Starter 16
Small Group Discussions on the Moral Matrix Starter
Political Parties
Model Senate Roles Read over the list of the roles (linked above) If you KNOW you’re not interested in a political player role, just read the LAST role- it’s the default, unless you opt into something else. Honors students, you are REQUIRED to choose another role. We don’t have enough students to fill them, so if politics is your thing, I encourage you to step up! For non-honors students who choose a role other than the default, there is extra credit (if you do the role successfully and well). Survey Time Now, take the appropriate survey to select your top choices: Senior Project Brainstorm Guidelines Let's read over the brainstorm document and guidelines for Phase 1 and Phase 2 research. If time allows, you can start working on Phase 1. HOMEWORK: By next Wed. Oct. 5th you will need to have Phase 1 done for class. Teacher Conference Sign-up Sheet Put your name under the name of the teacher you'd like to conference with about your senior project idea. They will then let you know when they can meet and schedule a conference with you. You need to have this conference sometime by Thanksgiving. You can't have your conference until your reflection and initial research is complete. Class Biz
Starter 15
Moral Foundation Statement Quiz
Haidt: Moral Matrix Setup
Moral Matrix Sequence
Moral Foundations Quiz- Self-reflection and openness to growth In order to critically examine your results in the quiz we took earlier and potentially open yourself up to growth is you see fit or at the very least be able to see things from someone else's perspective, please choose one of the following options depending on your learning style: Option A: Make poster for LEAST emphasized value on your chart. Poster should include:
Option B: Find someone who has the same least emphasized value on your chart and same most emphasized value. This will take a bit of work. Then, create a skit to do the following:
Option C: Write a creative piece that has a character who embodies your least emphasized value. In this short story, you should capture
Option D: Simply write about the LEAST emphasized value on your chart. Writing should include:
Starter (not for your google doc)
Take the next 10 minutes to review for today's test. Whole Class Q and A with Ashley VRA Checks and Balances Test Transitioning into Model Senate! General timeline…
Big Questions for Today:
A note on today's lesson: May feel repetitive from Jmac's and my classes last year, but it does take a different twist AND is an important frame and foundation to launch us into our Model Senate work. Bill Bishop interview on Daily Show Watch the video of author Bill Bishop talking about the Big Sort (note…the data in this interview is old, but more recent research has actually shown that not only is what he talks about still happening, it’s actually gotten more pronounced!)
Big Sort Brainstorm
Power of Political Misinformation
Group Discussions
Agenda
A note about the in-class essay and the test
Reminder that the in-class essay is tomorrow and the 3 other sections of the exam will be Wednesday. For the in-class essay, you may use your notes and any additional resources you found in your research but you have to write it in the time allotted (approximately 70 minutes). You may begin your thesis and outline but may not begin writing the actual essay until class tomorrow. To do so would entail academic dishonesty. Starter 14 Look at the assessment tasks below and then answer these two questions:
Test Prep Time Here are the assessment tasks you'll face on the test:
NEED MORE RESOURCES FOR THE ESSAY? Check this out! A bunch of short op-eds from various opinions! http://www.nytimes.com/roomfordebate/2013/02/24/is-the-voting-rights-act-still-needed Study Stations (Options A-F below) A. ESSAY: Thesis Statement Workshop
B. VRA Checks and Balances List all the different checks that happened between legislative and judicial branch for the VRA. HINT: Look at the amendments and the Washington Post article about North Carolina’s recent voting law controversy! You might also draw out a diagram or FLOW chart to help you with this. C. Branch Powers Create flashcards for different powers
D. Checks and Balances Scenarios
For each of the following scenarios, tell me:
E. Scenarios for 3 Branch checks/balances
HOMEWORK: Study for the TEST!!! See above for study guide and strategies.
