Embedded Files
E-Learning Days Work
E-Learning Days Work
Expectations for Social Studies:
Expectations for Social Studies:
- Students will complete work by date noted in assignment explanation below
- Please be sure to also email/share your work to Mr. Dickey (rm309teacher@alphonsusacademy.org)
- Questions about assignments will be answered via email by 3:00 each day (unless otherwise noted) to aid students in completion by due date/time
Friday, May 29, 2020
Come to class for a final check-in/goodbye to academic year in social studies
Key HR: 1pm
Jeffrey/Dickey HR: 2pm
Thursday, May 28, 2020
Constitution Short Answer/Essay portion re-take day
If not retaking be ready to come for a check-in tomorrow where I will show you some activities we can work on throughout next week.
Tuesday, May 26, 2020
Constitution Retake Day. If you are trying to raise your final grade this is the way to do it.
https://us04web.zoom.us/j/7731399289
Reading standards are lumped in with your civics standards scores since you read much from articles and other info while learning the content.
Writing standards come strictly from your short answer responses (retakes on those Thursday)
Civics Questions by Standard (Remember > or = 80% gets you at least a "3," written responses can bump to a "4")
SS.CV.2.6-8.MdC: 10, 11, 13, 14, 15, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 29, 30, 33, 34, 36, 37, 38, 39, 40, 42, 43, 44, 51, 54, 55, 57, 58, 59, 60, 61, 62, 63, 76, 77, 78, 79, 80
SS.CV.3.6-8.LC, MdC, MC: 2, 3, 4, 11, 26, 44, 45, 46, 47, 50, 56, 57, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 78, 79, 80
SS.CV.4.6-8.MdC: 1, 2, 3, 4, 5, 6, 7, 12, 16, 22, 25, 27, 28, 31, 32, 35, 36, 37, 40, 41, 43, 45, 46, 48, 49, 50, 52, 53, 56, 61, 66, 70, 75, 76, 77, 78, 79, 80
Friday, May 22, 2020
https://us04web.zoom.us/j/7731399289
Office hours for people looking to retake on Tuesday.
If that's not you, start thinking about questions you have about what social studies will look like in high school, as we will have a day where you can ask me about that later next week.
Thursday, May 21, 2020
https://us04web.zoom.us/j/7731399289
Discuss Constitution test results
If you were absent you will take remainder of test today
Two more of you seem to have not submitted your short answers on Tuesday (not sure what happened, we will figure this out)
Conferences/office hours tomorrow
Re-takes next Tuesday 5/26.
Tuesday, May 19, 2020
https://us04web.zoom.us/j/7731399289
CONSTITUTION TEST DAY 2
Choose TWO of the essay questions
You have 16 options, so you should be able to find the ones you feel most comfortable with.
You can have the same cheat sheet out
You may leave when finished
Monday, May 18, 2020
https://us04web.zoom.us/j/7731399289
CONSTITUTION TEST DAY 1 (MULTIPLE CHOICE PORTION)
-BE ON TIME
-VIDEO ON!
-PAGE OF "CHEAT SHEET" NOTES OUT ONLY IF APPROVED
-I WILL PROVIDE SOCRATIVE INSTRUCTIONS ONCE YOU ARE IN TEST
-WHEN FINISHED YOU MAY LEAVE
-SHORT ANSWER/ESSAY QUESTIONS TOMORROW
Friday, May 15, 2020
https://us04web.zoom.us/j/7731399289
Check-ins at 1pm (Key) and 2pm (Dickey/Jeffrey)
1.) Final questions about study guide/test?
2.) Finalize your one page cheat sheets for test.
Multiple Choice Monday
Short Answer/Essay Responses Tuesday
Re-Takes later next week
https://us04web.zoom.us/j/7731399289
Check-ins at 1pm (Key) and 2pm (Dickey/Jeffrey)
Your responsibilities heading into Monday's Constitution Test
1.) Read the descriptions of the 7th-27th amendments
2.) Use all of your notes and my study guide to create your ONE PAGE (ONE SIDE) of notes you may bring into Monday's test
3.) Come to class check-in's both today and tomorrow. Ask questions. Advocate for yourself. This is a great life lesson in managing your own studying process. I'm here for you. The test is extremely manageable if you have well organized notes, create a good cheat sheet, and ask questions these next few days.
***Multiple Choice on Monday
***Short Answer/Essays on Tuesday
7th-27th Amendments: https://docs.google.com/document/d/16B6DnzDd6oF47K1d6WoDhEhaIlOy0dl7ybIKSTNQXGw/edit
https://docs.google.com/document/d/1Ruf_nEVicB2NJNekmLaUl2svoQuWv0_GUGV650XRAFY/edit
THE STUDY GUIDE!!!!!
Tuesday, May 12, 2020
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
1.) Come to Zoom to talk about study guide/test (study guide is going to drop on here either tonight or tomorrow morning, it's being finalized right now)
2.) Keep working on your 5th and 6th amendment "why it matters" fictional paragraphs. DUE 8AM THURSDAY
CONSTITUTION TEST MONDAY 5/18!!!
YOU ARE ALMOST DONE
Monday, May 11, 2020
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
1.) Review 4th amendment hypotheticals/famous SCOTUS cases
2.) Notes on 5th and 6th Amendmentshttps://docs.google.com/presentation/d/1XYs6hB0ioeb4J7NsOBLfR5qbtutGA1KN8_Jqzye-S3E/edit#slide=id.g77a7f3360d_0_89
This is a sample of the kind of notes charts you should probably be making every day if you want to do well on the Constitution test....
https://docs.google.com/document/d/1b_XX0TdI6X8O7OCpb4q1CIck2EBWxB8d9_Hcmw4drYQ/edit
3.) Begin work on "why it matters" fictional stories for 5th and 6th (due by Thursday at 8AM Showbie)
https://docs.google.com/document/d/1ZcR75VNIESBKYvsW2OzMuStVUScJ0LBhACXtsUxCelg/edit
https://docs.google.com/document/d/1wj8i4hAUrjLzhroIexjsLKq5eGlxXzhkfYBospVssug/edit
*See examples from Mr. Dickey in this link
https://docs.google.com/document/d/11tWkY6WzoTbbvb9O11O5zfTtjz-cSJJsToU0uhaP1fU/edit
Friday, May 8, 2020
Quick Check-In
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
4th Amendment Day:
***Read the 4th Amendment https://constitutioncenter.org/interactive-constitution/amendment/amendment-iv
Two key phrases: "unreasonable search and seizure" and "probable cause"
HW: Showbie 8AM Monday
STEP 1: Consider what "unreasonable search and seizure" means to you. Define such in your own words. Provide two hypotheticals where the government/police would be "reasonable" in a search of you or your property. Then list two hypotheticals where they would be "unreasonable."
