EQ: 

1. How balanced is your information diet?
   
2. How do different cognitive biases and other trends impact the information we take in?

 
Starter 20: Bill Bishop interview on Daily Show (5 min)

1. 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!)
   
2. What’s the Big Sort?
   
3. How do you see the big sort in Durango?  In your own life?

 
Big Sort Brainstorm

1. In your group, brainstorm all the ways we are sorted- make the list as big as possible
   
2. How does being sorted that way impact the information you take in?

 
Power of Political Information (on docs page)

1. Read it, annotate.  Make sure to highlight/underline phrases/words that particularly strike you.
   
2. Spirit read!

In your groups, talk about…

1. How does this connect to the Big Sort?
   
2. Do you see this in your own life?  In people around you?
   
3. What does this suggest about political decision making?
   
4. How does this connect to the debate that we watched?

 
Checks and Balances Scenarios
Who does it?  Who checks it, and how?

1. A law is written
   
2. Secretary of Defense dies in a chinchilla attack, and needs to be replaced.
   
3. A bill was recently passed to allow citizens to choose their own health care plan under Medicare.
   
4. The United States has signed a peace treaty with Iran.
   
5. A free trade agreement is signed between the US and New Zealand.
   
6. A law recently passed in a state legislature banning gay marriages is being challenged as unconstitutional.
   
7. A bill is passed outlawing American citizens from making contributions to charitable organizations from the Middle East is vetoed.
   
8. A replacement for the Attorney General has been given to Congress.
   
9. A recent law closing a tax reduction for US companies establishing offshore operations is ruled constitutional.
   
10. A recent bill to increase funding for education was passed over the president’s rejection of the bill.

 
Independent Study Time
Use this time to get ready for the test tomorrow!  

HOMEWORK:
Study for the test tomorrow!

AND NOW...A WORD FROM YOUR TEACHER...
So, my kid is sick.  Again.  And my husband stayed home yesterday, so now it's my turn.  Read directions carefully- I'll try to check email a few times if she's not raging too hard.  Good luck!  Send healing thoughts!

​​Starter 19:  What do you think you need to work on in your writing?  What do you struggle with?  Where do you think your strengths are as a writer?

Seminar Writing Self-Assessment
Okay, time for you to self-assess this piece of writing, before we sit down together.  Here’s what I want you to do…

1. You should have a Google Classroom email with the rubric in it.  
   
2. For each rubric section, you need to…
   
   1. Give yourself a numerical score.  Look at the top for descriptions!
      
   2. Write a summary of where you’re strong, and where you’re weak in that particular section (if you want to reference specific spots in your paper, it doesn’t hurt!)
      
   3. Turn this in via Google Classroom

Now, in preparation for our conference, go through your paper.  Annotate, highlight, pull out or mark EVIDENCE of those strengths and weaknesses you mentioned in the rubric self-assessment.   We'll be using these in writing conferences for the rest of this week to discuss goals, strengths, and potential for revision.

Checks and Balances Review Posters
Split class randomly into 3 groups: Executive, Legislative, and Judicial Branches.  In groups make a review poster that includes the information below.  There's butcher paper in Ashley's classroom, and markers in my cabinet.  Make it cool!  Use symbols, visuals, color coding!  

1. What are all of the powers retained by your branch?
   
2. What are the limits of your powers? (what can't you do?)
   
3. What checks do you have on the powers of other branches?
   
4. (You may need to do a bit of research together – consider breaking up into smaller groups for a few minutes, regroup, and debrief)

Scenarios:  Tomorrow, we’ll be running through scenarios where we’ll put this into practice, to review.

Study Time!
In groups, you'll have a bit of time to revisit all that we've done so far.  Use the following resources:
1.    Study guide
2.    Video organizer (Constitution USA)
3.    Bill of Rights organizer
4.    The blog, etc...
5.    What else?
6.    Make sure you know… 
a.    What powers are shared by states and feds, and what powers are theirs alone
b.    Bill of Rights- numbers and amendments

HOMEWORK
Study for Constitution Test on THURSDAY!

Starter 18:  In your opinion, should burning the American flag be legal or illegal?  Explain your opinion!  Write from the gut!

Amending the Constitution
Lecture notes.  If you were absent, see my DP for a video summary of the lecture.