Three resources to get us started:
1. John Oliver rips apart the Supreme Court's ruling on Shelby County v. Holder
3. Current Supreme Court Justices (you can typically tell what their political affiliation is based on which President appointed them). Obama appointed Merrick Garland to replace Antonin Scalia who recently passed away Ashley's apology for sub-par teaching methods the past week Mea culpa. It is the first time either Lori or I have taught Voting Rights and between gathering resources, and learning the content ourselves, we haven't had much time left over for thinking creatively about how to design lessons. So I get that it has been a bit dry. That said, I firmly believe this topic is SO important. It is not only one of if not THE biggest pieces of Civil Rights legislation and Supreme Court ruling but it also has the potential to dramatically impact you all as soon-to-be voters. Moreover, being able to read dense legal language as we've done is an important skill and will enable you to better decipher ballot measures and other laws. LASTLY, Lori and I both felt that by using the VRA of 1965 as a case study, you'd be able to better understand the way the three branches work and thus will be more successful moving into Model Senate. That said, moving forward, what types of class activities would you like to see me try to incorporate more? Shelby County V. Holder Supreme Court Ruling Review- 10 minutes Review the reading from the end of class yesterday on the Shelby County v. Holder Supreme Court ruling. So, we've spent a good deal of time looking at the legislative branches role in VRA (passed all those Amendments) and now the Supreme Court (Judicial Branch) role in striking down Section 4 of the VRA. As you review, make sure you've summarized the main arguments of your assigned "sides" opinion AND selected the most powerful quote. Sharing Out Your Research Get together with someone who had the other opinion. Share notes--make sure you understand both arguments! Now answer the following questions:
*********Transition to States' responses to Shelby County v. Holder************* Mini-discussion: What do you think we should be more concerned with today? Voter fraud or voter suppression? *Voter fraud means people trying to rig elections, cast votes for dead people or vote more than once, or miscount ballot. *Voter suppression means restricting people's access to vote or preventing minority group's opportunities to elect a representative. State Responses to Shelby v. Holder Choose ONE of the following media options. This may be completed individually or in pairs:
Test Prep Time Here are the assessment tasks you'll face on next Tuesday's test:
NEED MORE RESOURCES FOR THE ESSAY? Check this out! A bunch of short op-eds from various opinions! http://www.nytimes.com/roomfordebate/2013/02/24/is-the-voting-rights-act-still-needed Study Stations (Options A-F below) A. ESSAY: Thesis Statement Workshop
B. VRA Checks and Balances List all the different checks that happened between legislative and judicial branch for the VRA. HINT: Look at the amendments! Not everything is here, but some is! C. Branch Powers Create flashcards for different powers
D. Checks and Balances Scenarios
For each of the following scenarios, tell me:
E. Scenarios for 3 Branch checks/balances
HOMEWORK: Study for TEST next TUESDAY!!! See above for study guide and strategies. ![]() Starter 13: Shelby v. Holder Intro: Political Cartoon (5 min) Based on this cartoon, work with your group to write down as many inferences as you can about the Supreme Court case Shelby v Holder. Think carefully about what different elements of the cartoon are telling you! Debrief, get predictions on the board. Class Biz
Today's Goals:
AGENDA VRA Amendments (expert groups) Each of you is going to be assigned one amendment (there are 5 total). In your expert group, read the summary of that amendment provided by Ashley. In your group, you need to make sure that you are an expert (you will have to teach other students about this!). EACH person in the group needs to make a small poster that includes the following:
VRA Amendments Jigsaw
Shelby v. Holder: The Basics (5-10 min)
Shelby v. Holder: The Actual Arguments Okay, now it’s time to dig into the actual arguments put forth by the Supreme Court. What was the reasoning of the majority? And why did the minority dissent?
Sharing Out Your Research Get together with someone who had the other opinion. Share notes--make sure you understand both arguments! Now answer the following questions:
Today's Goals:
Starter 12 John Oliver on North Carolina’s voting rights decision from 8/1/16 Warning! Strong language here. Earmuffs may be needed if you are sensitive to occasional f-bombs. After watching the video clip, answer the following questions
Class Biz 1. Honors essay refinements due! Also-- tell me today if you're in or out! 2. Next week's exam will take place, most likely, on Tuesday. You will need to be able to do the following:
Agenda Starter debrief Finish the podcast from yesterday Complete your notes on page 2 of the VRA Vocab and Summaries handout I gave y'all yesterday. Lost it? It's on yesterday's blog and on the Docs page of my dp. Small Group Discussion on the podcast Ashley will put'cha into small groups as these will be your groups for an activity later in class as well. Don't freak out. It is only a small infringement on your liberties for me to choose your groups but it is good to work with different folks and hear different perspectives from time to time, eh? Plus, ultimately I'm the decider and I get to decide. That said, in your small groups, carry out a mini-seminar on the following questions:
CLASS BIZ
Starter 11: VRA Act Check-in
Class Review of VRA Act: Voting Rights Act Summary and Vocab
Some Key Vocab
Ashley to post the map of U.S. with stats on how to vote in each state and show the embedded video above IF internet is working. Read this Washington Post article about North Carolina’s recent voting law controversy and jot down notes on the following questions to inform our class seminar:
Small Group Discussion In your small groups, carry out a mini-seminar on the following questions:
Today's Goals: Understand the historical context on Voting Rights Act as well as what the Voting Rights Act of 1965 actually was..
Starter 10: Let’s look at one modern day example of voter disenfranchisement: “Why Virginia’s Restoration of Voting Rights Matters”- The Atlantic video.