STEP 2: Consider what you feel qualifies as "probable cause" to issue a search warrant. Provide two hypotheticals where the government/police would have probable cause for a warrant, and two where they would not.
STEP 3: Look up any famous 4th amendment case. Briefly explain the case, the legal ruling, and whether you agree. Provide reasoning to back up your opinion. Here is a link to a few (NJ v. TLO is a great one...Mapp v. Ohio, not listed here is another great one) https://judiciallearningcenter.org/your-4th-amendment-rights/
https://constitutioncenter.org/interactive-constitution/amendment/amendment-iv
Thursday, May 7, 2020
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
COME TO CLASS WITH YOUR NOTES OUT AND READY TO GO
1.) Review Articles IV, V, VI, VII (Let's see how well you paid attention to that video) https://docs.google.com/presentation/d/1ZAKPF1G3NnpwbhQSAqeA_bB2uQe3l0HFMtQgxdcXWLo/edit#slide=id.p
2.) First and Second Amendment Notes https://docs.google.com/presentation/d/1OXNcI7QSHTKlOQPUUZCFhQ4V3WXfWfZN-v7z_lJcZMg/edit#slide=id.p
3.) HW: Select one aspect of the First Amendment (religion, speech, press, assembly/protest, petition) and explain why it is necessary for the maintenance of a free society. Then take a stance as to whether the right to bear arms is necessary to protect your chosen First Amendment right. Finally, regardless of your stance, provide your interpretation of the Second Amendment (collective rights theory vs. individual rights theory). Submit on Showbie by 8AM Friday.
Tuesday, May 5, 2020
GOOGLE FORMS FOR VOTING ON AMENDMENTS: https://docs.google.com/forms/d/e/1FAIpQLSe2pCQtKI1rcXBtnZI3RPqsEJeucutG0ych5c6e0dCUbE3jig/viewform?usp=sf_link
DO NOT VOTE BEFORE CLASS. BE PREPARED TO DEFEND YOUR AMENDMENTS
Class Meetings: (Quick Check-In)
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
YOUR WORK AND NOTES SHOULD BE OUT/PULLED UP WHEN YOU SHOW UP TO ZOOM.
***Bring your "28th amendment language and 1 paragraph defense. You will each present yours to the class, and we will see if it receives 2/3rds of the vote (only a quorum needed to hold the vote and we always have more than half of you show up!). If it does I will present those to the other HR on Thursday to see if it has passed both chambers.
HW: Create your own "28th amendment." Write one paragraph introducing what your amendment is (include a transcript of the exact language of your amendment), reasoning as to why it is needed, an acknowledgment of counterarguments, and a sufficient addressing of such objections. We will present these amendments to each homeroom on Tuesday, and any which receive a 2/3rds majority vote from each will move on to the "states" (will be explained on Tuesday) to see if it can garner the 3/4ths needed for ratification. SUBMIT ON SHOWBIE
Watch the video on Articles IV through VII and take notes as there will be things on the Constitution test from these Articles.
Monday, May 4, 2020
Class Meetings: (Quick Check-In)
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
1.) Review Article III HW
2.) Take notes on Articles IV through VII
https://docs.google.com/presentation/d/1ZAKPF1G3NnpwbhQSAqeA_bB2uQe3l0HFMtQgxdcXWLo/edit#slide=id.p
3.) HW: Create your own "28th amendment." Write one paragraph introducing what your amendment is (include a transcript of the exact language of your amdendment), reasoning as to why it is needed, an acknowledgment of counterarguments, and a sufficient addressing of such objections. We will present these amendments to each homeroom on Tuesday, and any which receive a 2/3rds majority vote from each will move on to the "states" (will be explained on Tuesday) to see if it can garner the 3/4ths needed for ratification.
Friday, May 1, 2020
Class Meetings: (Quick Check-In)
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
1.) Review Article II HWhttps://docs.google.com/document/d/1im8nypCA3cXtfeXdtOSwZqy0AmNmPEVbuqkZ7Kqxz9s/edit
2.) Ask me questions/discuss Article II https://docs.google.com/presentation/d/1VUJ47DVcilZmVXsRs8y2jnvvdDXgiXECXVhdcZk6x84/edit#slide=id.g83a780886d_0_0
3.) Quick notes on Article III
4.) Article III HW due on Showbie 8AM
https://docs.google.com/document/d/1mzsTFhJ14i0-leiAP_usR3Wtx1PORY56LAihMp0KdIE/edit?usp=sharing
Thursday, April 30, 2020
Class Meetings: (Quick Check-In)
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
1.) Review House/Senate charts
2.) Watch video on Article II/Structure of Assessment Questions
https://www.youtube.com/watch?v=4NNACiDNOqY&feature=youtu.be
3.) Complete Article II Assignment. Due on Showbie 8AM
https://docs.google.com/document/d/1im8nypCA3cXtfeXdtOSwZqy0AmNmPEVbuqkZ7Kqxz9s/edit
TAKE OWNERSHIP OF YOUR INDIVIDUAL LEARNING
***I would strongly recommend staying for office hours if you need help organizing the information from Article I. You should advocate for yourself and ask specific questions on the particular facts you may be struggling to absorb.
Likewise, if you feel it benefits you to stay on during office hours and work through the Article II HW that is also recommended. I am happy to have you stay on and unmute yourself to ask questions if/when they arise as you work through the video and questions.
