HOMEWORK / DAILY LESSON PLANS
2018-2019
Tuesday / Wednesday 3/12-3/13
What sparked the protest?
You will be assigned in small groups to research the recent campus protests and answer the questions below. Be prepared to share that information with the class.
1. What sparked the protest?
2. What happened?
3. What resolution the students and school reached, if any.
4. Questions, comments and concerns.
Here are some starting points, but you might also look to the student publications at each of these institutions for more information.
Yale
Yale’s Halloween Advice Stokes a Racially Charged Debate
Yale Professor and Wife, Targets of Protests, Resign as College Heads
Yale Educator Recounts ‘Painful Experience’ of Halloween Email Furor
Yale College Dean Torn by Racial Protests
University of Missouri
Mizzou, Yale and Free Speech
At University of Missouri, Black Students See a Campus Riven by Race
University of Missouri Protests Spur a Day of Change
Georgetown
Demonstrators Address Demands to University
Where Does Georgetown Start? By Listening
Georgetown University Plans Steps to Atone for Slave Past
Georgetown Confronts Its Ugly Past
University of Chicago
On Eve of Graduation, University of Chicago Student President Faces Expulsion
Student Body President Can Graduate, University of Chicago Says
Claremont McKenna
Dean at Calremont McKenna College Resigns Amid Protests
Amherst
With Diversity Comes Intensity in Amherst Free Speech Debate
Amherst Mascot Gets Thumbs Down From Faculty
Princeton
Princeton Students Hold Sit-In on Racial Injustice
Princeton Board Votes to Keep Woodrow Wilson’s Name on Campus Buildings
Harvard
Harvard to Discontinue Use of House Master Title
Oberlin
Oberlin Students Take Culture War to the Dining Hall
HOMEWORK: PART 2:
Read the 6 OP-ED's from the this link and then answer the questions below:
https://www.nytimes.com/roomfordebate/2015/11/02/when-a-generation-becomes-less-tolerant-of-free-speech.
1. Read the Op-ed's and respond to these questions:
- Which of the six responses challenged your thinking most? Why?
- With which do you most agree in the end?
- What personal experiences have you had that have influenced and informed your opinions on these subjects?
Respond to this after reading all of the above as well:
Is the purpose of education at this level to coddle or to challenge — or, if it is to do both, where would you draw a line? What are the differences between a high school and college environment when it comes to freedom of expression, microaggressions, safe spaces and trigger warnings? Has Creek done an adequate job to helping in these areas? Is there anything you would recommend to our own current administration after studying the way colleges and universities are handling them?
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Monday, February 25th:
PART 1:
THE REAL STORY
Following a break-in at the Democratic National Headquarters in the Watergate office complex in June 1972, The Washington Post began its long and persistent coverage of the greatest political scandal in American history. Owing in large part to the Post, the Watergate scandal — an illegal White House plot to spy on and sabotage President Richard Nixon’s political enemies — led the president to resign in 1974. The two young reporters credited with this story were Carl Bernstein and Bob Woodward. Woodward had a secret source in the executive branch. The source’s identity remained a secret until 2005 when former FBI deputy director W. Mark Felt came forward to say he was the source, and the newspaper confirmed it. During the Watergate scandal, Woodward promised never to reveal the source’s name and never to quote him, even as an anonymous source. The source guided the reporters by confirming some facts and revealing others. In journalism jargon, using such a source means that discussions are on “deep background.” Thus, the nickname for Woodward’s famous Watergate source: “Deep Throat.” The use of anonymous sources is hotly debated. Those who use them say people will never tell the whole truth unless they are protected from retaliation. Those who don’t use them say unnamed sources can misuse their shield of anonymity. Although codes of ethics say keeping secrets is often a necessary part of a reporter’s job, the codes also advise journalists to question sources’ motives before promising anonymity. Once granted anonymity, sources might manipulate reporters for their own ends. Some news organizations have policies requiring reporters to identify sources. In the case of Watergate, The Washington Post had a rule: All leads had to be confirmed by two sources. Executive Editor Ben Bradlee later recalled that many people wondered “how the Post dared ride over the constant denials of the president of the United States and the attorney general” as well as top presidential aides. Bradlee replied that the Post knew its information was correct. Leads from Deep Throat as well as other well-protected sources consistently checked out. Tapes of Nixon’s conversations show that The Washington Post was right.
For Further Discussion
· Do you think The Washington Post’s two-source rule still holds true today for most news organizations? Explain your answer.
· There is no federal law to protect a journalist from revealing an anonymous source’s identity if so ordered by a court. Journalists have gone to jail on contempt of court charges rather than reveal a source. Do you think journalists should be allowed to keep their sources a secret? Why or why not?
· How might knowing that he or she could be jailed affect a journalist’s decision to grant anonymity to a source?
· News consumers often say the use of anonymous sources is their biggest complaint — even more than factual errors or bias. Do you agree or disagree? Explain.
Activity
The Associated Press has set guidelines for using anonymous sources:
· The material provided by the source is NOT opinion and is VITAL.
· The material is not available ANY other way.
· The source is RELIABLE and in a position to know.
Select a story in a newspaper, magazine or on a news website that cites one or more unnamed sources. Evaluate whether the information meets the AP’s guidelines.
Public Service Journalism – Watchdog Journalism
Look at other winners of the Pulitzer Prize for Public Service, from 1950 to the present. (Available here: http://www.pulitzer.org/bycat/Public-Service) What other harmful practices or wrongdoing were investigated and revealed by journalists over the years?
Pick three winners from a range of decades and make a chart that answers these questions for each story:
- What was happening?
- Who was affected or damaged by it?
- Was any action taken to correct the problem?
PART 2:
Analyzing the Relationship Between the Press and the President:
Watch:
https://youtu.be/iucE78-C2Po
Some presidents, like President Kennedy, seemed to appreciate speaking with the press. Others seemed to see the press as a necessary tool to communicate their agenda to the public. Still others, have viewed the press with contempt.
In this video of a news conference given in the midst of the Watergate scandal, President Nixon states, “I have never heard or seen such outrageous, vicious, distorted reporting in 27 years of public life ... and yet don’t get the impression that you [the press] aroused my anger, you see, one can only be angry those he respects.”
Assignment:
Each group will research one of the following presidents as a case study for researching presidential attitudes toward the press: Woodrow Wilson, Franklin D. Roosevelt, Ronald Reagan, Barack Obama, George Bush, and Richard Nixon.
Answer the following:
Does each president seem to enjoy the press or view it negatively? To what extent does he seem to want to control the news messages that go out to the public? Summarize the president’s general attitude toward the media and then give several specific examples illustrating how he viewed journalists and how they navigated their relationship.
The following sites will help you conduct their research:
• White House Historical Association | Presidential Press Conferences (all presidents)
• NPR | Commander-In-Tweet: Trump’s Social Media Use And Presidential Media Avoidance (all presidents)
• Time | Donald Trump Wouldn’t Be the First President to Rethink Press Briefings (all presidents)
• White House Correspondents’ Association | History of the W.H.C.A. (all presidents)
• The Press; Questions for a President on the Run (Reagan)
- CJR - The President and The Press (Obama)
- Chicago Tribune (Obama)
- New Yorker - Bush's Press Problem (Bush)
- Politico - What Bush can Teach Trump about The Press (Bush)
See clip below at 10 minute mark about "Free Press" from the late Senator John McCain
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Thursday, October 25th:
In groups, conduct quick research on your topic question using the resources listed below and others. Prepare their findings and present them to the class.
