization NATO A group of 28 countries that have agreed to protect each other in case of attack; specifically started to protect themselves against aggression by the Soviet Union and
Teacher:Tony Camara Week of: 2/16/15-2/22/15 Subject:Civics Period: 1st– 5thPeriods OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS Holiday Holiday Holiday Holiday Holiday Holiday Relate the events of the Constitutional Convention Describe the birth of the U.S. Constitution Explain the structure of the Constitution Analyze the principles of the Constitution Bell Ringer Chapter 3, Section 4 Check-up Chapter 3, Section 4 Quiz Checks and Balances Chart Chapter 3 Skills Quiz Smartboard/Elmo Book Handouts Presidential Folder Anything not finished in class Study for Chapter 3 Test Check for understanding through questioning and participation in class ACOS Standard #2 Compare the government of the United States with other governmental systems. ACOS Standard #9 Identify individual and civic responsibilities of citizens of the United States. Relate the events of the Constitutional Convention Describe the birth of the U.S. Constitution Explain the structure of the Constitution Analyze the principles of the Constitution Bell Ringer Chapter 3 Test Chapter 4, Section 1 Vocabulary Smartboard/Elmo Book Handouts Presidential Folder Anything not finished in class for understanding through questioning and participation in class ACOS Standard #2 Compare the government of the United States with other governmental systems. ACOS Standard #9 Identify individual and civic responsibilities of citizens of the United States. Relate the events of the Constitutional Convention Describe the birth of the U.S. Constitution Explain the structure of the Constitution Analyze the principles of the Constitution Bell Ringer Newspaper/Newsletter Presentations Smartboard/Elmo Book Handouts Presidential Folder Anything not finished in class Check for understanding through questioning and participation in class ACOS Standard #2 Compare the government of the United States with other governmental systems. ACOS Standard #9 Identify individual and civic responsibilities of citizens of the United States. F R I Describe 1st Amendment Freedoms Explain the rights listed in the entire Bill of Rights Examine how minority groups are protected by the Bill of Rights Describe the Civil Rights movement Bell Ringer Chapter 4, Section 1 Study Guide Chapter 4, Section 1 Guided Reading Activity Smartboard/Elmo Book Handouts Presidential Folder Anything not finished in class Check for understanding through questioning and participation in class ACOS Standard #2 Compare the government of the United States with other governmental systems. ACOS Standard #9 Identify individual and civic responsibilities of citizens of the United States.
T H U R S D A Y 4/5 CW: LCS Civics EOC Diagnostic/ Final Exam - Test Day 1 HLA: Study for EOC - refer to (yellow) Civics EOC Review Schedule Work on EOC Online Review – Week 2 Benchmarks (due Wednesday) Learning Goal: Students will participate in a practice and review in order to come to a better understanding of all Civics benchmarks. Benchmarks: All benchmarks are covered. F R I D A Y 4/6 CW: LCS Civics EOC Diagnostic/ Final Exam - Test Day 2 HLA: Study for EOC - refer to (yellow) Civics EOC Review Schedule Work on EOC Online Review – Week 2 Benchmarks (due Wednesday) Learning Goal: Students will Participate in a practice and review in order to come to a better understanding of all Civics benchmarks. Benchmarks: All benchmarks are covered. Accommodations – ESE / ESOL /504: 1. Preferential Seating 2. Daily agenda and assignments on board 3. Oral and written notes & directions 4. Structured schedule for assignment completion 5. Daily use of teacher website and Gradebook 6. Weekly assignment sheets to ESE/504 Teacher 7. Extended time on tests and class work if needed 8. Planner signed daily if needed 9. Flexible format for responses 10. Retakes of tests/quizzes to show mastery of skill 11. Outlines & notes provided if needed 12. Distraction stimuli minimized & reminders to stay on task