***Office hours will remain open for the full hour***
Tuesday, April 28, 2020
Class Meetings: (Quick Check-In)
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
1.) Use your Socrative practice quiz results to assess how well you are learning, taking notes, etc. I understand it marks a lot of the short answer questions "wrong" based on exact wording, capitalization, etc, so I'll list off those answers in class tomorrow so you can adjust your scores. I'm looking through them to see who knows what.
2.) View Mr. Dickey's slides on Article I, Sections 1-7, add anything you need to your notes started in class, and fill out this chart full of key differences between the House and Senate
https://docs.google.com/presentation/d/1VUJ47DVcilZmVXsRs8y2jnvvdDXgiXECXVhdcZk6x84/edit?usp=sharing
https://docs.google.com/document/d/1UwSVnQSodf12nH8LLPyvggeWYADtYS5US5M7UjgErNs/edit
Monday, April 27, 2020
Class Meetings:
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
1.) Make sure we get our Fake News projects completed ASAP. Communicate with me!
2.) Take some self-guided notes on Article I (I will explain what this means)
https://constitutioncenter.org/interactive-constitution/article/article-i
3.) Take Socrative Practice Quiz
Friday, April 24, 2020
Class Meetings:
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
Notes: We will finish notes on federalism, judicial review, republicanism, and introduce the preamble
2nd Half: Work on Fake News Projects
TOPICS OUTLINE
https://docs.google.com/document/d/1mrm_J2MdAFQ3wsTQApssEK_EzxA-EmJR7xMotm055jE/edit
PROJECT DESCRIPTION
(DUE 4/27)
https://docs.google.com/document/d/1-zHEzBTdr9kJ9v8nGgYZlvCS1qOX8R_1MLfeONf4TCY/edit
See example video from a few days ago....(scroll down)
Thursday, April 23, 2020
Half and Half Week" continues.....
Class Meetings:
- Key 1pm
- Jeffrey/Dickey 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
Slides and outline for notes (videos of Tuesday classes below)
TOPICS OUTLINE
https://docs.google.com/document/d/1mrm_J2MdAFQ3wsTQApssEK_EzxA-EmJR7xMotm055jE/edit
PROJECT DESCRIPTION
(DUE 4/27)
https://docs.google.com/document/d/1-zHEzBTdr9kJ9v8nGgYZlvCS1qOX8R_1MLfeONf4TCY/edit
See example video from a few days ago....(scroll down)
Tuesday, April 21, 2020
CLASS TIME
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
Key: 1pm
Jeffrey/Dickey: 2pm
AGENDA
Take notes on constitutional principles
https://docs.google.com/presentation/d/1VUJ47DVcilZmVXsRs8y2jnvvdDXgiXECXVhdcZk6x84/edit#slide=id.p
https://docs.google.com/document/d/1mrm_J2MdAFQ3wsTQApssEK_EzxA-EmJR7xMotm055jE/edit
Independent work on #Fake News video projects (due 4/27 8AM)
https://docs.google.com/document/d/1mrm_J2MdAFQ3wsTQApssEK_EzxA-EmJR7xMotm055jE/edit
Weekend/Monday, April 20, 2020
***Welcome to "half and half week." Throughout the week you will spend half of each class taking notes on constitutional principles, the preamble, federalism, and perhaps into the start of Article I. The second half of class will be reserved for your "Fake News" video project (description, rubric, and Mr. Dickey's model video below). It will be due at 8am Monday 4/27. I want them to be good, so I'm giving you the time to put in the effort. Meanwhile, because we only have so much time, we're going to continue with taking notes/discussing further into the Constitution. There will not be formal HW, just the discussions and notes. You need to take it seriously, as there will be a summative assessment and 5 paragraph persuasive essay to end the Constitution unit.
LIVE MEETING TIMES
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
Key: 1pm
Jeffrey/Dickey: 2pm
AGENDA
1.) Review E-learning expectations (10 min)
2.) Quickly review Federalist/Anti-Federalist HW
https://docs.google.com/document/d/1fdA-NAxrdR9DQQhxPPFK1aHmNEKH3hKaYVfrEaRMGog/edit
3.) Take Notes on Constitutional principles/preamble
https://docs.google.com/presentation/d/1VUJ47DVcilZmVXsRs8y2jnvvdDXgiXECXVhdcZk6x84/edit#slide=id.p
***This doc has a list of everything you should already have notes on, plus what we are going to be taking notes on this week. We will add to it from there as we move into Article I late this week/early next week***
https://docs.google.com/document/d/1mrm_J2MdAFQ3wsTQApssEK_EzxA-EmJR7xMotm055jE/edit
4.) Work on your Fake News projects (30 min)
FAKE NEWS PROJECT DESCRIPTION/RUBRIC
https://docs.google.com/document/d/1-zHEzBTdr9kJ9v8nGgYZlvCS1qOX8R_1MLfeONf4TCY/edit
MR. DICKEY'S FAKE NEWS MODEL SEEN BELOW
Friday, April 17, 2020
LIVE MEETING TIMES
Key: 1pm
Jeffrey/Dickey: 2pm
1.) Quick review of HW (NJ Plan vs. VA Plan)
2.) Work on Federalist vs. Anti-Federalist classwork/homework due Monday at 8AM
STEP 1: Learn about Federalist vs. Anti-Federalist debates by reading the debrief. (Max: 30 minutes)
https://docs.google.com/document/d/1A--0dUEL0TRvNwpzEYNG14YcKF_FvhqJrg22023P2Jg/edit
STEP 2: Complete the Federalist vs. Anti-Federalist Worksheet (both the comparison chart and the reflection questions). Submit on Showbie by 8am Monday (Max: 30 minutes)
https://docs.google.com/document/d/1fdA-NAxrdR9DQQhxPPFK1aHmNEKH3hKaYVfrEaRMGog/edit
As usual, if this is taking you longer than the hour of class time please let me know so I can arrange for some time accommodations. I don’t want you spending longer than an hour a day working on this!