1. What does the Constitution say about who regulates voting? (See Article I, Section 2, Clause 1, U.S. Constitution). What do the following Amendments to the Constitution say about voting? The 12th, 14th, 15th, 19th, 24th, and 26th amendments (ProCon.org, http://felonvoting.procon.org/view.answers.php?questionID=000649)
2. How have some states, particularly in the South, placed barriers to voting? (http://www.pbs.org/wnet/jimcrow/voting_literacy.html)
3. How did the 1965 Voting Rights Act help African Americans overcome legal barriers that prevented them from voting in some state and local elections? (History.com http://www.history.com/topics/black-history/civil-rights-movement/videos/voting-rights-bill, LBJ speech before Congress https://www.youtube.com/watch?v=BcBL9pZ9Znw, key excerpts from the speech http://d3i6fh83elv35t.cloudfront.net/newshour/extra/app/uploads/2013/11/johnsonspeech.pdf and Impact of the Voting Rights Act https://www.loc.gov/exhibits/civil-rights-act/immediate-impact.html)
4. Describe the Supreme Court’s decision in Shelby v. Holder and explain how it overturned a key provision in the Voting Rights Act. Review the dissenting opinion. (Oyez https://www.oyez.org/cases/2012/12-96, FRONTLINE http://www.pbs.org/wgbh/frontline/article/with-voting-rights-act-out-states-push-voter-id-laws/)
5. What are voting ID laws and what is the controversy that surrounds them? (FRONTLINE: Voter ID Laws http://www.pbslearningmedia.org/resource/fln33-soc-voterfraud/wgbh-frontline-why-voter-id-laws-arent-really-about-fraud/, and http://www.pbs.org/wgbh/frontline/article/why-doesnt-everybody-have-a-voter-id/) How have some federal courts responded to these voter ID laws? (http://www.npr.org/sections/thetwo-way/2016/08/02/488392765/as-november-approaches-courts-deal-series-of-blows-to-voter-id-laws)
In groups, conduct quick research on your topic question using the resources listed below and others. Prepare their findings and present them to the class.
1. What does the Constitution say about who regulates voting? (See Article I, Section 2, Clause 1, U.S. Constitution). What do the following Amendments to the Constitution say about voting? The 12th, 14th, 15th, 19th, 24th, and 26th amendments (ProCon.org, http://felonvoting.procon.org/view.answers.php?questionID=000649)
2. How have some states, particularly in the South, placed barriers to voting? (http://www.pbs.org/wnet/jimcrow/voting_literacy.html)
3. How did the 1965 Voting Rights Act help African Americans overcome legal barriers that prevented them from voting in some state and local elections? (History.com http://www.history.com/topics/black-history/civil-rights-movement/videos/voting-rights-bill, LBJ speech before Congress https://www.youtube.com/watch?v=BcBL9pZ9Znw, key excerpts from the speech http://d3i6fh83elv35t.cloudfront.net/newshour/extra/app/uploads/2013/11/johnsonspeech.pdf and Impact of the Voting Rights Act https://www.loc.gov/exhibits/civil-rights-act/immediate-impact.html)
4. Describe the Supreme Court’s decision in Shelby v. Holder and explain how it overturned a key provision in the Voting Rights Act. Review the dissenting opinion. (Oyez https://www.oyez.org/cases/2012/12-96, FRONTLINE http://www.pbs.org/wgbh/frontline/article/with-voting-rights-act-out-states-push-voter-id-laws/)
5. What are voting ID laws and what is the controversy that surrounds them? (FRONTLINE: Voter ID Laws http://www.pbslearningmedia.org/resource/fln33-soc-voterfraud/wgbh-frontline-why-voter-id-laws-arent-really-about-fraud/, and http://www.pbs.org/wgbh/frontline/article/why-doesnt-everybody-have-a-voter-id/) How have some federal courts responded to these voter ID laws? (http://www.npr.org/sections/thetwo-way/2016/08/02/488392765/as-november-approaches-courts-deal-series-of-blows-to-voter-id-laws)
Wednesday, September 18:
View both of these videos in addition to the articles and write a socratic response (Agree / Disagree).
Articles: Skip the first two pages on Fredrick Douglass and the op-ed from David Brooks, and ONLY read the 4 op-eds on the following pages.
View both of these videos in addition to the articles and write a socratic response (Agree / Disagree).
Articles: Skip the first two pages on Fredrick Douglass and the op-ed from David Brooks, and ONLY read the 4 op-eds on the following pages.
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2017-2018
Monday, March 12th:
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Friday, March 2nd:
How Can We Increase Voter Turnout?FairVote advocates a number of systemic electoral reforms that reverse the contextual reasons for low turnout. Research each with your group and do the following:
1. Which do you most agree with and why?
2. Which do you most disagree with and why?
3. Write a proposal on how best to increase voter turnout utilzing some of these methods or others you think would work.
Fair Representation Voting for legislative elections would allow for outcomes that better represent the diverse beliefs of the electorate, and could therefore combat the low voter turnout that we see in many winner-take-all plurality districts, where choices are limited.
A National Popular Vote (NPV) for president, which would make every vote in every state equally valuable in every election, would expand presidential campaigns from just ten states to all 50. As voter turnout is markedly lower in states that receive no presidential campaign attention, the reallocation of campaign resources to include non-battleground states would likely increase turnout in those states.
Instant Runoff Voting (IRV) for other single seat offices like mayor and governor would better represent the views of third party and independent voters, as more candidates would be inclined to run. Therefore, voters who might not feel that their views are represented in a two-party race would turn out to the polls to support their preferred candidate.
Universal Voter Registration would modernize voter registration in the United States, making government responsible for maintaining accurate and complete voter rolls, shifting our system from its current opt-in structure to an opt-out structure.
PART 2: (Meet in IC 703)
Create a Get-Out-the-Vote P.S.A.: Organizations, civil groups and government authorities have tried to increase voting rates through ads and YouTube videos. This National Public Radio story looks at creative ads produced by Illinois, the National Rifle Association and Mississippi.
Rock the Vote and other organizations have enlisted celebrities to help get out the vote in these videos: “Vote 4 Stuff,” “Warning: Don’t Vote,” “#WeWill” and “History of Voting!” Other viral get-out-the-vote videos include “You. Must. Vote.” and “Vote for Somebody!” Watch some or all of these P.S.A.s, and then design your own targeting young voters.
How Can We Increase Voter Turnout?FairVote advocates a number of systemic electoral reforms that reverse the contextual reasons for low turnout. Research each with your group and do the following:
1. Which do you most agree with and why?
2. Which do you most disagree with and why?
3. Write a proposal on how best to increase voter turnout utilzing some of these methods or others you think would work.
Fair Representation Voting for legislative elections would allow for outcomes that better represent the diverse beliefs of the electorate, and could therefore combat the low voter turnout that we see in many winner-take-all plurality districts, where choices are limited.
A National Popular Vote (NPV) for president, which would make every vote in every state equally valuable in every election, would expand presidential campaigns from just ten states to all 50. As voter turnout is markedly lower in states that receive no presidential campaign attention, the reallocation of campaign resources to include non-battleground states would likely increase turnout in those states.
Instant Runoff Voting (IRV) for other single seat offices like mayor and governor would better represent the views of third party and independent voters, as more candidates would be inclined to run. Therefore, voters who might not feel that their views are represented in a two-party race would turn out to the polls to support their preferred candidate.
