SWBAT prepare for summer correspondence and describe positive attributes about their peers. Access the Address Labels for your class using the link posted in the Activities Folder for this week in Schoology. Share your address in the space that matches the number facing you at your table. This will be used to send you a postcard over the summer:) Grab 6-8 sticky notes from the stack at your table. Stand up and form a circle with your table group. Write one positive experience, memory, feature, adjective, or description about the person to your right and then place the sticky note on their back. Now do the same to the person on your left. Once you have completed this activity for those closest to you at your table, merge with your deliberation group and do the same for at least two new people. Finally, find 2-4 other people in the room that you would like to give a Pat on the Back. When all of your sticky notes have been used, return to your seat and read the wonderful things your peers have said about you:)
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Objective:SWBAT reflect on their experience in AP Government this year, as well as discuss memorable topics and activities. Warm-up:Respond to the End of Year Discussion Questions to prepare for today's Socratic Seminar. Answer these questions honestly and thoroughly before the Socratic Seminar. Provide examples for each question. Classwork:Arrange the table to assist in the formation of a circle for our discussion. Bring your notes to support your participation. Remember to adhere to our Classroom Norms as we engage in the Socratic Seminar. Homework:Check your grades and communicate errors:)
Objective:
SWBAT analyze multiple perspectives, as well as deliberate the issue of hate speech.
Warm-up:
Step 5:
(a) Highlight the best reason you heard from the other side. (b) Then, add one additional reason from the reading to support your new side. (c) Take notes when the other side presents. Step 6: Small Group Free Discussion Drop your assigned role and talk about the question in your group. If possible, try to reach a group consensus on the question and final areas of agreement between the YES and NO viewpoints, then respond to the following questions. Classwork:
Step 7: Whole Group Discussion
Drop your assigned role and talk about the question in the class. If possible, try to reach a group consensus on the question and final areas of agreement between the YES and NO viewpoints, then respond to the following questions. Step 8: Self-Assessment and Feedback Rate yourself and the group based on the parameters noted in your assignment. Exit Slip:
Respond to this Menti Survey using the instructions below or by following this link.
Homework:
Check your grades and communicate errors:)
Current Event:Objective:SWBAT analyze multiple perspectives, as well as deliberate the issue of hate speech. Warm-up:Step 3: Clarification of Topic and Assigned Roles The Deliberation Question: Should hate speech be banned in our democracy? Assigned Roles: Tables 1, 4, 6 = Yes, hate speech should be banned in our democracy. Tables 2, 3, 5 = No, hate speech should not be banned in our democracy. Step 4(a): With your table, select and record two reasons supporting your initial side. Classwork:Step 4 (b) Take notes when the other side presents. Step 5: (a) Highlight the best reason you heard from the other side. (b) Then, add one additional reason from the reading to support your new side. (c) Take notes when the other side presents. Step 6: Small Group Free Discussion Drop your assigned role and talk about the question in your group. If possible, try to reach a group consensus on the question and final areas of agreement between the YES and NO viewpoints, then respond to the following questions. Have a wonderful weekend:)Objective:SWBAT analyze multiple perspectives, as well as deliberate the issue of hate speech. Warm-up:Review Step 1 and Complete Step 2 - Step 1: Introduction What is Deliberation? Deliberation teaches people how to cooperatively discuss controversial issues by carefully considering multiple perspectives and searching for consensus. Why are we Deliberating? Talking across differences helps create an informed citizenry, which is essential to a democratic society. By learning to weigh evidence, consider competing views, form an opinion, articulate that opinion, and respond to those who disagree, we expand our knowledge. We work cooperatively toward a policy that benefits our community. Step 2: Careful Reading
Classwork:Step 3: Clarification of Topic and Assigned Roles The Deliberation Question: Should hate speech be banned in our democracy? Assigned Roles: Tables 1, 4, 6 = Yes, hate speech should be banned in our democracy. Tables 2, 3, 5 = No, hate speech should not be banned in our democracy. Step 4(a): With your table, select and record two reasons supporting your initial side. Do NOT advance beyond Step 4(a) because we will engage in deliberation between tables & whole group discussion tomorrow. Can't wait to see you:)Objective:SWBAT develop original legislation designed to solve an issue of interest, using information acquired through the research process. Warm-up:Log into Schoology and review the comments I left regarding your rough draft. If you do not know how to access the comments, ask a peer to assist you. Classwork:Based on the feedback I provided, make adjustments to your rough draft and then submit the amended legislation to the YLI platform. Be sure to turn in your Research Assignment to Schoology as well. Homework:Submit the final draft to the YLI website by 11:59 tonight.
Objective:SWBAT develop original legislation designed to solve an issue of interest, using information acquired through the research process. Warm-up:Work with the people at your table and review each other's rough draft. Compare it to the rubric provided, then make suggestions to improve the final product. Classwork:Based on the suggestions of your table mates, make improvements to your rough draft. If you have not submitted the rough draft yet, please do so by this evening so that you can submit the final draft by the end of the day tomorrow. Homework:Submit Rough Draft of Bill to Turn It In on Schoology. I will not grade your final draft until a rough draft is submitted so don't skip this step.
Objective:
SWBAT develop original legislation designed to solve an issue of interest, using information acquired through the research process.
Warm-up:
Respond to this Menti Survey using the instructions below or by following this link.
Classwork:
Review the sample bill in the Resource Folder of Schoology. Then examine the rubric for YLI Legislation in the Resource folder of Schoology. Using this information, develop a rough draft of your bill.
Homework:
Submit Rough Draft of Bill to Turn It In on Schoology. I will not grade your final draft until a rough draft is submitted so don't skip this step.
Current Events:The State Laws That Are Most Effective at Stopping Mass Shootings The Science Is Clear: Gun Control Saves Lives Objective:SWBAT analyze multiple perspectives, as well as deliberate the issue of licensing for gun owners and purchasers. Warm-up:Step 5: (a) Highlight the best reason you heard from the other side. (b) Then, add one additional reason from the reading to support your new side. (c) Take notes when the other side presents. Classwork - Deliberation:Step 6: Small Group Free Discussion Drop your assigned role and talk about the question in your group. If possible, try to reach a group consensus on the question and final areas of agreement between the YES and NO viewpoints, then respond to the following questions. Classwork - ECongress:
Have a wonderful weekend:)Current Events:The State Laws That Are Most Effective at Stopping Mass Shootings The Science Is Clear: Gun Control Saves Lives Objective:SWBAT analyze multiple perspectives, as well as deliberate the issue of licensing for gun owners and purchasers. Warm-up:Step 3: Clarification of Topic and Assigned Roles The Deliberation Question: Should the federal government require licenses for gun owners and purchasers? Assigned Roles: Tables 1, 4, 6 = Yes, the federal government should require licensing for gun owners and purchasers. Tables 2, 3, 5 = No, the federal government should NOT require licensing for gun owners and purchasers. Step 4(a): With your table, select and record two reasons supporting your initial side. Classwork:Step 4 (b) Take notes when the other side presents.
Step 5: (a) Highlight the best reason you heard from the other side. (b) Then, add one additional reason from the reading to support your new side. (c) Take notes when the other side presents. |
Essential Questions:In what ways does the Constitution attempt to limit abuse of government powers? ResourcesArchives
April 2024
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