CIVICS LESSON PLANS – WEEK D FROM__ 5/7 TO__5/11 HOME LEARNING ACTIVITY REMINDERS BENCHMARKS M O N D A Y 5/7 Schedule: A B C D E F WU: Update Planner CW: Intro to Geography Unit Begin Definition Depot & Activity Packet HLA: Geography Def Depot & Packet – due Thursday! Tuesday, May 15 – 4th 9 SSL Backboard Project due Learning Goal: Students will understand all Geography benchmarks. Benchmarks: SS.7.G.1.1 SS.7.G.1.2 SS.7.G.1.3 SS.7.G.2.2 SS.7.G.2.4 SS.7.G.6.1 T U E S D A Y 5/8 Schedule: A B C D E F CW: Continue Geo Def Depot & Packet HLA: Geography Def Depot & Packet – due Thursday! Learning Goal: Students will understand all Geography benchmarks. Benchmarks: SS.7.G.1.1 SS.7.G.1.2 SS.7.G.1.3 SS.7.G.2.2 SS.7.G.2.4 SS.7.G.6.1 W E D N E S D A Y 5/9 Schedule: D E C A B F CW: Finish Geo Def Depot & Packet HLA: Geography Def Depot & Packet – due tomorrow! Study for Geography Twiz - Friday! Learning Goal: Students will understand all Geography benchmarks. Benchmarks: SS.7.G.1.1 SS.7.G.1.2 SS.7.G.1.3 SS.7.G.2.2 SS.7.G.2.4 SS.7.G.6.1 T H U R S Schedule: A B C D E F WU: Check Geo Def Depot HLA: Study for Geography Twiz - tomorrow! Learning Goal: Students will understand all Geography benchmarks.
CIVICS LESSON PLANS – WEEK F FROM__ 10/9 TO__10/13 HOME LEARNING ACTIVITY REMINDERS BENCHMARKS M O N D A Y 10/9 WU: Update Planner CW: Review LEJRASR Discuss / Notes – An Enduring Process HLA: Ch 5 Civics in a Snap – due tomorrow! Study LEJRASR – Twiz tomorrow! Study Ch 5 DD & Outline (CIRCLES) – Ch 5 Test Wednesday! Tuesday, 10/10 – LEJRASR Twiz Wednesday, 10/11 – Ch 5 Test – U.S. Constitution Thursday, 10/12 – Kingdom Field Trip! Friday, 10/13 – Teacher Planning Day Learning Goal: Students will be able to explain how amendments to the Constitution expanded civil rights for Americans. Benchmarks: SS.7.C.2.4 SS.7.C.2.5 SS.7.C.3.5 SS.7.C.3.6 SS.7.C.3.7 T U E S D A Y 10/10 WU: Turn in Ch 5 Snap CW: LEJRASR Twiz Review for Ch 5 Test tomorrow! HLA: Study Ch 5 DD & Outline (STARS) – Ch 5 Test tomorrow! Learning Goal: Students will demonstrate an understanding of the structure of the U.S. Constitution. Benchmarks: SS.7.C.1.1 SS.7.C.1.7 SS.7.C.3.3 SS.7.C.3.8 SS.7.C.3.12 Fla. Stat. 1003.42 (b)(c)(f) W E D N E S D A Y 10/11 WU: Turn in Ch 5 DD & Outline CW: Chapter 5 Test – The U.S. Constitution HLA: Ch 6 Def Depot – due Wednesday! Bring 28 Index Cards & Colored pencils to class Monday! Learning Goal: Students will demonstrate an understanding of the goals of government as outlined in the Preamble to the U.S. Constitution, as well as the creation, structure and principles of the Constitution. Benchmarks: SS.7.C.2.4 SS.7.C.2.5 SS.7.C.3.5 SS.7.C.3.6 SS.7.C.3.7 SS.7.C.3.12 T
H U R S D A Y 10/12 7th Grade Magic Kingdom Field Trip HLA: F R I D A Y 10/13 TEACHER PLANNING DAY – NO SCHOOL HLA: Accommodations – ESE / ESOL /504: 1. Preferential Seating 2. Daily agenda and assignments on board 3. Oral and written notes & directions 4. Structured schedule for assignment completion 5. Daily use of teacher website and Gradebook 6. Weekly assignment sheets to ESE/504 Teacher 7. Extended time on tests and class work if needed 8. Planner signed daily if needed 9. Flexible format for responses 10. Retakes of tests/quizzes to show mastery of skill 11. Outlines & notes provided if needed 12. Distraction stimuli minimized & reminders to stay on task
7) No sleeping in class. Class time is not naptime. 8) Keep your hands and feet to yourself. Cell phones are NOT allowed in NHS classes. Once you are in my class, cell phones will need to be OFF (NOT on vibrate or ring) and in the bin provided for you at the front of the room. If we have time at the end of class, I will give you the opportunity to use it then; but only after I’ve ended instruction and work is finished – not until. If you are found in violation of this rule, you will be given an opportunity to turn the phone off and place it into the bin until the end of the school day not just the end of my class. Repeated failure to follow this rule will result in disciplinary action taken. Class is over when the bell rings and not before. Please do not begin packing up minutes before the bell ESPECIALLY if I’ve not excused you. Doing this could mean that you miss valuable and important instruction for the next day because