Universal Voter Registration would modernize voter registration in the United States, making government responsible for maintaining accurate and complete voter rolls, shifting our system from its current opt-in structure to an opt-out structure.
PART 2: (Meet in IC 703)
Create a Get-Out-the-Vote P.S.A.: Organizations, civil groups and government authorities have tried to increase voting rates through ads and YouTube videos. This National Public Radio story looks at creative ads produced by Illinois, the National Rifle Association and Mississippi.
Rock the Vote and other organizations have enlisted celebrities to help get out the vote in these videos: “Vote 4 Stuff,” “Warning: Don’t Vote,” “#WeWill” and “History of Voting!” Other viral get-out-the-vote videos include “You. Must. Vote.” and “Vote for Somebody!” Watch some or all of these P.S.A.s, and then design your own targeting young voters.
Monday, December 11th and Tuesday, December 12th:
1. Please watch the Time Magazine video on the "Person of the Year" and then read the attached article about the #MeToo campaign and complete the questions.
2. Watch the TED Talk and complete the questions.
1. Please watch the Time Magazine video on the "Person of the Year" and then read the attached article about the #MeToo campaign and complete the questions.
2. Watch the TED Talk and complete the questions.
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Thursday, Sept. 28th:
Research Resources
• ERA website http://www.equalrightsamendment.org/
• Eagle Forum http://www.eagleforum.org/era/
• NOW http://www.now.org
• General Federation of Women’s Clubs
http://www.gfwc.org/gfwc/Equal_Rights_Amendment.asp?SnID=1889401838
• ERA University http://erauniversity.com/
• Six reasons to oppose the ERA http://www.arragopwing.com/eraposition.html
• American Enterprise Institute “Equal Rights Time Warp”
http://www.aei.org/article/society-and-culture/equal-rights-time-warp/ and “Does the
Constitution Protect against Sex Discrimination?” http://www.aei.org/article/politics-andpublic-
opinion/judicial/constitutional/does-the-constitution-protect-against-sexdiscrimination/
• FactCheck.org http://www.factcheck.org
• Politifact http://www.politifact.com/
Research Resources
• ERA website http://www.equalrightsamendment.org/
• Eagle Forum http://www.eagleforum.org/era/
• NOW http://www.now.org
• General Federation of Women’s Clubs
http://www.gfwc.org/gfwc/Equal_Rights_Amendment.asp?SnID=1889401838
• ERA University http://erauniversity.com/
• Six reasons to oppose the ERA http://www.arragopwing.com/eraposition.html
• American Enterprise Institute “Equal Rights Time Warp”
http://www.aei.org/article/society-and-culture/equal-rights-time-warp/ and “Does the
Constitution Protect against Sex Discrimination?” http://www.aei.org/article/politics-andpublic-
opinion/judicial/constitutional/does-the-constitution-protect-against-sexdiscrimination/
• FactCheck.org http://www.factcheck.org
• Politifact http://www.politifact.com/
Tuesday, 8/29/17:
What does your American Dream Sound Like?
1. My American Dream Sounds Like The White Stripes
2. My American Dream Sounds Like Woody Guthrie And Lila Downs
3. My American Dream Sounds Like Nina Simone
4. Springsteen's American Dream, Beautiful And Bleak
5. How Rock Ballads Brought My Father's American Dream To Life
6. My American Dream Sounds Like Prince
As you read and listen, complete the following:
◼
◼The genre(s) of music
◼The time period
◼Their definition of the American Dream
◼The connection between their dream and the song
◼A reference to the past, present or future
◼A reason for song selection
◼Personal connections
◼Examples of song lyrics
DUE WED, 8/30:
Read the Vanity Fair article, Rethinking the American Dream, and write a 500-750 response: In that response, discuss what you agree and disagree with. This is an opportunity to reflect on the reading, make connections, and pose questions. Does the commentary seem reasonable / justifiable? Why or why not?
http://www.vanityfair.com/culture/2009/04/american-dream200904
What does your American Dream Sound Like?
1. My American Dream Sounds Like The White Stripes
2. My American Dream Sounds Like Woody Guthrie And Lila Downs
3. My American Dream Sounds Like Nina Simone
4. Springsteen's American Dream, Beautiful And Bleak
5. How Rock Ballads Brought My Father's American Dream To Life
6. My American Dream Sounds Like Prince
As you read and listen, complete the following:
◼
◼The genre(s) of music
◼The time period
◼Their definition of the American Dream
◼The connection between their dream and the song
◼A reference to the past, present or future
◼A reason for song selection
◼Personal connections
◼Examples of song lyrics
DUE WED, 8/30:
Read the Vanity Fair article, Rethinking the American Dream, and write a 500-750 response: In that response, discuss what you agree and disagree with. This is an opportunity to reflect on the reading, make connections, and pose questions. Does the commentary seem reasonable / justifiable? Why or why not?
http://www.vanityfair.com/culture/2009/04/american-dream200904
rethinking_the_american_dream.vanityfair.2009docx.docx | |
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Monday, March 6th:
Is Empathy Overrated?
Is Empathy Overrated?
Thursday, February 23rd:
The Healthcare Debate
The Healthcare Debate
Friday, February 10th:
MLK Wknd:
Read the Vanity Fair article, Rethinking the American Dream, and write a 500-750 response:
http://www.vanityfair.com/culture/2009/04/american-dream200904
Tuesday, November 15th, 2016:
Baseline Info:
http://www.npr.org/sections/money/2015/02/11/384988128/the-fall-and-rise-of-u-s-inequality-in-2-graphs
http://www.npr.org/sections/money/2014/10/02/349863761/40-years-of-income-inequality-in-america-in-graphs
Graphs to analyze:
1. The Top 1 Percent: What Jobs Do They Have?
2. What Percent are You?
3. Where the 1 Percent Fit in the Hierarchy of Income
4. Lower Taxes for the Highest Earners
5. Comparing Economic Mobility
6. Inflation-Adjusted Change in Median Earnings for American Men, 1969-2009
7. Share of Total U.S. Income Going to Each Income Percentile and Distribution of Wealth by Class, 1983-2009
8. A Closer Look at Income Mobility (from 2005)
Directions:
Using your specific assigned link, answer the following questions:
Part 1:
Part 2:
Lastly:
When this work is complete, work together in your group to complete this sentence: “Today, America is…”
And then select five pieces of data from the infographics you just examined to support the claim you make in your sentence about contemporary American society.
Read the Vanity Fair article, Rethinking the American Dream, and write a 500-750 response:
http://www.vanityfair.com/culture/2009/04/american-dream200904
Tuesday, November 15th, 2016:
Baseline Info:
http://www.npr.org/sections/money/2015/02/11/384988128/the-fall-and-rise-of-u-s-inequality-in-2-graphs
http://www.npr.org/sections/money/2014/10/02/349863761/40-years-of-income-inequality-in-america-in-graphs
Graphs to analyze:
1. The Top 1 Percent: What Jobs Do They Have?
2. What Percent are You?
3. Where the 1 Percent Fit in the Hierarchy of Income
4. Lower Taxes for the Highest Earners
5. Comparing Economic Mobility
6. Inflation-Adjusted Change in Median Earnings for American Men, 1969-2009
7. Share of Total U.S. Income Going to Each Income Percentile and Distribution of Wealth by Class, 1983-2009
8. A Closer Look at Income Mobility (from 2005)
Directions:
Using your specific assigned link, answer the following questions:
Part 1:
- Describe the information that is visually represented in this chart, graph or infographic.
