Wednesday, June 10, 2015

2016 Presidential Candidates…the Race is On!!!





NYTimes 2016 Presidential Election Overview

Goal for this class.

Step 1: Choose 1 DECLARED candidate for EACH major political party (Democrats and Republicans) to learn a bit more about their candidacy.

Step 2: Select the button that says "What _____________ would need to do to win" and read the strategy that some believe the candidate must take in order to have a real chance at winning their party's primary

Step 3: Record 3 single sentence statements on this Padlet page. Each statement must begin with:
1. (Name of candidate's) biggest strength is...
2. (Name of candidate's) biggest challenge is...
3. I think (Name of candidate's) has a (0-100%) chance of winning the primary to represent their party in the Presidential Election of 2016.



Step 4: If you have time you can look at some of the PROBABLE candidates and complete the same process above. 

Tuesday, June 9, 2015

Last class on 2016 Presidential Candidates!

15 minutes to do 2 things:

1) Finish Fakebook site and post link on Google classroom.
2) Search whether candidate has official (make sure it is official and not someone else's take on an ad) campaign ad that you'd like to share with class. If you find one that you think is compelling, has a story, and would be interesting to watch, post link on Google classroom

Monday, June 1, 2015

2016 Presidential Candidates Profiles


Choose a 2016 Presidential Candidate to create a "Facebook" account.  The rules:  You are trying to 'sell' your candidate by highlighting their positions on issues you think are most important, introducing the key 'biographical' aspects to their life, and making connections to various 'friends' and 'groups' who they find significant to their candidacy.

You need to make sure that you CITE where you are getting your information.
You need to make sure you put information into YOUR OWN WORDS.
You need to make sure you are ACCURATE and CLEAR about the candidate's positions and viewpoints.


Key Background Information
Birthdate
Hometown
Education
Career/Profession
Family
Political Experience

Where he/she stands on the issues
Pick 4-5 issues that you feel are most important to the success and future of the United States. What are their ideas for how to address these issues and why do they think they are the right person to be Chief Executive in charge of solving these problems.

Find several meaningful quotes that capture the ideas and thinking (and personality) of your candidate.


Friday, May 29, 2015

Gun Rights....Let's Debate!

Debate #1:  Does an individual have a right to gun ownership? Is the 2nd Amendment still a necessary freedom that should be ensured in the United States.

Yes, Individuals should have the ability to possess guns. The second amendment is a right that needs to be protected.  (Sofia and Jennifer)   2nd source

No,  Individuals should not have the ability to possess guns. The second amendment needs to be adjusted/eliminated to reflect 2015 society.  (Will and Jacob)

Debate #2:  Should certain guns (fully automatic weapons, for example) be banned from public sale?

Yes, we should limit the type of guns that people can buy.  (Sam and Drew)

No, people should be able to buy and/or sell whatever guns they want. The 2nd amendment protects people from this limitation. (Kenan and Alex)

Debate #3: Should there be additional limits to who can possess guns and/or limitations on how many guns that a single person should be able to buy (background checks, etc)?
Yes, there is a need to create stronger background checks and limitations to who can legally possess a gun. (Manny and Sydney) 

No, background checks and other limitations to who can possess firearms will NOT reduce crime or effectively address concerns people have.  (Sarah and Kiera)

Debate #4: Should people have the right to carry a concealed handgun?
Yes,  people should have the right to carry a concealed handgun.  (Kasey and Max)
No, people should NOT have the right to carry a concealed handgun. (Scarlett and Ashwini)

General Pro Gun Rights Articles, Resources:
http://www.cnn.com/2012/12/19/opinion/bennett-gun-rights/

Thursday, May 28, 2015

2016 Presidential Candidates...What a field!!






NYTimes 2016 Presidential Election Overview

Goal for this class.

Step 1: Choose 1 DECLARED candidate for EACH major political party (Democrats and Republicans) to learn a bit more about their candidacy.

Step 2: Select the button that says "What _____________ would need to do to win" and read the strategy that some believe the candidate must take in order to have a real chance at winning their party's primary

Step 3: Record 3 single sentence statements on Today's Meet. Each statement must begin with:
1. (Name of candidate's) biggest strength is...
2. (Name of candidate's) biggest challenge is...
3. I think (Name of candidate's) has a (0-100%) chance of winning the primary to represent their party in the Presidential Election of 2016.


Step 4: If you have time you can look at some of the PROBABLE candidates and complete the same process above. 


Wednesday, April 15, 2015

What to do next…you decide!

Two Options: 
#1 You help decide next debate topic and we start prep right after break.
#2: We decide to debate Gun Control and get right into learning more about the issue.


Option #1:
I love this website, http://www.procon.org.   It takes issues that have clearly defined sides and tries to objectively provide various points of view in an organized and reliable way.