you are too focused on rushing out the door. I will not keep you longer than necessary, so please give me your attention 100% of the time you are in my class from start to finish. You will be assigned the use of a Chromebook while in class. This computer is for your learning benefit while in class, not to play games on or watch non-class related videos with. DO NOT abuse them. When you are finished with them, you will need to place it back into its properly marked spot for housing and reattached to its charger before you leave. Failure to treat school property appropriately can result in your loss of use of the item for a period of time or the remainder of the semester. Destruction of property can lead to you being held financially liable for its replacement. Make-Up Work: It is the responsibility of students to come to class with all previously assigned assignments completed. That having been said, I understand that from time to time emergencies do happen. For that reason students returning after an excused absence that has been reported to the attendance administrator (Ms. Mason, at the office window) may make up missed work or tests provided they complete the make-up work or schedule the make-up test within a week, (7 school days) of their return to school as per Beaufort County Schools Attendance Policy. Students may only make up two absences through ASD per class period. Any questions, please feel free to ask me. Ms. Boyd
CIVICS AND CITIZENSHIP, Year level # Term # UNIT TITLE Critical Inquiry Approach – Inquiry question? Achievement Standard CIVICS AND CITIZENSHIP CONTENT STRANDS CONTENT DESCRIPTIONS ASSESSMENT Government and Democracy Laws and Citizens Citizenship, diversity and identity Knowledge and Understandings Assessment For Learning Assessment As Learning Assessment Of Learning
Curricula Priorities Catholic Ethos Aboriginal and Torres Strait Islander Histories and Cultures Social Emotional Learning Asia and Australia’s Engagement with Asia Inclusive Education Sustainability Education General Capabilities Literacy Numeracy ICT Critical and Creative Thinking Personal and Social Competence Ethical Understanding Intercultural Understanding to other Learning Areas Learning and Teaching Strategies Week 1 2 3 4 5 6 7 8 9 10
Why people participate within communities and how students can actively participate and contribute How a person’s identity can be shaped by the different cultural, religious and/or social groups to they may belong Why people work in groups to achieve their aims, and how they can express their shared beliefs and values and exercise influence Who can be an Australian Citizen; the formal rights and responsibilities, and shared values of Australian Citizenship The obligations citizens may consider they have beyond their own national borders as active and informed global citizens 6. SKILLS Year 3 and 4 Band Year 5 and 6 Band Year 3 and 4 Band Year 5 and 6 Band Questioning and Research Pose questions about the society in which they live Develop questions and gather a of information to investigate the society in which they live Analysis, synthesis and interpretation Distinguish facts from opinions in relation to civics and citizenship topics and issues Identify over-generalised statements in relation to civics and citizenship topics and issues Use information to develop a point of view Use and evaluate a range of information to develop a point of view Problem-solving and decision-making Interact with others with respect, share views and recognise there are different points of view Interact with others with respect, identify different points of view and share personal perspectives and opinions Work in groups to identify issues, possible solutions and a plan for action Work in groups to identify issues and develop possible solutions and plan for action decision-making processes Communication and reflection Present ideas and opinions on civics and citizenship topics and issues using civics and citizenship terms Present civics and citizenship ideas and viewpoints for a particular purpose using civics and citizenship terms and concepts Reflect on their cultural identity and how it might be similar and different from others Reflect on personal roles and actions as a citizen in the school and in the community As part of a broader social inquiry please see the table for alignment of skills between Learning Areas. Civics and Citizenship History Geography