- How might you explain or interpret this information?
- What, if anything, is surprising to you about this information and why?
- Do you agree / disagree or what additional information would you want to find?
- What does the information in the infographic make you think?
Part 2:
Lastly:
When this work is complete, work together in your group to complete this sentence: “Today, America is…”
And then select five pieces of data from the infographics you just examined to support the claim you make in your sentence about contemporary American society.
Monday, November 7th, 2016:
2012 Endorsements below. Click on link of paper to see the editorial.
http://www.presidency.ucsb.edu/data/2012_newspaper_endorsements.php?PHPSESSID=f9e87a30254836e39372ef50e0a26e09
Recent America – Weiss
FINAL PROJECT: Who do you endorse?
This entire unit has prepared you to make an informed choice in this presidential election. Now, you have the opportunity to cast your vote for the candidate you want to be the next president
Imagine that you are writing an editorial for The Denver Post answering the question:
Which candidate should be elected president?
In your editorials, you should reference what you have learned about the candidates to support your views, their positions on the campaign issues and the ways they run their campaigns.
What did you learn about the candidates? About the issues? About how elections are run? Has your opinion changed at all over the course of the unit? How has the unit affected your understanding of our democratic process?
Requirements:
12 point font – Times New Roman or Baskerville
Double Spaced
500-750 words
Print 2 hard copies to bring to class on Election Tuesday, November 8th
2012 Endorsements below. Click on link of paper to see the editorial.
http://www.presidency.ucsb.edu/data/2012_newspaper_endorsements.php?PHPSESSID=f9e87a30254836e39372ef50e0a26e09
Recent America – Weiss
FINAL PROJECT: Who do you endorse?
This entire unit has prepared you to make an informed choice in this presidential election. Now, you have the opportunity to cast your vote for the candidate you want to be the next president
Imagine that you are writing an editorial for The Denver Post answering the question:
Which candidate should be elected president?
In your editorials, you should reference what you have learned about the candidates to support your views, their positions on the campaign issues and the ways they run their campaigns.
What did you learn about the candidates? About the issues? About how elections are run? Has your opinion changed at all over the course of the unit? How has the unit affected your understanding of our democratic process?
Requirements:
12 point font – Times New Roman or Baskerville
Double Spaced
500-750 words
Print 2 hard copies to bring to class on Election Tuesday, November 8th
Tuesday, October 18th, 2016:
Where do you stand?
Take the short quiz / questionnaire on Isidewith.com to see where your views line up with the candidates:
https://www.isidewith.com/
“Equal Justice Under Law”
These are the words emblazoned on the front of the United States Supreme Court building. Yet the country seems divided about whether these words, harking back to the 14th Amendment, have actually become a reality. Are all Americans receiving equal justice by the criminal justice system? And in particular, are blacks somehow treated differently — still — almost 150 years after the 14th Amendment?
An Overview
Take a look at the 8 charts here from Slate that illustrate racial disparities in the justice system.
Look through all 8 and comment on what you notice and / or what surprises you.
Eight charts illustrating racial disparities
Digging Deeper
Below, there are several articles that examine in more detail some of the disparities to all ethnicities in our country at the moment.
In pairs focus on one of these four investigations and then answer the questions that follow.
1. The Disproportionate Risks of Driving While Black: An examination of traffic stops and arrests in Greensboro, N.C., uncovered wide racial differences in measure after measure of police conduct.
2. In Heroin Crisis, White Families Seek Gentler War on Drugs:With more middle-class families losing children to the drug, forgiveness, not condemnation, is the tone now being struck by many public officials.
3. The Bail Trap: Every year, thousands of innocent people are sent to jail only because they can’t afford to post bail, putting them at risk of losing their jobs, custody of their children — even their lives.
4. Exclusion of Blacks From Juries Raises Renewed Scrutiny: A study in Louisiana has found that prosecutors used peremptory challenges three times as often to strike black potential jurors as others during the last decade.
Questions for Writing and Discussion
1. What is the disparity described in the article between how the justice system affects whites and blacks, whether intentionally or not?
2. What evidence does The Times cite in the article to document this disparity?
3. How are real people affected by the policy or practice reported on in the article?
4. What actions, if any, are being taken to try to remedy the racial disparity in the justice system?
Where do you stand?
Take the short quiz / questionnaire on Isidewith.com to see where your views line up with the candidates:
https://www.isidewith.com/
“Equal Justice Under Law”
These are the words emblazoned on the front of the United States Supreme Court building. Yet the country seems divided about whether these words, harking back to the 14th Amendment, have actually become a reality. Are all Americans receiving equal justice by the criminal justice system? And in particular, are blacks somehow treated differently — still — almost 150 years after the 14th Amendment?
An Overview
Take a look at the 8 charts here from Slate that illustrate racial disparities in the justice system.
Look through all 8 and comment on what you notice and / or what surprises you.
Eight charts illustrating racial disparities
Digging Deeper
Below, there are several articles that examine in more detail some of the disparities to all ethnicities in our country at the moment.
In pairs focus on one of these four investigations and then answer the questions that follow.
1. The Disproportionate Risks of Driving While Black: An examination of traffic stops and arrests in Greensboro, N.C., uncovered wide racial differences in measure after measure of police conduct.
2. In Heroin Crisis, White Families Seek Gentler War on Drugs:With more middle-class families losing children to the drug, forgiveness, not condemnation, is the tone now being struck by many public officials.
3. The Bail Trap: Every year, thousands of innocent people are sent to jail only because they can’t afford to post bail, putting them at risk of losing their jobs, custody of their children — even their lives.
4. Exclusion of Blacks From Juries Raises Renewed Scrutiny: A study in Louisiana has found that prosecutors used peremptory challenges three times as often to strike black potential jurors as others during the last decade.
Questions for Writing and Discussion
1. What is the disparity described in the article between how the justice system affects whites and blacks, whether intentionally or not?
2. What evidence does The Times cite in the article to document this disparity?
3. How are real people affected by the policy or practice reported on in the article?
4. What actions, if any, are being taken to try to remedy the racial disparity in the justice system?
Please watch. These are comedy and obviously represent one side of the topic. They have serious undertones and are one modern approach to difficult topics. You may agree or disagree with the content, but please write a 1 paragraph response to the issues brought up. Also, please use the PRO / CON website link for more specific information on the Gun Control Debate: http://gun-control.procon.org/
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Tuesday, October 4th:
ISSUE #1: Gun rights and the Second Amendment
Where to learn more:
• Hillary Clinton’s position
• Donald J. Trump’s position
• ProCon’s 2016 issues page, which puts the candidates’ positions side by side
• A Times article from July, “After Years of Setbacks, Democrats Again See Gun Control as a Winning Issue”
• A Times article from August, “One Ally Remains Firmly Behind Donald Trump: The N.R.A.”
ISSUE #1: Gun rights and the Second Amendment
Where to learn more:
• Hillary Clinton’s position
• Donald J. Trump’s position
• ProCon’s 2016 issues page, which puts the candidates’ positions side by side
• A Times article from July, “After Years of Setbacks, Democrats Again See Gun Control as a Winning Issue”
• A Times article from August, “One Ally Remains Firmly Behind Donald Trump: The N.R.A.”