--------------------------------------------------------------------------------------------------------------------------------
NOTE ON ASSIGNMENTS LIKE THIS
***You should come to check-in with your HW out and ready to review
***Try your best to not go "answer mining" when you complete the HW. You should really try to absorb what you learn in a way that enables you to talk about the big takeaways from the reading without consulting the worksheet. The fill in the blanks and tables are really just to prepare you for the reflection questions. For example, after doing the Articles of Confederation assignment you would ideally be able to explain key points such as:
- The Articles of Confederation left too much power with the states
- The big debate was, is, and will always be how to divide power between the states and federal government
- The lack of common currency and inability to force states to pay taxes meant they couldn't fund the military
- When they realized a bunch of farmers in Massachusetts were too much for the weak national military to handle they knew they had to scrap the Articles of Confederation.
LIVE MEETINGS
Key HR: 1pm
Jeffrey/Dickey HR: 2pm
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
--------------------------------------------------------------------------------------
Thursday, April 16, 2020
Review HR: Briefly review Articles of Confederation work
Classwork:
STEP 1: Learn about the New Jersey and Virginia Plans by reading the debrief (Max: 30 minutes)
https://docs.google.com/document/d/1fQaHFO2DLlvYEago7XxJ28_c3r0IQybXZTp4TO_MvaQ/edit
STEP 2: Complete “VA and NJ Plan Worksheet” and submit on Showbie (Max: 20 minutes) https://docs.google.com/document/d/1rrI45IZeV73NLD8h7y6Gp0f590MWbw_jLIffNhEAd5c/edit
This should not take up more than your hour of social studies work today. If you are not done at the end of 60 minutes please stop and let me know so we can arrange for further time accommodations.
---------------------------------------------------------------------------------------------------------------------------------------------------
Tomorrow will be on Federalist vs. Anti-Federalist debates. Next week is our next creative project. It involves filming. If that is of genuine concern for you (for technology-based reasons, or true, deep discomfort in creating video-based work), please communicate with me about alternative things you might work on.
Unlike the Epic Rap Battles, this one will have a few standards attached to it and will be placed in MasteryConnect. Standards are the same for both the original and any modified version I may have to create for individuals. You will need to have sufficient background knowledge in the Articles of Confederation, NJ/VA Plans, and Federalist/Anti-Federalist debates to complete the project, so do take these reading/worksheet assignments and next-day mini-reviews of such seriously.
Tuesday, April 13, 2020
-----------------------------------------------------------------------------------------------------------------------------
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
CHECK-IN (I really do want you to come check in each day. It gives me a chance to make sure everyone is on the right track and figure out who may need further help)
KEY HR:
1pm-1:10pm Check in
1:10pm-1:40pm Office Hours
JEFFREY/DICKEY HR
2pm-2:10pm Check in
2:10pm-2:40pm Office Hours
Email any time before 3:30pm for a same-day response. Later emails will be answered ASAP but I may not get to you at night. Ideally, utilize Zoom office hours for more detailed questions
--------------------------------------------------------------------------------------------------------------------------------
TODAY'S SOCIAL STUDIES WORK:
STEP 1: Learn about the Articles of Confederation via the written debrief (TIME: Maximum 20 minutes)
https://docs.google.com/document/d/19zWc2qA3f2VOi60LOWsQfKsOgVOEhX-wuXr4DN1aRvc/edit
STEP 2: Read the Articles of Confederation primary source document from Newsela https://newsela.com/assignment/2001747977/?classroom_id=4668663&return_url=/pro-binder/assignments (TIME: Maximum 15 minutes)
STEP 3: Complete the “Claim-Evidence-Reasoning-Prediction” Articles of Confederation assignment
https://docs.google.com/document/d/1uolbsp33RPzH_e2t13NlUVsXrvddZQSiGACf78rfzNg/edit (TIME: Maximum 20 minutes)
STEP 4: Complete the “Articles of Confederation Worksheet” https://docs.google.com/document/d/1yr0mEk_mqDTqES5ndp4_KoN4xVIL689ufkjKJdh6YIE/edit
(TIME: Maximum 15 minutes)
WHAT IS DUE FOR HW ON SHOWBIE:
STEP 5: Submit both the “Claim-Evidence-Reasoning-Prediction” assignment and the “Articles of Confederation Worksheet” on Showbie. They are both due on Thursday at 8am.
------------------------------------------------------------------------------------------------------------------------------------------
I absolutely love the epic rap battles you produced. I haven’t watched all of them yet, but those I have seen are pretty much an artifact of why teachers love teaching. I may pick out a few in the coming days to display for everyone, so you and your parents may receive that request. Obviously, if you and/or your parents do not want yours displayed for any reason you are absolutely entitled to withhold your permission.
----------------------------------------------------------------------------------------------------------------------------------------------
This week we will be marching through the rest of the “context/background/lead up” to the actual Constitution. We’ll cover….
-The Articles of Confederation (Tues/Wed work due Thurs 8 AM)
-New Jersey vs. Virginia Plan and CT Compromise/”bundle of compromises” (Thurs work due Fri 8 AM)
-Federalist vs. Anti-Federalist ideas (Fri/weekend work due Mon 8AM)
Grind through a few Google Doc/Debriefs/Newsela style assignments and this is the reward being dangled: When finished with some assignments that will ensure you have the proper background knowledge you’ll get to work on your next creative assignment, entitled “Fake News.” You’ll get to write the script and act out a fake news broadcast discussing the Federalist vs. Anti-Federalist debate as to whether the compromise that was the Constitution should be ratified, and serve as a sufficient replacement to the Articles of Confederation. You’ll do this with either a Federalist or Anti-Federalist spin and in the stylings of a modern cable news network show of your choosing. More details on that next week, although I do have the sample/model video for you to look at if you want.
-----------------------------------------------------------------------------------------------------------------------------
You’ll have the first half of next week to work on that, followed by a brief overview of the six Constitutional principles the second half of next week. The last week of April will allow us to look at the Preamble and begin moving into Article I.