Amendment 28: Flag Burning
Read the handout linked on my docs page, and respond to the following questions in writing:

1. How has the Supreme Court ruled on the issue?
2. How does this show a "check" on the Supreme Court's power by the legislative branch?
3. Do you agree that the power to amend the Constitution should not include a discussion or veto concerning constitutionality from the Supreme Court?  Why/why not?

Bill of Rights- Annotation
Using only the preamble, annotate with an eye to answering the following questions:

1. What was the perceived purpose of the Bill of Rights?
2. What are some clues to this that we can see in the preamble?  Use evidence?
3. Are these purposes still valid today?  Why/why not?  Explain.

Bill of Rights- Translation

1. With a partner, put each amendment into plain English.  What does it really mean?  Can you put it into one or two easily understandable sentences?
2. Show Lori!
3. Get the Bill of Rights Plain Text- check your work.  Make adjustments if you're way off.
4. Get the Bill of Rights Worksheet.  Write your final interpretation next to it's number.  In addition, you'll have to pick/draw an animal or other symbol (get creative!) that best represents that amendment.

HOMEWORK
Study for Constitution Test on THURSDAY!  Use the study guide!  Use your resources!

What:  Meet at 9:00 at the base of Animas Mountain for a day of hiking, brainstorming, and dilemma solving!

Bring:  Sunscreen, water, lunch, journal, pen/pencil, any medication (asthma, epi-pen, etc.) you need.  

When:  9-2

You do NOT need to return to AHS after the hike!

HOMEWORK:

1. Seminar Writing:  300-500 words on one of the seminar questions from Wednesday's blog post.  Make it polished and professional!  DUE:  Monday, start of class.
2. Honors:  Application essay.  See packet for details!  DUE:  Monday, start of class.
3. Catch Up!:  If you are missing blog posts, blog comments, starters from this week, etc...Monday is the LAST DAY to have them checked.  Make sure everything is fully updated and online by class on Monday!  Remember, you should have 4 blog posts, and have comments on at least 3 blogs.

Starter 17:  How did your seminar go yesterday?  Did it work to have it ungraded?  What can we do (you, me, classmates) to make them even better in the future?

Constitution USA Notes Review
Review movie notes on federalism, make them complete!  If you're absent today, check your notes with a classmate.

Federalism and Gay Marriage
See the handout on my documents page for instructions and the article.

Constitution Test Study Guide
Look through and annotate:

1. Where are you confident?
2. Where do you really need to study?
3. What study strategies might you use for each section?
4. What resources (handouts, notes, etc.) might you use to study for each section?

WORK TIME!

1. Get blogs, starters, blog comments, DP completely updated and posted.  
2. Work on your seminar writing!  300-500 words on one of the seminar questions listed on yesterdays post. 
3. Study for the test next Thursday!

HOMEWORK:

1. Seminar Writing:  300-500 words on one of the seminar questions listed on yesterday's post.  DUE:  MONDAY.
2. Study for Constitution Test:  THURSDAY
3. Get all digital stuff updated (blogs, starters you missed, DP).  DUE: MONDAY.  This is the last day I will check these posts- make sure they're all there, and that I have your blog url.  If your blog isn't listed on the Blog Roundup, I probably don't have your url.

While Not In Seminar…

Blog 4: The Nanny State
Read one of the following two articles.  Choose the one that seems LESS likely to match your viewpoint.  So, if you tend to think the federal government is too big for its britches, read “Three Cheers for the Nanny State.”  If you tend to think government regulation is useful and helpful, read “The Tyranny of the Nanny State.”

• Three Cheers for the Nanny State
• The Tyranny of the Nanny State

Respond!  What points does the article make that are thought-provoking?  Has the federal government over-reached?  What do you think?  Where do you fit in the ongoing federalism debate?

Blog Responses
Read at least 3 blogs, and write a thoughtful and substantive comment on each!  ONE of the three must be from the list on the Blog Roundup page of Wowza blogs!  Take note of their wit, humor, use of language, and deep thinking, and use them to make your future blog posts better.  Or, if they so inspire you, go back and make your current blog posts better.