Tuesday, September 27th:
RA- Weiss
2016 Presidential Election
Project | Candidate Profiles: For this introduction, you are going to help contribute to a working document (google document) by creating candidate profiles to inform voters about the competing candidates in this presidential election. We will create a side-by-side chart comparing the two candidates, so voters can easily see the differences between the Republican and Democratic nominees.
I want you to use the four questions below to help guide your research. This kind of note taking requires analysis and critical thinking, and attempts to get you as citizens to look beyond the media circus and find evidence about what makes these candidates worthy of our vote to be president. Specifically, instead of writing down all the experiences a candidate has had, students have to consider which experiences would best prepare someone to be president.
Let's get to know the candidates. BBC News provides profiles on Hillary Clinton and Donald Trump that could be a good place to start. Other sites that provide candidate profiles include:
In addition, you may want to read the official candidate profiles on the campaign websites for Mrs. Clinton and Mr. Trump, with the knowledge that the candidates are presenting themselves in the best possible light.
PART 2: What Are The Issues?
What are the issues?
Now that we have a fundamental understanding of the candidate’s biographies, I want to begin to dive deeper into learning about the issues at stake in this election and where the candidates stand on the most important issues.
Let’s begin by taking a survey of what issues matter most to YOU!
Rank these pre-selected issues:
Part 2: Working individually, I want you to find out what the candidates think. You can choose three issues from above to research.
INFORMATION: (ALL OF THIS INFORMATION AND THE LINKS ARE AVAILABLE ON MY WEBSITE: www.mrweissushistory.weebly.com)
The nonprofit, nonpartisan organization ProCon.org offers a side-by-side comparison of where all the 2016 presidential candidates stand on dozens of issues. When you click on an issue, you will see relevant quotes made by the various candidates.
ISideWith and Digg also offer comparisons of Mr. Trump and Hillary Clinton on various issues.
A number of sites provide side-by-side comparisons on specific issues, such as education, the economy, foreign policy and immigration.
In addition, the Clinton and Trump websites provide the official candidate positions on many issues.
See attached document below.
RA- Weiss
2016 Presidential Election
Project | Candidate Profiles: For this introduction, you are going to help contribute to a working document (google document) by creating candidate profiles to inform voters about the competing candidates in this presidential election. We will create a side-by-side chart comparing the two candidates, so voters can easily see the differences between the Republican and Democratic nominees.
I want you to use the four questions below to help guide your research. This kind of note taking requires analysis and critical thinking, and attempts to get you as citizens to look beyond the media circus and find evidence about what makes these candidates worthy of our vote to be president. Specifically, instead of writing down all the experiences a candidate has had, students have to consider which experiences would best prepare someone to be president.
Let's get to know the candidates. BBC News provides profiles on Hillary Clinton and Donald Trump that could be a good place to start. Other sites that provide candidate profiles include:
- Encyclopaedia Britannica: Hillary Clinton and Donald Trump
- Wikipedia: Hillary Clinton and Donald Trump
- Biography: Hillary Clinton and Donald Trump
In addition, you may want to read the official candidate profiles on the campaign websites for Mrs. Clinton and Mr. Trump, with the knowledge that the candidates are presenting themselves in the best possible light.
PART 2: What Are The Issues?
What are the issues?
Now that we have a fundamental understanding of the candidate’s biographies, I want to begin to dive deeper into learning about the issues at stake in this election and where the candidates stand on the most important issues.
Let’s begin by taking a survey of what issues matter most to YOU!
- What three issues in this election matter most to you?
Rank these pre-selected issues:
- Jobs and the Economy
- Education and College
- Energy and the Environment
- Immigration
- Tax Policy
- Health Care
- Foreign Policy and Defense
- Social Issues
- Terrorism
- Guns and Violence
Part 2: Working individually, I want you to find out what the candidates think. You can choose three issues from above to research.
INFORMATION: (ALL OF THIS INFORMATION AND THE LINKS ARE AVAILABLE ON MY WEBSITE: www.mrweissushistory.weebly.com)
The nonprofit, nonpartisan organization ProCon.org offers a side-by-side comparison of where all the 2016 presidential candidates stand on dozens of issues. When you click on an issue, you will see relevant quotes made by the various candidates.
ISideWith and Digg also offer comparisons of Mr. Trump and Hillary Clinton on various issues.
A number of sites provide side-by-side comparisons on specific issues, such as education, the economy, foreign policy and immigration.
In addition, the Clinton and Trump websites provide the official candidate positions on many issues.
See attached document below.
candidateresearch.docx | |
File Size: | 19 kb |
File Type: | docx |
what_are_the_issues.docx | |
File Size: | 17 kb |
File Type: | docx |
Tuesday, September 6th:
Suburbia:
Part 1: How the suburbs changed America. http://www.pbs.org/fmc/segments/progseg9.htm
Part 2: https://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/suburbia-worksheet.pdf
In your groups, go to the Automobile in American Life and Society website. Examine one of the sections of the exhibit—environment, race, or gender, reading the particular sections listed below.
TASK: As you read your section, and carefully examine the accompanying images (larger versions with captions appear when you click on the image), you should consider the following questions in your group:
TASK: Each group chose one image from your section and write a short paragraph explaining what this image reveals about the auto, city and suburb in postwar life.
Each group will present their image and paragraph to the entire class. As a class, we will try to answer the following questions throughout all groups.
Suburbia:
Part 1: How the suburbs changed America. http://www.pbs.org/fmc/segments/progseg9.htm
- What did returning veterans want for their families?
- What social values facilitated suburban development after World War II?
Part 2: https://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/suburbia-worksheet.pdf
- How does the central city population change from 1950 to 1970?
- How does the suburban (outside central city) population change? You might want to ask students to construct a bar graph of the percentage of central city and suburban population.
- Now look at the White and African-American populations; how do those two populations differ in rates of growth in the center city and the suburban areas during those two decades?
In your groups, go to the Automobile in American Life and Society website. Examine one of the sections of the exhibit—environment, race, or gender, reading the particular sections listed below.
- Environment: Martin Melosi, The Automobile Shapes the City: Suburban Communities
- Race: Thomas Sugrue, Building the Motor Metropolis: Automobiles, Highways, and Sprawl
- Gender: Margaret Walsh, Gender and Automobility: Consumerism and the Great Economic Boom (skip first two paragraphs)
TASK: As you read your section, and carefully examine the accompanying images (larger versions with captions appear when you click on the image), you should consider the following questions in your group:
- What is the effect of the automobile on the city? On the suburb?
- What is the role of government (local, state, and federal) in developing suburban communities?
- In old and new communities (center city and suburb), how did family life change?
- What was liberating about the new suburban region?
- What sorts of problems were created and for whom?
TASK: Each group chose one image from your section and write a short paragraph explaining what this image reveals about the auto, city and suburb in postwar life.
Each group will present their image and paragraph to the entire class. As a class, we will try to answer the following questions throughout all groups.
- What was the role of space, race, and gender in changing urban and suburban life?
- How did the relationship between the city and suburb change in the 1950s and 1960s? Why?
- Who benefited? Who lost?
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homeownership.docx | |
File Size: | 35 kb |
File Type: | docx |
2016:
Wednesday, March 2nd:
Part 1: Directions: Read the NY Times article “Courts back Michigan on Affirmative Action” and answer the questions below briefly in complete sentences. I would suggest opening a google doc, sharing it with me at [email protected]. You can choose to hand write as well.