ELABORATE Extend understanding to a new context or make connections to additional concepts through a student planned investigation. Summative Assessment Assessment of student achievement developed throughout the learning process. Elaborate Phase – Skills/ Evaluate Phase - Understandings Assessment Of Learning EVALUATE Students re-represent their understanding and reflect on their learning journey and teachers collect evidence about the achievement of content descriptions. Summative Assessment Self Assessment Assessment of Learning
Origins and Purposes of Law and Government SS.7.C.1.1 - Recognize how Enlightenment ideas including Montesquieu’s view of separation of power and John Locke’s theories related to natural law and how Locke’s social contract influenced the Founding Fathers. Vocabulary John Locke Natural Law, Natural Rights (Life, Liberty, Property), Social Contract – government and people form a contract Limited Government The principle that a ruler or a government is not all-powerful
accused the rights included in the Fourth, Fifth and Sixth Amendments: protection from unreasonable search and seizure protection against double jeopardy protection from self-incrimination right to due process right to a speedy to a public right to a by jury right to be informed of criminal charges right to be confronted by adverse witnesses to an attorney, protection from self-incrimination Segregation the separation of people, such as segregation based on race Self- incrimination the right in the Fifth Amendment that protects a person from being forced to reveal to the police, prosecutor, judge, or jury any information that might subject him or her to criminal prosecution Separation of powers he structure of the federal government, according to the U.S. Constitution, that sets up three branches with their own distinct powers and responsibilities Supremacy Clause the clause that states that the U.S. Constitution is the supreme law of the land, and that national laws are supreme over laws, found in Article VI Unanimous in complete agreement Supreme Court Cases Brown v. Board of Education U.S. Supreme Court case that determined that “separate but equal” segregation was not equal in public education Bush v. Gore U.S. Supreme Court case that determined that states cannot violate the Equal Protection Clause under the Fourteenth Amendment when undertaking election recounts. District of Columbia v. Heller U.S. Supreme Court case that upheld that the Second Amendment protects an individual’s right to possess a firearm Gideon v. Wainwright U.S. Supreme case that upheld the Sixth Amendment right that all defendants must be appointed a lawyer if they cannot afford their own attorney Hazelwood v. Kuhlmeier U.S. Supreme case that determined that the First Amendment does not protect all types of student speech in school
Brown v. (1954) African-American students were not allowed to attend the same public schools as white students because state laws permitted racial segregation (separation based on the law). Several parents of African-American children, including Oliver Brown, sued the Topeka, Kansas School claiming racial segregation (separation of people on race) is unequal and violates the equal protection clause of the 14th Amendment which says that states must apply the law equally and cannot discriminate against citizens or groups of citizens. The lower courts ruled in favor of the school system; appealed this case to the United States Supreme Court. “We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal.” In re Gault (1966) At age 15, Gerald Gault was arrested for making an indecent phone call. Gault was denied the of due process (established legal procedures) because he was a juvenile (someone under the age of 18). Gault was tried in juvenile court and sentenced to six years to the State Industrial School. Gault appealed this case to the United States Supreme Court. ”Appellants urge that the Arizona statute