Easter Break
- Remember to submit your epic rap battle lyrics on Showbie by the end of break
- Video submissions will need to be emailed
- We will begin looking at Articles of Confederation and Federalist/Anti-federalist debates at Constitutional Convention after break
Tuesday, April 7, 2020
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
NO LIVE MEETINGS
OFFICE HOURS ON ZOOM
1-130pm Key's Homeroom
2-230pm Jeffrey/Dickey's Homeroom
I will have an assignment posted in Showbie entitled, "Epic Rap Battle." You can submit your lyrics there (whatever you have of them by 3pm tomorrow) and an update of how far you are with the project overall. I will then assess how much time we need (if any at all) to finish after we get back from break.
Continue work on your epic rap battles project, following the five steps and Mr. Dickey's model video on yesterday's agenda. Try to have fun with it. I want you to be creative.
Monday, April 6, 2020
LIVE MEETING TIMES
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
***If you are going to come to class meetings (which I would ask that you do, unless you lack access to technology at that time), I would further ask that you keep your video and volume on (unless your parents have asked you to turn it off due to others working in your area at that time). I want to see and hear you, not a silent screen with your name on it!***
Ms. Key's Homeroom: 1pm
Mrs. Jeffrey/Mr. Dickey's Homeroom: 2pm
------------------------------------------------------------------------------------------------
REMEMBER.....I'm only collecting HW docs via Showbie from now on. Do NOT send to my email. Even if all else fails, I would rather you copy and paste your HW as a giant comment on Showbie. This helps keep all HW in one location. Thank you.
-----------------------------------------------------------------------------------------------------------
Agenda:
1.) Discuss your answers to reflection questions Newsela Article on 4 political philosophers who influenced the framers (10-15 min)
2.) Talk about the epic rap battle
Below is a model epic rap battle video. You. Are. Welcome. We will discuss the details of how to make yours.
After reading your Newsela reflection questions answers (at least those of you who submitted early)....here is what I think we can talk about......
Friday, April 3, 2020
NO LIVE LESSONS (Continue work on Video/Newsela article looking at all four philosophers who influenced the framers; Hobbes/Locke/Montesquieu/Rousseau). DUE MONDAY AT 8AM
Assignment Materials/Resources:
- https://www.youtube.com/watch?v=LYqgK4ZzBoM&t=905s (video link; also embedded at the bottom of this agenda)
- (It is 15 min, NOT 30....it uploaded as a duplicate video for some reason. Don't re-watch it!)
- https://newsela.com/read/lib-the-philosophers/id/54567/?collection_id=2000000156&search_id=0ca82118-f891-423a-9670-56830e166770 (It's also assigned to your class on Newsela)
-----------------------------------------------------------------------------------------------------------------
REFLECTION QUESTIONS DUE MONDAY AT 8AM ON SHOWBIE
****DO NOT SUBMIT IT TO MY EMAIL IF FINISHED. WAIT FOR ME TO SET UP SHOWBIE!!!!****
1.) Who were the four most influential philosophers the Founding Fathers were influenced by?
2.) What type of government did Thomas Hobbes call for? What was his reasoning? Do you agree or disagree? Provide your rationale
3.) The article says John Locke was a product of the Enlightenment and that he put “individualism and reason” over “tradition.” Why do you think “tradition” stood in opposition to individualism and reason?
4.) What did Locke say about our rights? What were they and where did they come from? Why is this so important when considering what he would want a good government to do for its people?
5.) In your own words, how would you summarize the differences between how Locke and Hobbes viewed the social contract?
6.) What aspects of American government and the American constitution are heavily influenced by Montesquieu’s ideas?
7.) Analyze how having a government with three equally powerful branches may help to maintain law and order, liberty, and property. Do you feel this works? Provide your rationale.
8.) What were Montesquieu’s ideas about inequality and how inequality leads to conflict? Do you agree or disagree?
9.) Do you feel Montesquieu would advocate for a social contract that is more like that of Hobbes or Locke? Provide your reasoning with evidence from the text.
10.) What do you think Rousseau meant when he said, “man is born free and everywhere he is in chains?”
11.) Do you feel that modern American society is living up to Rousseau’s ideal of a government whose leaders do not create permanent inequality in favor of the wealthy and powerful? Provide your reasoning, and back up your claim with evidence.
****DO NOT SUBMIT IT TO MY EMAIL IF FINISHED. WAIT FOR ME TO SET UP SHOWBIE!!!!****
Remember: We will have an epic rap battles project next week, but you have to understand how these political philosophies and philosophers influenced the framers of our constitution for that to be any fun!!!
Public Service Announcement: If you didn't yet turn in your "in my own words" and/or the Hobbes Newsela article reflection questions I need you to do that ASAP. There are a handful of you that need to get those to me!!!
----------------------------------------------------------------------------------------------------------------------------------------
If you are in my 1pm (Ms. Key's Homeroom) class, see the note below the crash course video....
For Ms. Key’s Homeroom: Unfortunately, many of you seemed to be having major wi-fi issues during today’s 1pm class. Since we got to the point a few minutes in where only 3-4 people were both logged on and able to see/hear/speak on Zoom, we will not get to talk about these prompts together. While that is unfortunate, technology does afford us the opportunity for you to continue thinking/learning on your own, so I am posting the slides we began discussing……
I created these talking points in response to your responses to the Hobbes Newsela article. As special shoutouts, the student whose responses from their HW who inspired the follow-up discussion point will be listed in parentheses, although this comes from a mix of both classes (see, it does pay to provide good analysis in your HW responses). I encourage you to think about all of them, especially in the context of what the framers of our Constitution would think about such……
Remember, they had very different experiences (fought to escape the tyranny of monarchy vs. Hobbes witnessing civil war and desiring a stronger monarchy)….
…..And very different desired end-goals (Hobbes wanted peace and security above all….the framers wanted liberty and protection of our rights)…..
TALKING POINTS USED IN MY HOMEROOM (THESE WERE ON SLIDES, BUT YOU CAN READ THEM HERE)
REMEMBER, THESE ARE JUST FOR YOU TO THINK ABOUT
1.) Would Hobbes have been considered liberal or conservative today?
2.) Is there a difference between big government as "protector" and big government as "provider?"
3.) Are all dictatorships liberal? Are all dictatorships "big government?"
4.) Why do so many of you agree with Hobbes' view of the state of nature (nasty, brutish, and short), yet disagree with his social contract (monarchy, one-way street relationship with the people)
5.) What do you think we mean by the term "supreme sovereign?"