Late Work Submissions Still need to submit your DP link with Writing Goals to me? You have until Friday to get it in for 80% credit. 3 Branches diagram? You have until Thursday to submit that. Jim Crow Review Discussion
Powerpoint lecture on Voting Rights Act of 1965 context and brief overview Lecture is also linked on the docs page Reading and Interpreting the Voting Rights Act of 1965 Now, let’s take a look at the actual Voting Rights Act of 1965! You should work in groups to help you figure this out--use the significant brainpower in this room! Answer these in your starter google doc.
HOMEWORK: Finish Voting Rights Act reading and response questions IN YOUR STARTER GOOGLE DOC.! Today's Goal: Understand the historical context of the Voting Rights Act of 1965
Starter 9 (10 min) Did you email me the link to your DP??! To what extent do you think these quotes apply to United States history AND modern times? "A democratic system rests ultimately on the belief that each man is the best judge of his own interests and that he should have, through the ballot box, a voice in choosing those who govern him.” "Voting is the fundamental political right of citizens in a democracy. The right to vote is the right to influence officials and policy. To be denied the vote is to be denied the guarantee that one's interest will be taken into account when policy is made. There is no justifiable test of property, race, color, national origin, religion, or education for disenfranchising one class of citizens." --Evron M. Kirkpatrick Member, President's Commission on Registration and Voting Participation Agenda Pair-Share starter responses *Transition to Historical Context on the Voting Rights Act* Intro: We are launching into a case study on Voting Rights with specific focus on the Voting Rights Act of 1965 in order to better understand how the three branches of government apply to a piece of legislation. Today, we’re going to learn about the historical context that led to the VRA of 1965! Yeeeeeeehaw for eradicating historical amnesia and becoming an informed populace!
As a result of Rice's fame, the term Jim Crow had become a pejorative meaning African American by 1838 and from this the laws of racial segregation became known as Jim Crow laws. 6. Jim Crow era and Voting Discrimination Research and Response time
7. Class discussion: What surprised you or evoked the most emotion about the timeline and voting discrimination website? Today's Goal:
Starter 8: Bill of Rights (10 min) Read through the Bill of Rights (either as written in the Constitution or as summarized in plain English)
Agenda
Remainder of class: Time to work on your Writing Reflection DP Update that is due tomorrow! HOMEWORK: Email me the link to your DP with completed writing reflection (see Tuesday's blog post for a reminder on requirements) Today's Goal: Understand the basic idea behind checks and balances in the U.S. Constitution and apply those principals to a rousing game of Rock-Paper-Scissors on steroids.
Starter 7 Sort the following terms in order of their importance to you. Justify why you ranked the top two and the last two where you did.
When done, form a group of between 4 and 5 people. See if you can agree on the order these terms should come in. When you’re done, add to your starter: How hard was it to rank these terms in order of importance in your group? Where were the sticking points? ******************************** Segue: That's exactly how the framers of the Constitution felt when they had to design a government based on these values. AGENDA The CONSTITUTION!
Checks and Balances (<--page 2 of the linked doc). Brief discussion: Our branches of government work just like a complex version of RPSLS. The system is based on the idea that any person with the opportunity to seize more power will do it (we're coming out of tyranny, remember?), so each branch must have significant 'checks' on the others.
Checks and Balances Diagram Using colored pencils, markers, crayons, etc, create a “power diagram” similar to RPSLS. Use your “Checks and Balances Cheat Sheet” to help you (see page 2). Also, google image search the phrase “checks and balances” and you will get a lot of handy ideas. Beautiful work, people. DUE: Start of class tomorrow. Homework
Today's Goals
Display your college essay work in a beautiful fashion and reflect on yourself as a writer so that you can thus improve as life is reflection, action, growth, repeat. Starter
Class Biz
Today's Conferences
Exhibit Your Work
Writing Reflection
DP Update Create a tab for your college essay. It can be within your Humanities class tab, or can be separate. Include BOTH the information from your Display Board AND the full text of your college essay. **Put your writing goals on your regular Humanities page. HOMEWORK
Starter 6
Conferences with Ashley If you signed up for Thursday, you will conference with me today. Bring with you the most recent copy of your essay (it can just be pulled up on your computer), and any focusing questions you have for me. Revise, Refine, Write! When you're not conferencing with me, you should be revising, refining, and making your essay as amazing as possible. Remember to rely on your peers for help here! You have lots of eyes--use them. If you are feeling dialed on one essay, move onto a supplement or a scholarship essay! HOMEWORK:
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Ashley CarruthHumanities teacher at Animas High School Archives
May 2021
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