HALLOWEEN

1 Learning Objective: 

•      Learn who Fred Korematsu's was and what the Supreme Court case Korematsu v. U.S. (1944) was.

   Starter: 

•       Civilian Exclusion Order reaction

     Agenda:

  

      1.  Ashley's powerpoint on war propaganda and a brief introduction to Japanese Internment camps

      
      2. Introduction to the Mock Trial project via Fred Koramtsu's biography.  Read the short handout on Fred Korematsu and the Supreme Court case Korematsu v. U.S. (1944).
   
      As you read, highlight/jot notes to answer these questions:

•      Who was Fred Korematsu and why was he arrested?
•      What were the general arguments made by the government attorneys (the prosecution)?
•      What do you think would be arguments made by the ACLU attorneys (the defense)?
•      What do you think the Supreme Court's decision was?

      5. Introduction to  Snow Falling On Cedars

•       Check out a book
•       Complete the Preview and Predict Form
•       Close reading of first page:

a.     How does the description of Kabuo’s physical presence on page 3 Provide insight or clues on his personality? What might his personality be like?

b.     What do you think has caused him to act in this way? Predictions?

•        SFC Annotation assignment
•        Read Ch. 1 and begin your annotation list
•        Table discussions of Ch. 1

a.     "In fact, the eight-five citizens gathered there seemed strangely subdued and contemplative” (4)  Why does this courtroom not have a “carnival atmosphere”?

b.     Describe the setting of the novel thus far: Where does it take place? What is the island and town like?  What time of year is it? 

c.      Describe the community members of San Piedro island- what do we know about it so far? Is it affluent? How do you know?

d.     Who is Ishmael?  What do we know about him so far?

e.     What does snow represent at this point in the novel? Stay tuned into the role of snow in the novel.

Reading Schedule for SFC:

•     By Monday, 11/5: Chapters 1-7 (to page 94)
•     By Monday 11/12: Chapters 8-15 (to page 216) 
•     By Tuesday 11/27: Finish the novel

Tuesday, 10/30

Learning Goal:

Attempt to piece together a hiSTORY from a series of images and quotes as you contemplate the essential question

Starter:

Respond to this prompt: 
ESSENTIAL QUESTION: In times of war, how should the U.S. government balance individual liberties with national securities? 

You may write about general IDEALS or specific examples from history of how the U.S. government has done this.  

Agenda:

1. Discuss starter prompt

2. Making sense of images: Group Activity 

Directions: In your group, look through your folder of images and quotes and attempt to tell the "hiSTORY" of these images.  Your story should be as historically accurate as you can make it and must attempt to answer the following questions and meet the following requirements:

• When does this “story” take place?
• What is going on socially and politically during this time period?
• How does the quote relate to the events in this “story”?
• What is the setting and who are the major “characters”?
• Try to somehow incorporate one of the quotes into your "story".
• It should have some sort of plot.

3.  Time to work on DP Update and Reflection

Homework: Complete the form below with your NAME and the LINK to your DP with your update DP and Reflection for the Morality and Politics of Justice.

Friday, October 26th: Exhibition Reflection Day!

Starter- Turn in your work!
1.  Op-Ed Article
2. Artist Statement
3. Poster

Agenda
1. Discussion about exhibition
2. Complete Participation Self-Assessment
3. Homework in planner- (DP Update + Reflection deadlines)
4. Go over  DP Update and Project Reflection Form
5. Movie + Snacks
6.  Watch Friday Show and STAC videos

Homework

• Finish your DP Update and Project Reflection by WEDNESDAY
• Work on SLC prep questions 
• Did you turn in your artist statement?!
• Consider posting to edmodo- maybe a comment about how the exhibition was.

ABSENT TODAY? Make up the Participation Self-Assessment (see above) by Monday- it is worth 10 points.  

Thursday 10/25: EXHIBITION DAY!