- Should public universities be allowed to use race and ethnicity as factors in deciding who is admitted?
- How important is diversity on college campuses? Does society have an obligation to try to right past injustices?
- Or is affirmative action unfair? Do you agree with Ashley K.’s argument in the article that affirmative action does a disservice to minority students by putting a question mark on their achievements?
- Public universities in Michigan can still give preference to athletes, children of alumni or students from underrepresented parts of the state. In this context, does it make sense that admissions officers are not allowed to look at race and ethnicity?
- Is affirmative action the most effective way to promote a diverse student body? Would alternative policies, such as admitting the top students from each high school in the state or taking family income into account, be equally or more effective?
Part 2: Directions: Watch the video by UCLA student Sy Stokes and read the two student newspaper responses
1. Daily Bruin (UCLA Student Newspaper)
2. The Gavel (Boston College Student Newspaper)
After reading both, especially the Pro / Con responses in The Gavel, in a paragraph response answer the question:
- Pro/Con: Does the UCLA Black Bruins Viral Video Have Merit?
Merit: the quality of being particularly good or worthy, especially so as to deserve praise or reward.
Part 1: Directions: Read the NY Times article “Courts back Michigan on Affirmative Action” and answer the questions below briefly in complete sentences. I would suggest opening a google doc, sharing it with me at [email protected]. You can choose to hand write as well.
- Should public universities be allowed to use race and ethnicity as factors in deciding who is admitted?
- How important is diversity on college campuses? Does society have an obligation to try to right past injustices?
- Or is affirmative action unfair? Do you agree with Ashley K.’s argument in the article that affirmative action does a disservice to minority students by putting a question mark on their achievements?
- Public universities in Michigan can still give preference to athletes, children of alumni or students from underrepresented parts of the state. In this context, does it make sense that admissions officers are not allowed to look at race and ethnicity?
- Is affirmative action the most effective way to promote a diverse student body? Would alternative policies, such as admitting the top students from each high school in the state or taking family income into account, be equally or more effective?
Part 2: Directions: Watch the video by UCLA student Sy Stokes and read the two student newspaper responses
1. Daily Bruin (UCLA Student Newspaper)
2. The Gavel (Boston College Student Newspaper)
After reading both, especially the Pro / Con responses in The Gavel, in a paragraph response answer the question:
- Pro/Con: Does the UCLA Black Bruins Viral Video Have Merit?
Merit: the quality of being particularly good or worthy, especially so as to deserve praise or reward.
Thursday, February 11th:
In class today, you will need to access the document below. Mr. Weiss will play the audio in class.
In class today, you will need to access the document below. Mr. Weiss will play the audio in class.
debatingjfk.lbj.docx | |
File Size: | 29 kb |
File Type: | docx |
HOMEWORK: 2/11/16
Complete the attached document below by listening and / or reading President Johnson's speech and completing the questions associated with it to be prepared for the seminar tomorrow.
Complete the attached document below by listening and / or reading President Johnson's speech and completing the questions associated with it to be prepared for the seminar tomorrow.
lbj.greatsociety.seminar.docx | |
File Size: | 20 kb |
File Type: | docx |
2015
Wednesday, October 7th / Thursday, October 8th:
Understanding Immigration Changes |
In this activity, you will divide into groups to research and present various aspects of the immigration bills currently being discussed in the Senate and House of Representatives. Then you'll vote on whether to support those proposals or develop your own competing bill.
Part I: Researching the Issues
Each group is to research one of the following questions. You can read the stories linked below the questions, listing key facts and arguments to answer your question.
1. Will an immigration overhaul only succeed if it tackles all problems or issues at once?
3. Should an immigration overhaul solve the question of border security and safety before tackling other issues? Or is the border safe enough for Congress to move forward on other immigration changes?
Part II: Choosing Preferences
Once your group has researched your question, each group should write a list of recommendations or proposals for inclusion in a new immigration bill. Your recommendations may be general or very specific, but each proposal must be backed up by facts from your research. Your group should also be prepared with facts to respond to any potential criticisms or competing proposals.
Use the document below as a template to turn in as a group and to present to others.
Understanding Immigration Changes |
In this activity, you will divide into groups to research and present various aspects of the immigration bills currently being discussed in the Senate and House of Representatives. Then you'll vote on whether to support those proposals or develop your own competing bill.
Part I: Researching the Issues
Each group is to research one of the following questions. You can read the stories linked below the questions, listing key facts and arguments to answer your question.
1. Will an immigration overhaul only succeed if it tackles all problems or issues at once?
- “Besides a Path to Citizenship, a New Path on Immigration”
- “Bipartisan House Group Reaches Preliminary Immigration Deal”
3. Should an immigration overhaul solve the question of border security and safety before tackling other issues? Or is the border safe enough for Congress to move forward on other immigration changes?
- “Immigration Officials Say Safeguards Were Added”
- “Arizona Desert Swallows Migrants on Riskier Paths”
- “Fate of the Immigration Bill May Hinge on Farm Districts”
- “Workers Claim Racial Bias as Farms Rely on Immigrants”
- “Tech Industry Pushes to Amend Immigration Bill”
- “Room for Debate: The Economics of Immigration”
- “Sessions Says Immigration Bill Is a Threat to Workers”
- “Conservatives See a Turning Tide on Immigration”
- “Rubio Disputes Report on Immigration Bill Costs”
- “Immigration Plan Sets 2011 Cutoff for Path to Legalization”
Part II: Choosing Preferences
Once your group has researched your question, each group should write a list of recommendations or proposals for inclusion in a new immigration bill. Your recommendations may be general or very specific, but each proposal must be backed up by facts from your research. Your group should also be prepared with facts to respond to any potential criticisms or competing proposals.
Use the document below as a template to turn in as a group and to present to others.
immigration_reform.docx | |
File Size: | 12 kb |
File Type: | docx |
Tuesday, August 25th:
HW: Please use the slides we viewed and discussed in class to complete this assignment below. It does not need to be color.
•Pretend that you are an advertising executive in the weeks after Nixon’s kitchen debate with Khrushchev in 1959. You have decided to develop an ad campaign for a brand of car, home appliance (for example, a television, dishwasher, or washing machine), or product that uses the ideas from the kitchen debate. Write a paragraph explaining what your ad campaign will look like. Include an illustration for your campaign as well.
HW: Please use the slides we viewed and discussed in class to complete this assignment below. It does not need to be color.
•Pretend that you are an advertising executive in the weeks after Nixon’s kitchen debate with Khrushchev in 1959. You have decided to develop an ad campaign for a brand of car, home appliance (for example, a television, dishwasher, or washing machine), or product that uses the ideas from the kitchen debate. Write a paragraph explaining what your ad campaign will look like. Include an illustration for your campaign as well.
cold_war.ppt | |
File Size: | 19116 kb |
File Type: | ppt |
2014
Monday, December 8th:
Write a half page to page response to the following:
Part 1:
1. What is your personal immigration story? What is your family's story of coming to America?
2. What did you think about The Dream Is Now?
Part 2:
3. Draft a persuasive letter to the editor of the New York Times that describes what you believe should be done to address Immigration Reform in the U.S. This should be between a half page and a page, essentially addressing what you think about immigration reform?
