Monday, 9/26: TEST PREP

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:

• About which sections of the test are you most concerned? 

• What questions do  you have? 
• When you're done, come write your questions up on the board

​Test Prep Time
Here are the assessment tasks you'll face on the test:

1. In class essay, evaluating whether or not we need the VRA today.
2. Checks and balances--give examples of how the VRA shows checks and balances between our judicial branch and legislative branch
3. Checks and balances scenarios:  I’ll give you a scenario, you explain what branch can DO the initial action, what branch can check them, and how they can check them.
4. Branch powers (multiple choice)

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

1. Review concessive structure
2. Everyone write a thesis statement that answers the question:  Is the Voting Rights Act still needed?
3. Trade thesis statements, give feedback on the following questions:
   1. ​Is the stance the author is taking clear?  Summarize their argument in your own words.
   2. Does this answer the question directly?  If not, how could they make it more direct?
   3. Based on this thesis statement, what are three things you would expect to find in this essay? These could be arguments, themes, or specific pieces of evidence.
   4. List one thing the author could do to make this thesis better.
   5. Get thesis feedback, revise
   6. If time, and if needed, check out some more resources here: NY Times Op-Eds on VRA

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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

1. Power on the front
2. Branch on the back
3. If time, use these flashcards to study with your partner

D. Checks and Balances Scenarios

1. First, try to draw the checks and balances diagram from memory.  Don’t cheat here, this is to see how much you know, so you know what to study!
2. ​Check it against one of the diagrams on the back wall, and highlight or mark things that you need to study
3. Draw yourself a blank chart that you can use to study

For each of the following scenarios, tell me:

1. ​Who has the power to DO the action?
2. Who can CHECK this action?
3. HOW do they check it?

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E. Scenarios for 3 Branch checks/balances

1. ​Scenario 1:  Secretary of Defense dies in a chinchilla attack, and needs to be replaced.
2. Scenario 2:  A bill was recently passed to allow citizens to choose their own health care plan under Medicare.
3. Scenario 3:  The United States has signed a peace treaty with Iran.
4. Scenario 4:  The Supreme Court rules a recent law requiring all male citizens to wear clown noses unconstitutional.

​F. Essay Brainstorm: Hold a small seminar to hear other students' opinions on the essay prompt: Do we still need the Voting Rights Act?

1. 1. ​Get together with a small group to discuss the questions I created to guide your research on states' response to Shelby County v. Holder

HOMEWORK: ​Study for the TEST!!!  See above for study guide and strategies.