AGENDA:
Conflict Resolution and Speed Dating

1.  Starter: draft your spiel in 2 minutes
2.  Conflict Resolution lesson and skit
3. Speed Dating to practice your spiel
4. Mount your poster on cardboard + construction paper for artist statement and op-ed article
5. Time to refine if needed and/or work on other work! Consider SLC prep questions

Homework:  None, just be at the exhibition on time and prepared!  Unless you did not finish your artist statement.

Wednesday 10/23

Agenda
1. Starter: Read the Checklist for Exhibition and circle what you need to do. Save this in your planner.
2. Read the artist statement and Draft your artist statement
3. Peer Critique poster/artist statement/op-ed article
4. Work Time Options

• Article Refinement
• Artist Statement Refinement
• Poster refinement
• Email Ashley .jpg for poster by 3:15 today if you want printed on plotter
• SLC prep questions 

Homework

• Print your op-ed article and artist statement. 
• Finish your poster (due at exhibition, unless you want me to print it!)

Tuesday, 10/23

Agenda

1. Starter (op-ed article paragraph critique)

2. Work time Options:

• Poster
• Op-Ed peer critique or refinement
• SLC prep
• Draft your poster artist statement

• Optional: Take this awesome quiz to find out how you compare to presidential candidates and senators on various issues. It also explains the pro/cons of each issue. Super cool!

Monday, October 22nd

Objective
Create a rhetorical and visually provocative political ad campaign poster to express your perspective of justice.


Starter

• Share your idea for your poster with your table. Does it satisfy all categories of the rubric? How is it rhetorically impacting?
• Turn in your printed article if you want feedback from me by Wednesday.
• Turn in your printed Moral Development Interview essay stapled to your last draft and rubric.

Announcements

• Poster Proposal Form Submission was due today!
• Writing Skills Wall: Check it out.
• Honors Meeting tomorrow at lunch
• Double space after a period!
• Print and mount your article on construction paper for the exhibition by Thursday
• Exhibition requirements and schedule for the week
• Either 1.5 or Double space your article
• Submissions to newspapers not due until AFTER I have given you feedback
• SLC prep questions + Schedule
• Posters for plotter by Wed. 3:15

Agenda
1. Review Visual Rhetoric PPT (elements slides)
2. Ashley respond to questions about posters and volunteer to present his/her idea to the class for gentle critique
3. Work time Options:

• Poster
• Op-Ed peer critique or refinement
• SLC prep
• Optional: Take this awesome quiz to find out how you compare to presidential candidates and senators on various issues. It also explains the pro/cons of each issue. Super cool!

Friday, October 19th

Starter: ON A SEPARATE SHEET OF PAPER

What has been most challenging thus far about this project?

What has been most engaging or enjoyable about this project?

What are you looking forward to?

What are you nervous/anxious about?

 Peer-Critique
1.  Review peer-critique document
2.  Circle the categories in which you feel you need the most improvement.
3.  Peer critique at least 2 classmates' articles.

Example of a Works Cited Page

Refinement or Poster Proposal Work Time

• Refine your op-ed article
• Work on your poster proposal and sketch
• Take this awesome quiz to find out how you compare to presidential candidates and senators on various issues. It also explains the pro/cons of each issue. Super cool!

Homework
Complete and submit the poster proposal form by MONDAY. 

Thursday, October 18th

No Starter!

Just work time!


Reminders:
1.  Save all your process work to turn in for a final process grade next Thursday.

• Project Proposal (I have that if you submitted it through the "form")
• Opposing Viewpoint Analysis Handout
• First Draft + Peer Critique feedback
• Poster proposal (written or sketch)

2.  Resumes due in LINK tomorrow

Homework:
Finish draft for peer critique tomorrow

Internet not working? Try this for PC's

    1. click the windows key + R
    2. type CMD and hit enter
    3. type "ipconfig /release" (without the quotation marks) and then enter.
    4. type "ipconfig /renew" (without the quotation marks) and then enter.
    5. should be good to go after that.

Wednesday, October 17th

Essential Question:  
What is an Op-Ed Colum?

