I continued working practice problems with Olivia about polynomial zeros. We factored and solved several polynomials. Then, we constructed polynomial functions by using given real and complex zeros to create factors and then multiplied the factors together. There was no assignment.

Per the assignment from last evening, today Olivia presented her thoughts on 1. The role of conscience in the novel; 2.Racism in the novel ;3. The use of coincidence in the novel ; and 4. Parallel plot developments in the novel. We spent some time analyzing the relationship between the dictates of conscience and actual moral virtue as in 19th Century America, conventional virtue dictated that run away slaves be captured and returned to their owners while conscience ,for Huck,dictates his resolve to sin and go "to hell" rather than comply with standards of conventional virtue . Olivia discussed religion and the role of parental upbringing in creating one's conscience and from there we explored why Huck , with no parental or religious influence , can reject the conventional definition of "good" and consequently plan to free his friend, Jim, the captured runaway slave. In order to appreciate the final chapters of the novel, we reviewed Twain's satiric view of romanticism and melodrama, and I offered some critique of the plot twist in the novel that relies on a wholly unimaginable coincidence that brings Tom Sawyer back into the novel. For homework, I assigned reading the next two chapters.

Olivia and I worked problems including: finding zeros of a factored polynomial, finding factors of a polynomials when a graph is provided, using the rational root theorem to find synthetic divisors, and factoring polynomials where the leading coefficient is not 1. There was no assignment.

Following up on our discussion of coronavirus legislation , we noted how a spending bill can originate in the Senate,but that a revenue bill that raises taxes must originate in the House. I discussed the function of a continuing resolution to keep the government "open" where the two chambers can not agree on a spending bill tied to a budget. We then began a close examination of the case law developing and expanding the meaning and function of the commerce clause . Under the auspices of the 'commerce clause' Congress has been authorized to pass anti-discrimnination laws, banking laws, broadcast restrictions, air and water pollution laws, and minimum wage laws.Olivia raised good questions about the relationship between broadcast restriction laws and the First Amendment right of free speech. For homework I assigned reading pages 180-182 and answering two study guide questions.

To illustrate the symbolic correlation between the river and the land and the specific characters in the novel, , we created a list of"land characters" and 'river characters" and identified character traits and values associated with these characters. We discussed that Twain creates an inverted society wherein Huck and Jim ,the runaway outcast "river characters", display higher moral and social values than the characters associated with conventional society or "land". I then defined the influence of Gothic novels on American southern literature (Faulkner, Lee) and Olivia identified Gothic elements in the graveyard scene wherein the townspeople dig up the buried body of Peter Wilikes during a lightning storm. For homework, I assigned re-reading certain earlier chapters and being prepared to discuss from that reading a parallel plot development, Huck's moral development, and elements of racism in the remarks of certain characters.

I introduced Olivia to the theories and techniques of finding the zeros of polynomial functions beyond the quadratic level. I explained the rational zero test, solving polynomial equations, conjugate pairs, factoring polynomials, and other techniques. We worked through a number of examples to reinforce the theories we covered. There was no assignment.

In the context of studying Congress' coronavirus stimulus bill, we examined a Venn diagram depicting the spheres of authority of both state and federal governments in addressing a public health crisis. We compared the federal response to the state response and Olivia analyzed the distinct functions of the state and federal governments. Olivia raised interesting questions about the sphere of state jurisdiction not only over public health but over family law issues including abortion rights. We discussed these issues in the context of federalism and the Constitution. Last, I noted that the US government was already more than 1 trillion dollars in debt this fiscal year even before the enactment of the 2.2 trillion dollar coronavirus stimulus bill . This served as an introduction to our reading on revenue bills and the national debt. For homework, I assigned reading pages 175-180 and answering study guide questions on the reading.

Olivia was absent today.

The plan was to discuss the theories and techniques of finding the zeros of polynomial functions beyond the quadratic level. I was prepared to discuss the rational zero test, solving a polynomial equation, conjugate pairs, factoring a polynomial, and other techniques. Unfortunately, Olivia was delayed in joining class by 15 minutes and then was unable to find the copies of the text that I had placed in her file for the second time. I ended the class after 15 minutes of trying to help Olivia find the files without success. Later, another teacher told me that she was able to help Olivia find those pages in Olivia's file. There was no assignment.

We began by Olivia discussing government restrictions on movement and businesses during the current Coronavirus epidemic. Olivia mentioned a number of the shelter at home restrictions in place throughout the county ,and we then focused on how those restrictions are imposed by local governments or the state. We reviewed the concept of federalism, i.e. dual but shared sources of federal power, and I outlined the major provisions of the federal government's recently enacted CARE legislation that provides for the payment of money to individuals ,loans to small business, and grants to airlines. We then examined the specific provisions of the Art I of the Constitution and Olivia located the constitutional authority for the federal statute both in the interstate commerce clause and in the general welfare clause. We discussed concurrent powers of the state to address some of the same issues and why federal government action was required.Last, we analyzed what types of public health options state and local governments can exercise to contain the spread of the virus and the cost of the federal statute to government and ultimately the taxpayers. For homework, I assigned reading about taxes, revenues, the national debt and the commerce clause as well as study guide questions on the reading.