Write a half page to page response to the following:
Part 1:
1. What is your personal immigration story? What is your family's story of coming to America?
2. What did you think about The Dream Is Now?
Part 2:
3. Draft a persuasive letter to the editor of the New York Times that describes what you believe should be done to address Immigration Reform in the U.S. This should be between a half page and a page, essentially addressing what you think about immigration reform?
Thursday, December 4th:
An estimated 11.4 million unauthorized immigrants reside in the United States. On Thursday night, President Obama announced that he is taking a series of executive actions to grant up to five million of them permits to work in the United States and temporary reprieve from deportation. What do you think?
Watch President Obama's speech, and write a paragraph socratic response using the guidelines from before utilizing ONE of the following prompts:
The big idea seems to be...
Another point of view is...
I think it means...
I agree that...
I disagree that...
I have questions about...
Another point of view is...
I am not sure what it means when the author says...
The ideas presented in the readings are similar or different to...
Does this idea seem reasonably justifiable? Why or why not?
How couldyou look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of...
An estimated 11.4 million unauthorized immigrants reside in the United States. On Thursday night, President Obama announced that he is taking a series of executive actions to grant up to five million of them permits to work in the United States and temporary reprieve from deportation. What do you think?
Watch President Obama's speech, and write a paragraph socratic response using the guidelines from before utilizing ONE of the following prompts:
The big idea seems to be...
Another point of view is...
I think it means...
I agree that...
I disagree that...
I have questions about...
Another point of view is...
I am not sure what it means when the author says...
The ideas presented in the readings are similar or different to...
Does this idea seem reasonably justifiable? Why or why not?
How couldyou look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of...
Tuesday, December 2nd:
Understanding Immigration Changes |
In this activity, you will divide into groups to research and present various aspects of the immigration bills currently being discussed in the Senate and House of Representatives. Then you'll vote on whether to support those proposals or develop their own competing bill.
Part I: Researching the Issues
Each group is to research one of the following questions. You can read the stories linked below the questions, listing key facts and arguments to answer your question.
1. Will an immigration overhaul only succeed if it tackles all problems or issues at once?
3. Should an immigration overhaul solve the question of border security and safety before tackling other issues? Or is the border safe enough for Congress to move forward on other immigration changes?
Part II: Choosing Preferences
Once your group has researched your question, each group should write a list of recommendations or proposals for inclusion in a new immigration bill. Your recommendations may be general or very specific, but each proposal must be backed up by facts from your research. Your group should also be prepared with facts to respond to any potential criticisms or competing proposals.
Use the document below as a template to turn in as a group and to present to others.
Understanding Immigration Changes |
In this activity, you will divide into groups to research and present various aspects of the immigration bills currently being discussed in the Senate and House of Representatives. Then you'll vote on whether to support those proposals or develop their own competing bill.
Part I: Researching the Issues
Each group is to research one of the following questions. You can read the stories linked below the questions, listing key facts and arguments to answer your question.
1. Will an immigration overhaul only succeed if it tackles all problems or issues at once?
- “Besides a Path to Citizenship, a New Path on Immigration”
- “Bipartisan House Group Reaches Preliminary Immigration Deal”
3. Should an immigration overhaul solve the question of border security and safety before tackling other issues? Or is the border safe enough for Congress to move forward on other immigration changes?
- “Immigration Officials Say Safeguards Were Added”
- “Arizona Desert Swallows Migrants on Riskier Paths”
- “Fate of the Immigration Bill May Hinge on Farm Districts”
- “Workers Claim Racial Bias as Farms Rely on Immigrants”
- “Tech Industry Pushes to Amend Immigration Bill”
- “Room for Debate: The Economics of Immigration”
- “Sessions Says Immigration Bill Is a Threat to Workers”
- “Conservatives See a Turning Tide on Immigration”
- “Rubio Disputes Report on Immigration Bill Costs”
- “Immigration Plan Sets 2011 Cutoff for Path to Legalization”
Part II: Choosing Preferences
Once your group has researched your question, each group should write a list of recommendations or proposals for inclusion in a new immigration bill. Your recommendations may be general or very specific, but each proposal must be backed up by facts from your research. Your group should also be prepared with facts to respond to any potential criticisms or competing proposals.
Use the document below as a template to turn in as a group and to present to others.
Monday, November 24th:
in_online_games_a_path_to_young_consumers_-_nytimes.pdf | |
File Size: | 223 kb |
File Type: |
Wednesday, November 19th:
You will need to read Chapter 2 from Naked Economics: Undressing the Dismal Science and answering the reading questions below by Monday, November 24th.
You will need to read Chapter 2 from Naked Economics: Undressing the Dismal Science and answering the reading questions below by Monday, November 24th.
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Wed, November 5th:
Read and examine Documents 1,2, and 3 and provide written answers to the following questions:
1.Is there anything about the proposed 27th Amendment that might be controversial (Doc 1)?
2.Does Doc 2 help explain why ERA failed? Explain your answer.
3.What generalizations can be made about the ratification map (Doc 3)?
Read and examine Documents 1,2, and 3 and provide written answers to the following questions:
1.Is there anything about the proposed 27th Amendment that might be controversial (Doc 1)?
2.Does Doc 2 help explain why ERA failed? Explain your answer.
3.What generalizations can be made about the ratification map (Doc 3)?
Monday, November 3rd:
On Nov. 4, the country will once again head to the polls (or at least, about 45 percent of eligible voters will). President Obama has two years left in his term, and the House is solidly controlled by the Republicans, but the Senate is where the real action seems to be this year. Pundits are guessing that the Senate may switch hands, with Republicans wresting control from Democrats for the first time since the 2006 election. Is that a big deal? Should we care?
On Nov. 4, the country will once again head to the polls (or at least, about 45 percent of eligible voters will). President Obama has two years left in his term, and the House is solidly controlled by the Republicans, but the Senate is where the real action seems to be this year. Pundits are guessing that the Senate may switch hands, with Republicans wresting control from Democrats for the first time since the 2006 election. Is that a big deal? Should we care?
HOMEWORK:
Read the article below, "Why Senate Control Matters" by David Leonhardt of the NYT. As you read, take short notes about what is at stake in the battle for the Senate. Then, answer in a paragraph, What's at stake in this midterm election? Should we care? Be prepared to discuss your response
Read the article below, "Why Senate Control Matters" by David Leonhardt of the NYT. As you read, take short notes about what is at stake in the battle for the Senate. Then, answer in a paragraph, What's at stake in this midterm election? Should we care? Be prepared to discuss your response
Thursday, October 23rd and Friday, October 24th:
Today and tomorrow, I will be absent, but I have put together a engaging topic worth exploring, what makes us happy? Please read the articles and watch the TED TALK videos below. Then you will need to write a response using the assignment sheet below and hard copy provided. Please share with me via google docs ([email protected]). If you use your time wisely, you can get this done before leaving. Have a great FALL BREAK!
Today and tomorrow, I will be absent, but I have put together a engaging topic worth exploring, what makes us happy? Please read the articles and watch the TED TALK videos below. Then you will need to write a response using the assignment sheet below and hard copy provided. Please share with me via google docs ([email protected]). If you use your time wisely, you can get this done before leaving. Have a great FALL BREAK!
happiness.docx | |
File Size: | 15 kb |
File Type: | docx |
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Monday, October 13 - Friday, October 17th:
PSA Assignment.
PSA Assignment.
psa_project.docx | |
File Size: | 17 kb |
File Type: | docx |
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Thursday, October 9th:
In pairs, select one of the songs below. Read the lyrics and listen to an online version of the song, then complete the Song Analysis handout below. Be prepared to share your answers with the rest of the class. What conclusions can you draw about the power of music in creating change or teaching society about important issues?