Tocqueville Seminar Questions

1. Where does intellectual authority reside in the USA according to Tocqueville?  Does this still hold true today?
2. What predominant ideas hold the US together ?  (pg1, paragraph 2)
3. What is Tocqueville’s critique of democracy?  How accurate do you think it is?
4. What is the relationship between democracy and tyranny?
5. Is oppression by many more morally wrong than oppression by a few?  Can oppression be beneficial?  (Is it better to accept beliefs from a single authority (or a class of men), or from the majority?)
6. Page 4, first sentence:  “For nothing is more customary in man than to recognize superior wisdom in the person of his oppressor.”  What does this mean?  Do you agree or disagree?  Why?
7. Page 3, paragraph 9: “…for it would seem probable that, as they are all endowed with equal means of judging, the greater truth should go with the greater number.”  Do you agree with this premise?  Why/why not?
8. Do you think that we are living under “The Tyranny of the Majority” in the US today?  Why/why not?
9. Do you think that in the US today faith in public opinion is “a species of religion?”  (page 4, paragraph 12, last sentence)
10. How does this article relate to our current Presidential campaigns?  Be specific!

Seminar Writing
This piece is going to give me a baseline on your writing abilities, and will give us a chance to practice self-assessment and set some writing goals for the rest of the semester. 

1. Honors- See the honors application handout
2. Everyone Else- 300-500 words (about 1-1.5 pages, double-spaced), in response to one of the seminar questions listed above.  Make it good!  Use the rubric as a guide!
3. DUE:  Monday, 9/28.  Email or share with Lori.  Type!  Proofread!  Cite!

HOMEWORK

• Field trip permission slip!  Get it to Lori!
• Start Seminar Writing.  DUE: Monday

Announcements:

1. Senior Retreat this Friday!
2. Meet at base of Animas Mountain at 9:00.  We’ll be done by 2.
3. Get permission slip to Lori TOMORROW
4. Spend 5-10 minutes figuring out carpool logistics
5. Going to be spending time at top of mountain on various Senior Project brainstorms.  Now is the time spark your imagination, and give input on the process and assessment!
6. To Bring:  Lunch, sunscreen, lots of water, journal/notebook, pen or pencil.  NO BIKES.

Blog 3: “Women Are Underrepresented In Politics”  Read/react, and blog it! 
Stuck on what to say?  Here are some ideas…

1. What points from this article ring true?  What do you question or disagree with (remember, evidence is helpful here…)?
2. In what ways do you think our political culture would be different if women made up the vast majority of our political representation?   
3. To what extent have we as a nation successfully included women/girls in our political culture?
4. What could we do to as a society to increase access to our political institutions for women?

Finish Constitution USA (40 minutes)
Discuss terminology/vocabulary in respect to Federalism. 

Tocqueville Coaching
In your coaching group...

1. What’s the thesis?  Where is it?
2. Paragraph by paragraph- summarize what he means in each paragraph

HW:  Finish Blog 3 if not finished in class

Federalism: How should power be shared between national and state governments? 

Objectives:

1. Define and explain “Federalism.” 
2. Know the difference between a confederacy and a federal republic.
3. Identify reserved powers, concurrent powers, and enumerated powers
4. Be able to discuss the “Federalism Debate” using concrete, real-world examples to show both sides of the debate.  

Starter 16:
Create a table with 3 columns and 2 rows.  Label the left column “Decisions my parents should make,” the center column “decisions my parents and I should make together,” and the third “decisions I should make myself.” 

Now consider your life as a teenager (or your high school years).  Brainstorm: how many decisions relevant to your own life can you put in each column? 

I'll let you think for a few minutes, then share with you the following list of ideas to get you working.  Can you think of 10 things total that are NOT on my list? 

• Curfew
• Food you eat
• Clothes you wear
• How you use/spend your time
• What age you should learn to drive
• When you can start to date
• What classes you take at school
• What college you go to
• What school activities you participate in

Transition: This is exactly how our government works.  Let’s get back to the Articles of Confederation...

Lecture – The difference between a “Confederacy” and a “Federal Republic” (5-10 minutes)  We'll unpack the difference between these two forms of government, but leave the question hanging: “so which governments (state or national) have which powers?”  

Classify Powers:

• Handout: Federalism Classification Exercise.  (see docs page for digital copy)
• Classify the following powers in the chart.  
• Take the time to consider which category should be the 'most appropriate' based on the description and your personal feelings.  
• Work independently until you finish, then, check your answers against your neighbors.  Highlight each one you marked differently.
• Discuss – we'll talk through your highlighted ones and field any questions.  I'll show you the answer key, and we'll adjust our terminology to read: Concurrent, Enumerated, and Reserved powers.  