6.) Would you be willing to let government do more (its role) if its structure was such that power was not as consolidated?
These were in slide format
Thursday, April 2, 2020
1.) Discuss Hobbes Newsela reflection questions (you guys sparked some really good talking points, this will be interesting)
2.) Watch Mr. Dickey's constitutional crash course video Episode 2 https://www.youtube.com/watch?v=LYqgK4ZzBoM&t=902s (It is 15 min, NOT 30....it uploaded as a duplicate video for some reason. Don't re-watch it!)
3.) Read this Newsela Article https://newsela.com/assignment/2001593583
4.) Answer the reflection questions from below (due at 8am Monday 4/6)
***Really get to know what these philosophers each contributed to and/or thought about.....
The state of nature, social contract theory, forms of government, natural rights.....
And how those thoughts would influence the framers of the US Constitution......
Because the Constitution matters.......
But, even more important, you want to be ready to throw down in your constitutional philosophies epic rap battles project next week!
Who were the four most influential philosophers the Founding Fathers were influenced by?
A.)
B.)
C.)
D.)
2.) What type of government did Thomas Hobbes call for? What was his reasoning? Do you agree or disagree? Provide your rationale
3.) The article says John Locke was a product of the Enlightenment and that he put “individualism and reason” over “tradition.” Why do you think “tradition” stood in opposition to individualism and reason?
4.) What did Locke say about our rights? What were they and where did they come from? Why is this so important when considering what he would want a good government to do for its people?
5.) In your own words, how would you summarize the differences between how Locke and Hobbes viewed the social contract?
6.) What aspects of American government and the American constitution are heavily influenced by Montesquieu’s ideas?
7.) Analyze how having a government with three equally powerful branches may help to maintain law and order, liberty, and property. Do you feel this works? Provide your rationale.
8.) What were Montesquieu’s ideas about inequality and how inequality leads to conflict? Do you agree or disagree?
9.) Do you feel Montesquieu would advocate for a social contract that is more like that of Hobbes or Locke? Provide your reasoning with evidence from the text.
10.) What do you think Rousseau meant when he said, “man is born free and everywhere he is in chains?”
11.) Do you feel that modern American society is living up to Rousseau’s ideal of a government whose leaders do not create permanent inequality in favor of the wealthy and powerful? Provide your reasoning, and back up your claim with evidence.
LIVE LESSONS FROM MONDAY WILL REMAIN UP UNTIL TUESDAY AT 8AM FOR THOSE WHO WERE UNABLE TO ATTEND
Tuesday, March 31st, 2020
MR. DICKEY'S ZOOM
LIVE LESSON TIMES
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
Ms. Key's Homeroom: 1pm
Mrs. Jeffrey/Mr. Dickey's Homeroom: 2pm
-------------------------------------------------------------------------------------
Agenda:
- 1.) Review HW: Discuss what the state of nature, social contract theory, types of government, natural rights theory, role of government, function of government means in your own words (from reading Mr. Dickey's debrief and watching the Mr. Dickey crash course video)
- 2.) Jigsaw Activity (See activity description below)
- SUBMIT ONE DOCUMENT PER GROUP WITH ALL GROUP MEMBERS NAMES ON TOP.
- 3.) Reconvene and discuss as whole class
----------------------------------------------------------------------------------------------------
HOMEWORK: Read this Newsela article on Thomas Hobbes (the first big philosopher we'll read about who influenced the framers of our Constitution), and answer the reflection questions (see questions below) Submit as a Google or Word document to Mr. Dickey's email by 8am Thursday.
------------------------------------------------------------------------------------------------------------------------------------
JIGSAW ACTIVITY INSTRUCTIONS
HOW TO SPEND YOUR TIME: Spend approximately 5 minutes discussing each of the following 4 questions in your group (5 minutes x’s 4 questions=20 minutes).
WHAT YOU ARE DOING: One of the four group members should take the lead for each question (“question leader”), and will write down the official notes for that question However, all group members are encouraged to contribute meaningful comments, ask clarifying questions, or challenge others’ views in the course of discussing each question.
WHAT YOU NEED TO WRITE DOWN: During each 5 minute discussion the group member who has been assigned as “question leader” will write down the following:
A.) At least ONE interesting COMMENT that was made
B.) At least ONE question a group member had (with a note as to whether other group members were able to clarify the answer, or if it is still unanswered)
C.) A summary of the group's conclusion on the question (at least 1-2 sentences)
STATE OF NATURE DISCUSSION QUESTIONS:
QUESTION #1: Do you believe that doing what is best for the individual is what is best for everyone? How does answering yes/no impact your view of the state of nature?
QUESTION #2: Would people be violent if they were left in a state of nature?
QUESTION #3: Does leaving the state of nature only help the weak, or is there any benefit for those who were strongest?
QUESTION #4: Would you rather live in the state of nature, or get as far away from it as possible?
SOCIAL CONTRACT THEORY QUESTIONS
QUESTION #1: Do you believe most people are voluntarily in the social contract, or do most people feel forced into it?
QUESTION #2: Do you believe the best kind of social contract is a one-way or two-way street between the people and their government?
QUESTION #3: What is the purpose of having a social contract?
QUESTION #4: What level of freedom must be preserved for the social contract to remain voluntary, rather than forcibly imposed upon the people?
PROPER ROLE OF GOVERNMENT QUESTIONS
QUESTION #1: How concerned should the government be with protecting/preserving our rights?
QUESTION #2: Is the government’s primary job to take care of its people, or to help preserve its people’s freedom?
QUESTION #3: Can different types of government (monarchy, democracy, etc) acheive the same outcomes, or is there only one that is best?
QUESTION #4: How does our view of the state of nature influence what we view as the proper role of government?
NATURAL RIGHTS THEORY QUESTIONS
QUESTION #1: What are our rights?
QUESTION #2: Where do our rights come from?
QUESTION #3: Are rights inalienable (never taken away) or contingent (can be present/absent given the circumstances)?
QUESTION #4: Can the government give us rights, or can it merely protect them?