Objective:
Understand how to write an op-ed article and begin drafting yours.

Starter:
Find the "Project Rubrics" in the Exhibition Folder (Hint: It is in one of the sub-folders)

Read the requirements under the Op-Ed Article Rubric

• What questions do you have (if any)?
• Which categories of the rubric will you need to focus on the most?
• Which categories will be your areas of strength?

Agenda:

1. Jigsaw: How do you write an op-ed article?!

Table Jigsaw Roles

Directions: Find your assigned reading in the Exhibition Folder. Read it and then teach it to your table buddies.

Student 1: Read the "Op-Ed Guide + How to Submit" handout.  Read in detail the guide and then just skim the how to submit. When explaining this handout to your group, pick out the top three publications you would recommend your group submit their op-ed articles to.  In addition to explaining how to write an op-ed article, be sure to explain how one should formally submit an article to the publication.

Student 2: Read the "Op-Ed Outline+ Example" handout. Do NOT read the example. After you are done, "teach" your group how they should outline their articles. Be sure to mention the word limit and required elements of the article.  

Student 3: Read the Thomas Friedman's example at the end of the "Op-Ed Outline+Example" handout.  After you are done, summarize the article to your group.  Additionally, explain what you think are important elements of his article that you would recommend your friends use in their own articles.  Highlight the introduction and conclusion in particular.  Also, select your favorite lines and read those to them.

2.  Clarifying questions from the whole class + de-brief:  Would you rather have read all documents step-by-step as a whole class?

• Be sure to have catchy hook! (Perhaps an illustration, quote, thought-provoking or controversial statement, or a response to a newspaper article on the topic)
• Be sure to acknowledge the other side of your argument.

3.  Time to work on op-ed article drafts!

Homework:

Draft of op-ed article due for peer critique on Friday!

Tuesday, October 16th

Objectives:

• Finish your opposing viewpoint analysis handout
• Understand Visual Rhetoric and the 3 rhetorical devices of Ethos, Logos and Pathos

Starter:

What is the TONE of this commercial?  What is its intended affect on you, the audience?

Agenda:
1. Ashley's PPT on Visual Rhetoric
2. Work Time!  Finish those Opposing Viewpoint Analysis handouts.

Done early? Get a jump start on your op-ed article! First read over the op-ed article documents in the Exhibition Folder. You may also want to consult the rubric too.

Homework:
Finish Opposing Viewpoint Analysis handout.

Monday, October 15th

Project Essential Question: To what extent should our government balance security, liberty and equality in creating a just society?

Objective: Understand how to access the project documents; Find two opposing viewpoints on your political issue and begin analyzing them.

Starter:
Answer all 4 of the questions below: 
1. What is a credible source for opposing viewpoints on your issue?
2. How do you know if a source is credible in general? 
3. Find the Exhibition folder under "Project Resources".   Review the "Morality and Politics of Justice Project Description" handout: 

•  Which sources have I listed as possible ones you could analyze for opposing viewpoints?

4.  Check out the other folders.  

• Where would you find more information on how I will be assessing your op-ed article AND your poster?-> Review the requirements. 
• Which document would be helpful in better understanding the op-ed article requirements?

Agenda:
1. Ashley introduces the "Opposing Viewpoint Analysis" assignment and shows examples of good website resources.

2.  In small table groups, read the Carruth_PadresJovenesBrief 

• Read Padres y Jovenes Unidos page 1 “About Us”  and “Recommendations” on page 3 and “Conclusion” on page 4
• Analyze their viewpoint using the same chart you will use for your two viewpoints. 
• Report back as a class!

3.  Work time!  Find your sources and begin completing the Opposing Viewpoint Analysis handout.

Homework:
Please refer to the "Exhibition Folder" under "Project Resources" to find all documents needed for our Morality and Politics of Justice Project.

Complete the proposal if you haven't already. It is posted on last Thursday's DP post.  That was due today and will be 50% of each day it is late.  It is part of the "process" grade for this project.