Constitution USA, Part 1: Federalism
This video is not linked online.  You may download it from me, or you may pay $2 to watch it on youtube if you would like to review it.  Watch 20 minutes (medical marijuana).  Discuss:

• In what ways  do you think debates like this strengthen our governmental institutions?  
• In what ways might they weaken it?  
• How important is the “Federalism Debate” to our national political dialogue?  Can you place the Federalism debate along party lines?

HOMEWORK:  Finish reading and annotating Tocqueville, Chapter 2.  DUE: Start of class Tuesday.

Essential Question:  What prevents each branch of government from gaining too much power? 

Starter 15
“If we don't exercise the rights given to us by the Constitution, we are in a very real danger of losing them.”  - Robert Eckus

1. In what ways do you agree with this statement.  Be specific – what rights do you think this applies to?
2. In what ways do you disagree with this statement?  What rights do you think might not work in this way?

Finish Constitution Video and Notes
Finish video and notes from yesterday

RPSLS tournament!
Ready to get rowdy?  We're gonna drill down on a full bracket-style tournament – Rock-paper-scissors-lizard-Spock!  Best of 5 – winner moves on, loser becomes the winner's biggest fan.  Cheer your hearts out. 

After the game, the winner will map out a 'power diagram' on the board for us and discuss his/her winning strategy.

But wait?  What does this have to do with anything?

Checks and Balances. 
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.

1. Legislative branch.  Primary function: to make new laws.
2.  Executive branch.  Primary function: to “execute,” or carry out, laws that Congress writes.
3.  Judicial branch.  Primary function: to interpret the Constitution by ruling on difficult cases (to interpret the law through the lens of the Constitution).  

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 docs page).  Also, google image search the phrase “checks and balances” and you will get a lot of handy ideas. Beautiful work, people! 

DUE: These are due at the end of class today but, in pursuit of beautiful work, if you would like to take it home to further refine your work, please feel free to submit Monday at the beginning of class. 

Grade Conferences
Finally!

HOMEWORK:

1. Finish Checks and Balances Diagram.  DUE:  Monday, start of class
2. Read Tocqueville article and annotate!  DUE:  Tuesday, start of class

Watch out for a short quiz on Monday covering the key Constitutional Concepts from the video!

Make sure…

1. That you have emailed me the url to your blog!
2. That your blog settings allow comments!

Starter 14

1. Check out one of the fact checking sites linked here (these should be your first stop after ANY debate viewing experience).  FactCheck.org, Washington Post Factchecker, CNN Fact Check
2. Which fact check here most surprised you?  Why?
3. What does the prevalence of half-truths or lies tell you about the American political system?
4.  What questions do you have after the debate last night?

Debate Debrief

1. Who won?
2. What did you notice?
3.  What good points were made?

Blog 2:
Respond to the debate last night!  Questions you could consider in your blog (I suggest choosing one to focus on):

1.  Who do you think won the debate last night?  Why?  Which candidate impressed you the most?
2. Was this a debate of substance, or political theater?  Explain (you should probably quote some candidates here).
3.  Use your starter as the basis for a blog post- talk about what you see on Fact Check sites, and what that means for us as political consumers of information.

Browse and Comment
Done?  Browse 3 or 4 posts- blogs are gathered on the Docs page of my DP.  Try to select a few people you do not work with that often, and comment on their blogs.  Consider: what did you find interesting about their posts?  Was your answer to the question different?  How so (agree/disagree)?  Say something positive, say something thoughtful.

Term Sorting
Sort the following terms in order of their importance to you.  

1.  Justice
2. Liberty
3.  Life
4. Common Good
5. Pursuit of Happiness
6.  Truth
7. Equality
8.  Diversity.

When done, form a group of between 4 and 5 people.  See if you can agree on the order these terms should come in. 

1. Discuss:  How hard was it to rank these terms in order of importance in a group of this size?  
   

The CONSTITUTION!
Youtube video, Key Constitutional Concepts, part 1  (linked on Docs page)

1. Watch (10 minutes)
2. Answer prompts (10 minutes)
3. Discuss/Questions

Homework: Finish Blog Posts 1 and 2!  Make sure they are posted for me to check by the start of class tomorrow.