-----------------------------------------------------------------------------------------------------------------------------------------------------
https://newsela.com/read/lib-leviathan-thomas-hobbes/id/52049/?collection_id=2000000156
NEWSELA HOBBES ARTICLE HW REFLECTION QUESTIONS
QUESTIONS (I am not big on prescribing sentence requirements, but I believe it would be nearly impossible to provide a sufficient, substantive answer to these without hitting the minimums provided)
1.) Look at the cartoon at the top of the article, and describe what you see. Before reading the article, make a prediction as to what type of government Hobbes believed was best. (Minimum 2 sentences)
2.) According to the article Hobbes was always searching for a form of politics that would provide the people with what? Based on what you read about his life experiences, why do you think he felt this was the government's most important role? (Minimum 2-3 sentences)
3.) What is the name of the famous book Hobbes authored in 1651? (Just the answer)
4.) How did Hobbes describe human nature? What famous quote does he provide when describing the state of nature? (Hint: It suggests life is ____, _____, and _____” (Just the answer)
5.) How did Hobbes’ view of the state of nature impact his views on which form of government was best? (Minimum 2 sentences)
6.) What are the three “laws of nature” that Hobbes believed would create the proper social contract? (Just list the three laws)
7.) Evaluate whether you believe this is a good social contract to achieve the type of government Hobbes wanted given his view of the state of nature. Provide your rationale. (Minimum 2-3 sentences)
8.) Evaluate whether you believe the same things about the state of nature Hobbes does. Do you believe in the same form of government he advocates for? Do you think your social contract would be similar or different than his? Try to be aware of how views of the state of nature=views of the proper type of government=views of the best social contract. (Minimum 3 sentences)
Monday March 30th, 2020
MR. DICKEY'S ZOOM (***Your attendance for live lessons is expected unless you lack access to the needed technology at that time. If you are unable to attend you will need to watch the recording of your homeroom's live lesson)
MR DICKEY'S ZOOM
LIVE LESSONS
https://us04web.zoom.us/j/7731399289
ID: 773-139-9289
DEMAVIVAS Homeroom (9am):
MERTEN Homeroom: 11am
KEY Homeroom: 1pm
JEFFREY/DICKEY Homeroom: 2pm
Agenda March 30, 2020
1.) "What Does Government Mean to You?" Essential Question Discussion
WHAT YOU NEED TO DO: Simply consider the question for and share your thoughts with the group. If you are not present for the live lesson, think about the question on your own and then watch the recorded lesson to see what your peers had to say.
2.) PollEverywhere: Introduction to Philosophical Influences on the Constitution/the Framers
Link: PollEv.com/daviddickey309
WHAT YOU NEED TO DO: Participate if present in class. If not present, watch the recording and play along with the questions. If you want to take some notes that is encouraged, but will not be mandated for this poll/discussion.
***Homework if not completed in class
3.) Political Philosophies Concepts Chart***
WHAT YOU NEED TO DO:
---Read the debrief (seen below)
----Watch my crash course video (link right here https://www.youtube.com/watch?v=9_Pr_sxXgOE).....
Or, find the video embedded below the homework/above the debrief document.....same thing either way.
Create a Google Doc with a chart filled in for "What Mr. Dickey said," and "In My Own Words" for....
State of Nature
Social Contract Theory
Natural Rights Theory
Proper Structure of Government
Proper Role of Government
Homework: Complete your Google Doc charts and save under the name: Political Philosophical concepts. Share with Mr. Dickey at rm309teacher@alphonsusacademy.org.
MR. DICKEY’S DEBRIEF/BACKGROUND INFO: When the framers set out to write the U.S. Constitution, they had to consider a pair of critical questions:
1.) What is the proper role of government? In other words, what do we want the government to do?
2.) How should we set up our government so that it functions to fulfill that role? In other words, once we know what we want our government to do, we have to set up our government in a way that it will serve the purposes we want, and avoid doing things we don’t want it to do.
When the framers thought about these two questions they considered influential philosophers and their thoughts. These philosophers had written about a series of important concepts that determine what kind of answers people give to the two above-listed questions. These concepts include the following:
A.) The “State of Nature:” This refers to how humans would behave if there was no government. If we had absolutely no structure, rules, leaders, etc, what would happen? How would we act? What would life be like?
B.) Social Contract Theory: This refers to human beings agreeing to enter in a “contract” with each other, and the governments they form. People give up a certain amount of freedom, in exchange for the good things that come from having some degree of law, order, social norms, leadership, etc. The best answers as to how much the people should give up, what they get in return, and what types/how much power each “side” (the people and the government) have are debated by philosophers.
C.) Type of Government: There are many different types of government, some of which give the people the power to make decisions, or vote for those who will make decisions on their behalf. Others only give these direct and indirect powers to some members of society. Some others give people the power to choose their leaders, but not to later remove them. Others yet, give the people very little to no choice at all! Philosophers also debate about which type of government is best.
D.) Natural Rights Theory: Rights are things we are entitled to. The source of our rights has long been debated. Some have suggested our rights are “inalienable,” meaning they cannot be taken away, as they are given to us as a birthright (some religious people would say, these rights are “God-given”). They suggest that the government should exist to protect and preserve these natural rights. Others have argued that our rights are only as real as the government under which we live says they are. These philosophers argue that the government gives you your rights, and can take them away.
Thursday/Friday, March 19th/20th, 2020
Congratulations on making it to your final day of this first week (albeit abbreviated) of e-learning.