Complete the Opposing Viewpoint Analysis sheet.

Thursday's Seminar Notes

If you missed the seminar, or want to just review our notes, here they are:

Class A Seminar Notes

Spicy Unicorns Seminar Notes

Thursday, October 11th

Starter:

¢Slam Poem about Alexander Hamilton- one of the Federalist Papers author and a founding father! 

Agenda:

1. Seminar prep work time
2. Whole class seminar:

• Say You Want a Revolution questions
• More discussion of "Bill of Rights" and "Tinker v. Des Moines

Announcements:

• Check the "Examples of Beautiful Writing" wall!
• Honors- please complete the form I sent you and posted on the post below today's post. Also, do you want to schedule after-school work session next week and/or individual conferences with me?

Seminar ?'s on TINKER v. DES Moines

• Summarize the facts of the case, the majority and the dissenting opinion.

• Read the second paragraph, p. 22: Why is it important to “take that risk” on p. 20?

• How is the harm principle involved in this case?

• Read the paragraph on Page 23: “Iowa’s public schools are operated to give students an opportunity to learn, not to talk...” How do we learn?  What is the most powerful learning experience of your life?

• Does our first amendment allow us to say whatever we want whenever we want? Why prevents us from doing that? (quote page 22)

• Whose side do you support? Who has the best argument?

Additional ?'s on "The Bill of Rights" by Zinn

“It is a truism of our political culture: If you are at war for freedom and democracy, you can’t have freedom and democracy…”(446).
—Do you agree?

“By what legal philosophy can Supreme Court justices explain how Congress can pass a law abridging the freedom of speech when the constitution says Congress shall make no law abridging the freedom of speech?” (446)

Homework:

Complete the Morality and Politics of Justice Project Proposal Form.

HONORS PROGRESS CHECK: Please complete asap.

Wednesday, October 10th

1st hour will be an independent study time as promised!

Options:

• Honors Independent Study work
• Review homework reading and handout
• Begin seminar prep for tomorrow
• Brainstorm political issues for your project and/or ask me to send you the proposal form to start filling out.

2nd hour:
1. Starter
2. Federalist Paper #10 by James Madison
3. Small group and whole class discussion on the homework reading

Homework:
Begin seminar prep (optional)- see homework and class notes tab for the handout.

Your Constitutional Convention Resolutions

Class A's Resolutions

Class B's Resolutions

Tuesday, October 9th

Essential Question:  To what extent does/has our government balance(d) security, liberty and equality for all citizens?

Starter:  

Aspen Ideas Fest Clip

—What did our framers expect the constitution to be/do?

—What is Pam Karlan’s argument for how we should use and interpret the Constitution?

—What do these two quotes mean?

¢“The fault lies is not in ourselves but in our stars?”

¢Promise a “government as good and kind and decent as the American people”

 Agenda
1. Constitutional Convention!
2. Who REALLY Won?  Exploring the Constitution and deciding how the "burning issues" were actually decided at the Convention.
3.  James Madison's Federalist Paper #10

IF YOU ARE ABSENT- You'll need to make up #2 and #3 above.  Get the handouts from the missed work folder tomorrow.

Homework:  Readings and Responses that I assigned yesterday.  These are due tomorrow. See the "Homework and Class Notes tab for the response handout.  

Monday, October 8th

Starter

¢In my view, teachers in state-controlled public schools are hired to teach there…Certainly a teacher is not paid to go into school and teach subjects the State does not hire him to teach…..The original idea of schools, which I do not believe is yet abandoned as worthless or out of date, was that children had not yet reached the point of experience and wisdom which enabled them to teacher all of their elders.  It may be that the Nation has outworn the old-fashioned slogan that ‘children are to be seen not heard’ but one may…be permitted to harbor the thought that taxpayers send children to school on the premise that at their age they need to learn, not teach”

AGENDA

1.  Articles on Political Issues
2.  Constitutional Convention Role Play
3. Introduction to Morality and Politics of Justice Coffee House project
Project Description


HOMEWORK- Straight from the "Homework and Class Notes" tab.  See that page for the entire week's homework.