is unconstitutional under the Due Process Clause because, as construed by its Supreme ‘there is no right of appeal from a juvenile court order.’” Landmark Supreme Court Cases and Case Impact on Society Marbury v. Madison (1803) The judicial opinion in this case strengthened the system of checks and balances. The outcome of this case established the power of judicial review for the Supreme Court. Judicial review is the power that the Court has to find something as “unconstitutional”. Plessy v. Ferguson (1896) The judicial opinion in this case established that separate but equal did not violate the 14th Amendment equal protection clause as long as the separate African-American facilities were “equal” in quality to those of whites. v. Board (1954) This judicial opinion on this case strengthened the meaning of the equal protection clause of the 14th Amendment and struck down the use of the “separate but equal” approaches in public education established in Plessy v. Ferguson. The Court upheld that segregation (separation of people based on race) in public schools is unconstitutional. In re Gault (1966) The judicial opinion in this case confirmed the concept of legal equality, which
Assignment Due Date Percent of Final Grade [If desired, insert grading scale (with plus/minus scaling, if applicable). You will probably need to add rows to this table to complete it. ] % of points Grade Dissemination [Explain how students will learn of their grades on assignments and exams. Provide a policy or deadline for changing grades or correctly incorrectly posted grades, if applicable.] Course Policies Course Policies: Grades Late Work: [Will it be accepted? Will there be a penalty and, if so, how big will it be?] Extra Credit: [Is it available? If it is, how can it be earned? Is there a deadline for completing it?] Grades of Incomplete or Pass/Fail: [Under what circumstances will an Incomplete be given? Can the course be taken Pass/Fail?] Rewriting Papers or Getting Comments on Preliminary Drafts of Papers: [Can papers be rewritten for credit? Will you provide comments on preliminary drafts?] Plagiarism and Academic Dishonesty: [How do you define plagiarism (if applicable)? What are the consequences of plagiarism or other forms of academic dishonesty?] Turnitin.com: [If you will be using this service, it is recommended that you state this fact in the syllabus, and provide instructions explaining how to turn in written work through Turnitin.] Course Policies: Expectations for Students Attendance: [What is the penalty (if any) for absence from class?] Civility: [How do you expect your students to behave, particularly regarding in-class discussion, emotionally loaded topics, etc.?] Use of electronic devices in class: [If desired, state your policy regarding the use of cell phones or laptops during class.] Clickers: [If your course includes the use of clickers, provide specifics about how to obtain and use them. ] Students with Disabilities: [Provide information as necessary]
Bank Item Number G.C.1.8.L1 Benchmark SS.7.C.1.8 Cognitive Complexity L Item What was the Anti-Federalists’ greatest concern about ratifying the U.S. Constitution? A The lack of a federal court system. B The lack of legislative veto power. C The lack of a strong military. D * The lack of a bill of rights. Bank Item Number G.C.1.8.M1 Benchmark SS.7.C.1.8 Cognitive Complexity M Item The table below shows views about government. What title completes the table? A Patriots and Loyalists B * Federalists and Anti-Federalists C New Jersey Plan and Virginia Plan D Articles of Confederation and U.S. Constitution Bank Item Number G.C.1.8.M2 Benchmark SS.7.C.1.8 Cognitive Complexity M Item Why does the U.S. Supreme continue to debate states’ rights? A Because the Constitution can be amended. B Because the Constitution allows judicial review. C States’ rights are not mentioned in the Preamble. D * States’ rights are not enumerated in the Bill of Rights. Bank Item Number G.C.1.8.M3 Benchmark SS.7.C.1.8 Cognitive Complexity M
Item Juveniles accused of crimes continue to be afforded many of the same due process rights as adults as a result of U.S. Supreme Court case? A District of Columbia v. Heller (2008) B Hazelwood v. Kuhlmeier (1988) C In re Greene (1930) D * In re Gault (1967)