Here's what I'm going to ask you to do:


In pairs, you are going to do the following:

1. Spend 15  minutes looking at this site, checking out various topics that interest you.

2. Narrow down to 1 issue that you can agree on being a topic that you think this class would enjoy debating. Consider the following when deciding:
    -- Do you think that the majority of people in the class would find this topic interesting and engaging to learn about and debate?
   -- Do you think that the topic can be understood with some background learning? (you don't want to pick an issue that is too challenging, but just right!)
   --Is this issue a topic that would be appropriate to learn about in school? (I honestly think almost any topic is, but just think about this a little. Some issues might be more appropriate to discuss with family or outside of class.)

3. Create a 30 second-1 minute 'infomercial' to try to convince your classmates that this topic is worth debating. Consider creative word choice, ways of persuading students that this issue is worth discussing, and a unique approach to 'selling' them this topic. (Write down your 'infomercial' details so you can share with the class and perform them by the end of class)

#2: 


What does the second amendment say?

It reads:  “A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.”  

The word infringed means “limited”, but this amendment has been interpreted in different ways.  Some focus on the “right of the people” wording and suggest that this means the government cannot put many/any restrictions on a person’s right to have weapon if they so choose. Others focus on the phrase about “a well regulated militia, being necessary to the security” suggest that the writers were making sure that volunteer militias like the ones that existed in the late 1700s would have the ability to keep weapons, not individual people. They further argue that since we have a full time army now (not a volunteer militia), this right as not as needed or important as it once was.  

Questions we need to think about as we look into this issue: 

1. Should there be a guaranteed right to bear arms as it is currently states in the Constitution?
2. Is there a need to make more gun laws to make the United States a safer country?
3. What is the role of government in deciding who should have access to guns, how many/what kind of guns people should be able to purchase, and how people should handle/use guns they are in possession of?
4. What are the rights of people who want guns vs the rights of people who do not want guns? And how can they coexist?

Today is going to reading a little background on the topic, but then focusing in small groups what information we actually want to learn about. This will help drive our next class and allow us to get very focused on what material we need to find (I'll do a lot of the digging, but I want to have you tell me what you are looking for).



Monday, April 13, 2015

What do Hillary Clinton, Ted Cruz and Skip Andrews all have in common?



Step 1:  What do you already know about the 2016 Presidential Contenders?

Step 2:  Let's watch a few videos from those who have most recently jumped into the race. As you watch, note 3 things 1) what images are included?  2) who do you think the audience is (who is the candidate trying to appeal to? 3) what emotions are we 'supposed' to feel after watching this?:

Ted Cruz

Rand Paul

Hillary Clinton:

Step 3:  Let's take a look at the potential stew of candidates!

Step 4: Let's discuss!

Group A: Today's Meet Room A
Group B: Today's Meet Room B
Group C: Today's Meet Room C

Thursday, March 26, 2015

Top 10 Global Issues

You are going to be given 1 Top 10 Global Issue to think more deeply about.

Step 1: You need to think about what smaller categories could fall under this topic.  Try to think of categories that would apply to many countries, even if in different ways.

Step 2: What statistics would help make this issue easier to understand? (5-8)


Step 3: Think about how this issue looks different depending on the country.  How might it show itself to a country considered 'developed' vs a country considered 'still developing'?


Tuesday, March 17, 2015

What's Happening…Ides of March, 2015

Day to learn about what you want to learn more about!!

Option #1: Yesterday's bombing in Tunisia.


http://www.nytimes.com/2015/03/20/world/middleeast/no-links-seen-between-terrorists-and-gunmen-in-tunisia-museum-attack-premier-says.html?hp&action=click&pgtype=Homepage&module=first-column-region&region=top-news&WT.nav=top-news&_r=0

http://www.nytimes.com/2015/03/19/world/africa/gunmen-attack-tunis-bardo-national-museum.html?hp&action=click&pgtype=Homepage&module=first-column-region&region=top-news&WT.nav=top-news



Option #2: Selma -- 50 years later.  Pictures from last weekend's 50th anniversary march

http://www.washingtonpost.com/opinions/50-years-later-selmas-struggle-is-not-over/2015/03/08/8bbd9506-c5bf-11e4-a199-6cb5e63819d2_story.html 

Some of the people in the movie…here's their real story.


Viola Liuozzo -- white woman who is killed the day the march reaches Montgomery. http://www.npr.org/blogs/codeswitch/2013/08/12/209595935/killed-for-taking-part-in-everybody-s-fight

James Reeb -- priest who is killed in Selma.  http://www.jruuc.org/who-was-james-reeb

John Lewis, SNCC youth leader in Selma and current Congressman from Georgia (28 years and still serving)  http://www.washingtonpost.com/lifestyle/style/rep-john-lewis-on-selma-and-the-memories-it-brings-to-life/2014/12/25/f28bab8c-849d-11e4-b9b7-b8632ae73d25_story.html

Controversy over Lyndon B Johnson's portrayal in the movie  http://www.cbsnews.com/news/critics-say-selma-inaccurately-claims-lbj-clashed-with-mlk-over-civil-rights/ 