	Homework	Class Notes and Helpful Resources
	DUE WEDNESDAY: Read "The Bill of Rights" by Zinn Read "Tinker v. Des Moines" Complete the assignment for these two readings as indicated on THIS HANDOUT	Ashley's PowerPoint on Causes of American Revolution My powerpoint for THIS WEEK! Summary of the Court's Decision in Tinker (Use this only if you absolutely cannot understand the language of the actual document)

Friday, October 5th

Objective:  Understand how Security, Liberty and 
Equality were defined in the Revolutionary Era and how
these ideals influenced our form of government.


STARTER:
What is Banksy (a famous political activist graffiti artist) trying to express in this piece?



















Agenda:

Part I: 

A. Jigsaw Mash-up!

JIGSAW MASH-UP NOTE-TAKING FORM:  https://docs.google.com/document/d/1WkqqgFuUZt-xOv1cHRIrwsNUDcdYD9xrMFhuSdc8kkM/edit

B. Speeches!  

Part II:  Voting Rights and Voting Fraud

A. Stephen Colbert on Voting Fraud

• What does Colbert's satire reveal about his personal biases on the issue of Voting Fraud?

• What similarities do you notice between the rhetoric of Tea Party representatives in support of voter id requirements and Revolutionary era beliefs on creating a Republic vs. a Democracy?

B. Review your questions to the Rolling Stone article.  As you do,  I'll come around and check for completion.

In your table group, discuss:
1. Your clarifying questions
2. Your reactions
3. Your probing questions

C.  Voting Rights Act of 1965 and voting rights limitations during Civil Rights Era:
  http://www.youtube.com/watch?v=vQ2j8zSxPgU&feature=related

VOCABULARY:  Suffrage means the right to vote.

D.  The Week article on Voting Fraud- pros/cons

On the back, explain which side do you think has a better argument?

E:  Debate or Seminar:  
Equality and Security are at odds with this issue.  Which ideal do you think has the most justification and how should this issue be most justly resolved?

*Use evidence from the readings to defend your position


Homework: Please fill out the spreadsheet I emailed to you called "Political Issue News Source:

New Edmodo Post- Check it! Participate!

GO onto Edmodo and Check out this article that Sam shared with me on an Arizona bill: Arizona House Bill 2625 created by State Representative Debbie Lesko passed outlining that that women who want their birth control pills to be covered by their insurance plans must verify its purpose to be solely for medical reasons and not to prevent pregnancy. The bill grants employers the right to deny female employees coverage based on religious beliefs.

Thursday, October 4th

Objective:  Understand how Security, Liberty and 
Equality were defined in the Revolutionary Era and how
these ideals influenced our form of government.

Starter:
The goal of the starter is to get you to start thinking about the ways in which
the three ideals of Security, Liberty and Equality oftentimes conflict.  It is
hard to balance these ideals in pursuit of a just society that looks after
everyone's interests. 

1. Read this description of SOPA from our beloved Wikipedia:

The Stop Online Piracy Act (SOPA) is a United States bill  to expand the ability of U.S. 
law enforcement to fight online trafficking in copyrighted intellectual property and 
counterfeit goods. Provisions include the requesting of court orders to bar advertising 
networks from conducting business with infringing websites, and search engines from 
linking to the websites, and court orders requiring Internet service providers to block 
access to the websites. The law would expand existing criminal laws to include
unauthorized streaming of copyrighted content, imposing a maximum penalty of five years
in prison.

Proponents of the legislation state it will protect the intellectual-property market and 
corresponding industry, jobs and revenue, and is necessary to bolster enforcement of 
copyright laws, especially against foreign-owned and operated websites. Claiming flaws in 
present laws that do not cover foreign-owned and operated websites

Opponents state the proposed legislation threatens free speech and innovation, and 
enables law enforcement to block access to entire internet domains due to infringing 
content posted on a single blog or webpage.  Library associations have expressed 
concerns that the legislation's emphasis on stronger copyright enforcement would expose 
libraries to prosecution. 