Save the Habitat. Save the Hunt. Connecting Individuals to the Outdoors Polk County 2018 Curriculum All curriculum, dates and locations are subject to change throughout the year. Month Class Location Duration Range Day 01/20/18 Intro to Save the Habitat. Save the Hunt. Outline for 2018 program - obtain entire group expectations and why here? Discussion on conservation, habitat and all of God’s creatures. Chichaqua Longhouse 9 am – 12 pm 02/24/18 Hunter Education – Ethics and Regulations Turkey 101 – History, Biology, Types, Habitat, Hunting Equipment – Decoys, Calls, Blinds, Clothing, Choke Selection, how to use them when hunting Bass Pro / Chance Patrick with Iowa’s Great Outdoors 8:30 – 12 pm 03/24/18 Hunter Education – Gun Safety, Gun Selection, Gun Maintenance/Cleaning, Patterning a Gun (optional if nice weather) Chichaqua Longhouse 8 am – 12 pm Y 04/21/18 Meet the Mentor, Prep for the hunt (where, who, what), What to do during the hunt (how long do I hunt, etiquette), Pattern again? Purchase License / Habitat & Migratory Stamp / Turkey Tag Chichaqua Longhouse / Mills Fleet Farm 8 am – 12 pm Y 05/05/18 - 05/20/18 Spring Turkey Hunt – Go on a turkey hunt with a mentor Yellow Banks, Big Creek Morning/Afternoon 06/02/18 Clay Shooting 101, Fishing (free fishing weekend), Dog Trial – how are dogs used in hunting Chichaqua 8 am – 12 pm Y 06/23/18 Archery 101 – History, Types, How To, Deer Hunting - Shot Placement, Clothing, Equipment Lost Arrows Archery / Bass Pro 9 am – 12 pm 07/14/18 Optional – Clay Shoot Chichaqua or Butch Olofoson or Banner Range 9 am – 12 pm Y
Civic participation resources Notes 3/4 Active Citizenship introduction, civics and Citizenship education Students identify unsafe and/or uncared for places and suggest a possible plan of action for making a place safe and cared for 5 / 6 Syria: A Children's Crisis?, Oxfam This is a UK resource but provides ideas for action on global issues 7/8 Get Voting, Australian Electoral Commission (AEC) Running an election for your class or school. An election equipment pack and ballot generator can be ordered from the AEC
Second Grade People Who Make a Difference 2.3 Students explain governmental institutions and practices in the and other countries. Explain how the and other countries make laws, carry out laws, determine whether laws have been violated, and punish wrongdoers. Describe the ways in groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military force. Third Grade Continuity and Change 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the government. Determine the reason for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws. Discuss the importance of public virtue and the role of citizens, including how to participate in classroom, in the community, and in civic life. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, and the U.S. Capitol). Understand the three branches of government, with an emphasis on local government. Describe the ways in which , the other states, and sovereign American Indian tribes contribute to the making of our nation and participate in the federal system of government. Describe the of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.)
appoint competent authority in consonance with the observations made hereinabove. Needless to say, any decision taken by such Committees and by the Central or the StateGovernments, shall be open to judicial review in accordance with the settled parameters for the exercise of such jurisdiction. 153. Before parting, we would like to place on record our appreciation of the valuable assistance rendered by all the learned senior counsel and other counsel appearing in the case and who have addressed us, highlighting very many aspects of the ticklish issues in the field of professional education which have cropped up for decision in the light of the 11-Judge Bench decision in Pai Foundation and Constitution Bench decision in Islamic Academy. But for their assistance, the issues would have defied resolution. 154. All the petitions, Civil Appeals and IAs shall now be listed before appropriate Benches for hearing.