Option #3 -- Isabella Stewart Gardner Museum Heist…25 years later….who did it?

http://www.gardnermuseum.org/resources/theft 

https://www.bostonglobe.com/arts/theater-art/2015/03/14/for-gardner-museum-director-art-heist-set-off-year-odyssey-false-leads-and-loss/FksnFccbQiNonVdYrlOF2K/story.html 

Option 4: ISIS


General Background on who ISIS is and what their goals are
http://www.vox.com/cards/things-about-isis-you-need-to-know/what-is-isis


Wednesday, February 25, 2015

Death Penalty Resources

POTENTIAL SOURCES TO CONSIDER....If you use any other resources, please check to see that they are CART worthy (current, accessible, relevant, trustworthy)


Arguably pretty objective:

Pew Forum. This website does a nice job of showing both sides of the issue, with an emphasis on some of the recent Supreme Court cases that have involved the death penalty.
http://www.pewforum.org/topics/issues/Death-Penalty/


Has bias, but still reliable sources:

Supports the death penalty:
This is a website that is organized by the lead prosecutor for Clark County, Indiana. This site is very well known and respected for containing a large amount of verifiable data related to the arguments in support of the death penalty.  (there is also a link off of his site that has a list of many additional pro-death penalty sites)
http://www.clarkprosecutor.org/html/death/death.htm

Opposes to the death penalty:
American Civil Liberties Union: Clealy opposes the death penalty and has a lot of information to support their point of view.
http://www.aclu.org/capital-punishment



Constitutionality
http://www.thisnation.com/question/018.html
http://www.huffingtonpost.com/2013/02/27/colorado-death-penalty-ca_n_2773237.html
http://www.aclu.org/capital-punishment/case-against-death-penalty

Just cool...
Very cool website for both sides of the argument. This is how others have debated this topic, included the major reasons pro/con and the sources used to support their point of view:
http://idebate.org/debatabase/debates/capital-punishment/house-supports-death-penalty


And, again our grounding website for objective analysis of the issues:  Today, we're going to be looking solely at one website, ProCon.org. This is a pretty fabulous website that focusses on looking at controversial issues by providing both sides as objectively as possible.

  • Overall reasons why people are either for or against the Death Penalty


  • The background on exactly what the Death Penalty is, what qualifies as a crime worthy of the death penalty, where the death penalty is legal, etc.


  • Some of the specific reasons why people are either for or against the Death Penalty. 

Join Google Classroom



Sign into your Wellesley google account.

Get to your Google Classroom pg.


Join a classroom using this code: 6rgimh4


you should now see the Debating Current Events pg.

Thursday, February 12, 2015

Shooting in Chapel Hill



Deah Shaddy Barakat, 23, and his wife, Yusor Mohammad, 21, of Chapel Hill, and her sister, Razan Mohammad Abu-Salha, 19, of Raleigh North Carolina.

Background one what happened:

Link #1: USAToday article about the shooting of 3 Muslim college students in Chapel Hill, North Carolina  http://www.usatoday.com/story/news/nation/2015/02/11/north-carolina-muslim-students-gunman-chapel-hill/23222317/



Link #2: Vox.com -- has a strong collection of articles/reactions to the violence in North Carolina.  Brings up the possible connection to religious intolerance
http://www.vox.com/2015/2/11/8018443/chapel-hill-shooting-unc


Let's chat about this…but, we're going to do it in a slightly different way….SILENTLY?!

Group #1  https://todaysmeet.com/HarriganOdd1

Group #2 https://todaysmeet.com/HarriganOdd2

Questions: Was this racially/religiously motivated? Has the media responded differently than it would if victims were white and alleged gunman was Muslim? What is confusing about the story? What do you want to know more about?

Friday, January 30, 2015

The Power of Political Cartoons...


http://www.newyorker.com/cartoons/daily-cartoon/daily-cartoon-wednesday-january-28th-ghostbusters-gender-pay-gap


Website for political cartoons: http://www.cagle.com

Link to political cartoon analysis sheet:  http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf

Your task:

Step 1: With your partner, go through the political cartoon website, Cagle Political Cartoons and just look at a variety of cartoons. (about 10-15 minutes)

Step 2: Select a political cartoon to analyze. Be thoughtful about your choice.  Make it something that is relevant, current, interesting, thought-provoking AND one that you think you understand what the cartoonist is trying to say (there is always some kind of takeaway -- message that you as the viewer are supposed to think about after seeing a particular political cartoon. You might not agree with it, but it's still the message!)


Step 3: Try to complete as many parts of the Political Cartoon Analysis Sheet that is linked above.  It might be possible that you can't answer every question, but try your best. BE CURIOUS. BE SPECIFIC. BE DETAILED. Don't be afraid to take some risks in trying to explain what the meaning is behind the cartoon.  (Please also note the exact title of the cartoon and write it on the analysis sheet. This way we can find it later)

Step 4: You will print out your completed sheet (make 2 copies, so each of you has a copy).