2. As a class, we'll watch Phillip DeFranco's take on this issue:
http://www.youtube.com/user/sxephil?feature=g-all-u

Write your response to the following in the starter section of your binders:

--> What are the arguments in favor of SOPA for Security issues? What is SOPA trying to secure?  
--> What are the arguments in opposition to SOPA for liberty issues? What liberties would SOPA
obstruct?

Agenda:

Work on your jigsaw activity!  This needs to be completed by tomorrow's class!

Homework (For details, see "homework and class notes" tab):
 Finish jigsaw activity
Rolling Stones article
Newspaper on political issue

Advisory Grade Check!

Click on this link to access the two documents for today's grade check:

https://drive.google.com/?tab=mo&authuser=0#folders/0B2QC-culCKvHZkV2NnRPQ0xUdms

Wednesday, October 3rd

Objective:  Understand various ways that security, liberty and equality are defined in our society today AND how the Founding Fathers defined them in the Revolutionary Era.

Essential Question: To what extent does our government provide security, liberty and equality for all citizens?

Starter:

A. Between Security, Liberty and Equality, which ideal is most important to you?

B. Write about a time when that ideal has played a significant role in your own life.  How was that ideal protected or compromised?  If you cannot think of a personal example, write about an historical or current events issue.  

 For example, I remember being treated unequally as a woman when I traveled to Kenya.  In fact, not only was I not given the same opportunities as men, I also felt like my freedom was limited and my safety was jeopardized.  I could not walk around freely at night, I could not travel on my own without fear of being targeted.


Agenda:

1.  Why did the Founding Fathers write the Declaration of Independence? Activity

2.  Gallery Walk:  What do security, liberty and equality mean to our country? How do they manifest themselves in political and social life? 

Aim for 10 comments between the 6 posters:

Connections, Questions, Reactions, Agreements, Disagreements, Ah ha moments!

3. Politics of Justice- Philosophy Background Summary


Read and annotate the handout
What connections can you make between the gallery walk and the ideas expressed in these three excerpts?


My Powerpoint from today: https://docs.google.com/presentation/d/1kUEoJiKpZJfdKqofsOIPmHH_jod0fKGGBVS3TdSJJzg/edit


4. Jigsaw
https://docs.google.com/folder/d/0B2QC-culCKvHSFBGWnZJek9TN3M/edit


HOMEWORK:
See the Homework and Class Notes Tab!

ABSENT for the Jigsaw? You will need to do the reading, write down questions about ideas and vocab words AND write a summary of ONE of the jigsaw readings. Choose one.  You will then need to get notes on the other two from two classmates upon your return!

Tuesday, October 2nd

Objective: Analyze the causes of the American Revolution and why the Founding Fathers wrote the Declaration of Independence.

Essential Questions:
1.What were the colonists' motives for the Revolution?

2. Did the Revolution grant security, liberty and equality for ALL U.S. citizens?

REMINDER:  EXHIBITION PUSHED BACK TO OCT. 25th!!

Agenda:

Starter- OWS video clips:

¢Year Anniversary- until 13:55

¢Pepper Spray

¢Colbert Satire

What connections do you see between Zinn’s claims in chapters 4 and 5 and the Occupy Wall Street movement? Differences?

¢Review and Discuss: “So You Say You Want a Revolution?” responses

¢Ashley's PowerPoint on Causes of American Revolution

¢Activity: Why did the founders write the Declaration of Independence?

¢Homework: 
Due: FRIDAY 

1. Bring in a newspaper article on a political issue.  Must contain the theme of either Security, Liberty and/or Equality.   Be ready to summarize the article and theme with the class.  

2. Read this Rolling Stone Article on Voting Rights

• Write at least 3 clarifying questions
• Write at least 3 probing questions (good discussion questions).
• What is your overall reaction to the article? (minimum one solid paragraph)