ADDITIONAL CONDITIONS TO BE MENTIONED IN THE PRESCRIBED APPLICATION FORM Eligibility Criteria for prequalification and Empanelment: Crossed Demand draft of any Nationalized /Scheduled Bank for the said amount as cost of Application form which is Non-refundable. If the firm is a partnership firm, attested copy of registered partnership deed registered with office of with certificate of registration (form ‘A’) under partnership Act, 1932. Attested copy of Registered general power of Attorney in case of partnership firm,who is authorised signatory on behalf of the partnership firm & its partners. Attested copies of Memorandum of Association & Certified copy of Resolution in case of any Private Limited/Public Limited Companies. Attested copy of Solvency Certificate for Rupees One Crore from any Nationalized/ scheduled Bank of within a period of 12 months on the date of Receipt of this Application. 6) Copy of valid registration certificate in appropriate class in respective government Department/ Empanelment letter of Banking organization for which work completion certificates for Satisfactory completion of similar type of works as detailed below is enclosed. 7) Performance certificates/ work orders from competent authorities of any Government Department / Semi Government Department/ MES Department/ Banking organization for satisfactory Completion of works shall be enclosed 8) Copy of GOODS & SERVICE TAX CERTIFICATE (GST) shall be enclosed, 9) Copy of EPF Registration Certificate shall be enclosed, 10) Contractor shall enclose work completion certificates for satisfactory completion of similar type of works in last Five financial years of Total value of Rs. 300 Lakhs: minimum three works costing of minimum value Rs. 100 Lakhs each / Two works of Total Rs. 150 Lakhs with one works costing minimum value of Rs.100 Lakhs amount or single work of minimum value Rs. 300 Lakhs amount for similar type of construction of Building Works from any Government Department / Semi Government department/ MES department/ Banking organization. NOTE:- a) In addition to above Income Tax returns for last five years along with audited Balance sheets certified by CA shall be enclosed b) Copies of PAN card, Adhar card as Applicable shall be enclosed. Signature of Contractor Chairman Maharashtra Gramin Bank Head office, Aurangabad (M.S.) COVERING LETTER (To be given on letter head of the firm)
CV 2.08B - Single Witness The testimony of a single witness which produces in your minds belief in the likelihood of truth is sufficient for the proof of any fact, and would justify a verdict in accordance with such testimony, even though a number of witnesses may have testified to the contrary, if, after consideration of all the evidence in the case, you hold greater belief in the accuracy and reliability of the one witness.
8th Grade Social Studies PASS Quiz The Civil War - (8-4.1) Agriculture In Antebellum South Carolina, (8-4.2) Sectionalism, (8-4.3) Secession And War Student Name: _______________________ Date: _________ Teacher Name: Kirk Robinson Score: _________ 1) Which technological development led to an increased demand for slaves in the United States during the early- to mid-1800s? A) the steel plow B) the cotton gin C) the mechanical reaper D) the combine harvester 2) ·In 1790 there were six slave states; in 1860 there were 15. ·From 1790 until Congress banned the importation of slaves from Africa in 1808, Southerners imported 80,000 Africans. ·By 1860 approximately one in three Southerners was a slave. Which event played the GREATEST role in creating these conditions in the South during the Antebellum era?
C) That according to the Bible, man has dominion over nature. D) That all men are free to develop their intellect and sense of reason. 10) The case of Dred Scott v. Sandford (1856) is often called the Supreme Court’s great ‘self inflicted wound’ because the decision A) refused to give women the right to vote. B) created the doctrine of ‘separate but equal’. C) supported the South’s right to secede from the Union. D) ruled slaves to be property and incapable of becoming citizens. 11) Which event is the BEST example of a conflict over states' rights? A) Trail of Tears B) The War of 1812 C) Nullification Crisis D) Election of Andrew Jackson 12) Which Supreme Court case would have had the BIGGEST impact on slaves in the United States? A) Marbury v. Madison (1803) B) Plessy v. Ferguson (1896) C) McCulloch v. Maryland (1819) D) Dred Scott v. Sandford (1857) 13) In 1860, the southern states highlighted in red have been LEAST likely to
B maintains that the existing laws are unjust because they are not applied equally C argues that an unjust law does not have to be upheld D claims that only laws made by the majority are valid 20. According to King, an unjust law is a law that — F is applied unfairly G harms some people H cannot be enforced J does not agree with moral law