Songs:
a. "We Shall overcome," by Joan Baez
b. "The Times they Are a-Changin," by Bob Dylan
c. "The Rising" by Bruce Springsteen
d. "Where is the Love?" by The Black Eyed Peas
e. "What's Going On?" by Marvin Gaye
f. "Imagine" by John Lennon
g. 9 to 5 by Dolly Parton
h. Lost Woman Song by Ani DiFranco
I. Mathematics by Mos Def
j. Me Against the World by Tupac Shakur
k. Mercy Mercy Me by Marvin Gaye
l. The Message by Grandmaster Flash
m. Minority by Green Day
n. Mosh by Eminem
o. Get Up Stand Up - Bob Marley
p. Say It Loud: I'm Black & I'm Proud--James Brown
q. I Feel Like I'm Fixin' To Die--Country Joe McDonald
r. Respect--Aretha Franklin
s. Forunate Son--Creedence Clearwater Revival
t . A Change Is Gonna Come--Sam Cooke
u. Only a Pawn in Their Game--Bob Dylan
v American Idiot - Green Day.
w. Sympathy for the Devil - Rolling Stones
x. Jimi Hendrix - All Along the Watchtower
y. Be my Baby - The Ronetts
z. Good Vibrations - The Beach Boys
In pairs, select one of the songs below. Read the lyrics and listen to an online version of the song, then complete the Song Analysis handout below. Be prepared to share your answers with the rest of the class. What conclusions can you draw about the power of music in creating change or teaching society about important issues?
Songs:
a. "We Shall overcome," by Joan Baez
b. "The Times they Are a-Changin," by Bob Dylan
c. "The Rising" by Bruce Springsteen
d. "Where is the Love?" by The Black Eyed Peas
e. "What's Going On?" by Marvin Gaye
f. "Imagine" by John Lennon
g. 9 to 5 by Dolly Parton
h. Lost Woman Song by Ani DiFranco
I. Mathematics by Mos Def
j. Me Against the World by Tupac Shakur
k. Mercy Mercy Me by Marvin Gaye
l. The Message by Grandmaster Flash
m. Minority by Green Day
n. Mosh by Eminem
o. Get Up Stand Up - Bob Marley
p. Say It Loud: I'm Black & I'm Proud--James Brown
q. I Feel Like I'm Fixin' To Die--Country Joe McDonald
r. Respect--Aretha Franklin
s. Forunate Son--Creedence Clearwater Revival
t . A Change Is Gonna Come--Sam Cooke
u. Only a Pawn in Their Game--Bob Dylan
v American Idiot - Green Day.
w. Sympathy for the Devil - Rolling Stones
x. Jimi Hendrix - All Along the Watchtower
y. Be my Baby - The Ronetts
z. Good Vibrations - The Beach Boys
songanalysisworksheet.docx | |
File Size: | 13 kb |
File Type: | docx |
Wednesday, October 8th;:
As we listened to in class, respond to John Mayer's "Waiting on the World to Change" with the prompts below. Also, bring in the lyrics to a song that has inspired you in some way.
•What do you think the message of the song is?
•What do you think Mayer means when he says, “When they own the information, oh they can bend it all they want”? Who are “they”?
•In what ways does he express hope for the future?
•Are there any lines that you relate most to?
•Do you feel that your generation is misunderstood? Do you think your generation will wait for change or act to make change happen?
As we listened to in class, respond to John Mayer's "Waiting on the World to Change" with the prompts below. Also, bring in the lyrics to a song that has inspired you in some way.
•What do you think the message of the song is?
•What do you think Mayer means when he says, “When they own the information, oh they can bend it all they want”? Who are “they”?
•In what ways does he express hope for the future?
•Are there any lines that you relate most to?
•Do you feel that your generation is misunderstood? Do you think your generation will wait for change or act to make change happen?
Friday, 9/26
"WE DID'T START THE FIRE" - Billy Joel
"WE DID'T START THE FIRE" - Billy Joel
PART 2:
What would people sing about for these last 10 years? What’s been going on in society that’s noteworthy? Make a list. Assignment: Billy Joel’s ” We Didn’t Start the Fire ” Poetry Assignment Write at least two verses of your own version of Billy Joel’s ” We Didn’t Start the Fire ” about the last ten years. It must follow the rhythm and rhyme scheme of the original song. |
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HW: Weekend of 9/18-9/22
Please read the attached current event articles from the New York Times section, Room For Debate. The topic examines 30 years of policy decisions by the Federal Government.
Your task: Read each short article, which each provide a different prospective on the topic, representing many different view points. At the end of each short article,
1. Write down ONE question that the perspective made you think about or you want to know more about. Total of 5 articles for 5 total questions.
2. After reading, respond in ONE paragraph to the guiding question: Has the United States become more of an Oligarchy than a Democracy?
3. Additionally, you will need to write a Socratic response for the readings. For this assignment, do not summarize the readings. I assume that in order for you to respond, you have read and understand the topic; and this will be evident through your response. This is an opportunity to reflect on the reading, make connections, and pose questions. There is no required length, however, I imagine to fulfill the requirements it will take a half page or full page to complete (1/2 to 1 page for each prompt). You are not limited to the prompts below; they simply serve as a guide.
Respond to the week's reading utilizing ONE of the following prompts:
The big idea seems to be……….
Another point of view is……..…
I think it means………………....
I agree that……………………...
I disagree that…………………..
I have questions about…………
Another point of view is……….
I’m not sure what it means when the author says……
The ideas presented in the reading are similar to…..
The ideas presented in the reading are different from…..
Assumptions that might get in the way of understanding the ideas presented in the reading are…..
Does this idea seem reasonable/justifiable? Why or why not?
How could you look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of….
Please read the attached current event articles from the New York Times section, Room For Debate. The topic examines 30 years of policy decisions by the Federal Government.
Your task: Read each short article, which each provide a different prospective on the topic, representing many different view points. At the end of each short article,
1. Write down ONE question that the perspective made you think about or you want to know more about. Total of 5 articles for 5 total questions.
2. After reading, respond in ONE paragraph to the guiding question: Has the United States become more of an Oligarchy than a Democracy?
3. Additionally, you will need to write a Socratic response for the readings. For this assignment, do not summarize the readings. I assume that in order for you to respond, you have read and understand the topic; and this will be evident through your response. This is an opportunity to reflect on the reading, make connections, and pose questions. There is no required length, however, I imagine to fulfill the requirements it will take a half page or full page to complete (1/2 to 1 page for each prompt). You are not limited to the prompts below; they simply serve as a guide.
Respond to the week's reading utilizing ONE of the following prompts:
The big idea seems to be……….
Another point of view is……..…
I think it means………………....
I agree that……………………...
I disagree that…………………..
I have questions about…………
Another point of view is……….
I’m not sure what it means when the author says……
The ideas presented in the reading are similar to…..
The ideas presented in the reading are different from…..
Assumptions that might get in the way of understanding the ideas presented in the reading are…..
Does this idea seem reasonable/justifiable? Why or why not?
How could you look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of….
do_the_rich_call_the_shots.docx | |
File Size: | 60 kb |
File Type: | docx |
JFK & LBJ Assignments - 9/17/2014
Excerpts of speech below with video.
Full Audio length of speech below.