OFFICE HOURS 8th GRADE ONLY TODAY: (Inverse of Science schedule)
- 9-9:30am Ms. Key's Homeroom
- 10-10:30am Mrs. Jeffrey/Mr. Dickey's Homeroom
https://zoom.us/j/7731399289
ID: 773-139-9289
E-Learning Work:
PREP WORK FOR "WHY IT MATTERS" ASSIGNMENT (DUE 8AM FRIDAY, MARCH 20th)
1.) View Mr. Dickey's pre-recorded video recapping the elections/political ideology (combined 45 minutes, tech issues prevented combining into one and embedding single link. Links are here, embedded videos at the bottom of day's message)
(https://www.youtube.com/watch?v=30FkrRA-JKM INTRO
https://www.youtube.com/watch?v=LY281jfZ8Fo PART 1
https://www.youtube.com/watch?v=SmlgYl8JhMc PART 2
https://www.youtube.com/watch?v=fEYs3nn8D_o PART 3
https://www.youtube.com/watch?v=pQBqnPZJm1c PART 4
https://www.youtube.com/watch?v=JfFUFQruiOM PART 5
2.) Review any written feedback provided by Mr. Dickey on your I Side With and political meme projects
3.) Review all notes, work, think back on all discussions, etc from the unit
Complete "Why It Matters" assignment and share with Mrs. Jeffrey (cjeffrey@alphonsusacademy.org) Mr. Dickey (rm309teacher@alphonsusacademy.org) (see details below)
-List 3 new things you learned from this unit (facts, concepts you were previously unaware of)
-List 3 new questions you've developed that you either already have or will in the future research (presumably about things you were more interested in and/or confused by)
-List 3 ways what you learned from this unit are relevant to our world
-List 3 ways what you learned from this unit are relevant to your own life (can be now, or what you anticipate as you become an adult, but at least 1 way it is relevant to you now as a kid)
-List 3 new problems you've identified related to politics/elections which you believe our society should work on.
-List any other comments, questions, or other relevant thoughts (this last bullet point is optional, the rest from above are mandatory)
DUE Friday @8AM
Wednesday, March 18th, 2020
E-Learning Work: Complete your one page write-up reflecting on the "coronavirus political ideology seminar prompts."
*DUE Wednesday, March 18th, at 8AM.
*Share to rm309teacher@alphonsusacademy.org AND cjeffrey@alphonsusacademy.org.
*You may write about thoughts, provide analysis or questions, or discuss further research you've done related to any one, multiple, or all of the prompts listed by Mr. Dickey, but keep the length down to not much more than one page, double spaced.
*This is not going to be formally assessed, but it is a very useful exercise that will help you apply your new knowledge of political ideologies and your own ideology to extremely relevant current events! Be intrinsically motivated to use this as a learning opportunity!
*Mr. Dickey will provide you with feedback in the form of comments on the Google doc you share with him
*If you did not remember to share your political memes (which were due Tuesday, March 17th at 8AM) with BOTH Mrs. Jeffrey and Mr. Dickey, no worries, but please do so now (feedback comments have been/will be provided on your Google slides)
IMPORTANT NOTICE: Attendance at the coronavirus political ideology seminar discussions on Zoom are no longer "fully mandatory." If the situation in your home does not permit you to log into Zoom during your classes' scheduled discussion (1-130 for Ms. Key's HR, 2-230 for Mrs. Jeffrey/Mr. Dickey's HR) do not worry. However, if the technology situation in your home does permit you to be there you should be there. These are unique times and if there are limited computers that your parents need to use for work, or if whatever other circumstances arise, I completely understand. If such is the case for you, I will attempt to upload the Zoom recording of the discussion and post it to the Wiki after school, but even if such proves technologically impossible you may simply write up your reflection on one or more of the seminar prompts without having attended the discussion...
MR. DICKEY'S ZOOM LINK AND ID FOR SEMINAR/OFFICE HOURS TOMORROW
MR. DICKEY'S ZOOM LINK AND ID FOR SEMINAR/OFFICE HOURS TOMORROW
7Demivivas: 9-10am (optional office hours)
7Merten: 11am-12pm (optional office hours)
8Key: 1-130pm MANDATORY seminar discussion; 130-2pm optional office hours
8Jeffery/Dickey 2-230 MANDATORY seminar discussion; 230-3 optional office hours
https://zoom.us/j/7731399289
ID: 773-139-9289
Tuesday, March 17th, 2020
MR. DICKEY'S OFFICE HOURS WILL TAKE PLACE DURING THE 30 MINUTES AFTER OUR 30 MINUTE SEMINAR DISCUSSION. THE DISCUSSION IS MANDATORY ATTENDANCE VIA ZOOM, OFFICE HOURS HELP ARE PURELY OPTIONAL
1.) DUE TOMORROW @8AM: Political Meme Projects (email to Mr. Dickey rm309teacher@alphonsusacademy.org and Ms. Jeffrey@alphonsusacademy.org)
2.) Have a comment, question, piece of research ready to go for round-table discussion (no need to email them, just have them ready for the discussion)
3.) DUE WEDNESDAY @8AM: One Page Reflection on Coronavirus Political Ideology Seminar
(email to Mr. Dickey rm309teacher@alphonsusacademy.org and Ms. Jeffrey: cjeffrey@alphonsusacademy.org)
E-Learning Work: Tomorrow you will participate in an 8th grade Socratic-style round-table discussion (via Zoom) pertaining to the intersection of political ideology and the coronavirus crisis (time TBA within 8am-3pm window, will be posted well before tomorrow morning). For tomorrow you must read through discussion prompts/questions and bring at least......
ONE prepared substantive comment
ONE prepared thought-provoking question
ONE relevant piece of research (could be a news article, info-graphic, statistic, expert opinion, whatever you like)
While we may not get to each person's comments/questions/research, I hope to have some extremely lively student-led discussion, debate, and analysis.
You will then be required to write a one page reflection (12 size font, double spaced) (it can go slightly longer if need be, but be within reason) which incorporates at least one of the discussion prompts/questions (although it can, and likely will, incorporate multiple items discussed tomorrow). This will be due by 8AM Wednesday. Email your reflection to rm309@alphonsusacademy.org and cjeffrey@alphonsusacademy.org. Be sure to reflect upon the connections between political ideology and the topic at hand, as well as how exposure to your peers' perspectives helped grow and re-shape some of your own analysis and evaluations.
CORONAVIRUS POLITICAL IDEOLOGY SEMINAR PROMPTS
*How has your preferred size of government (limited government vs. more active government) impacted what degree of involvement you want to see taken in terms of
-COVID-19 Testing infrastructure/administration
-Legally mandating various degrees of social distancing
-Providing paid leave/benefits to impacted workers
-Coordinating and funding efforts to treat the sick
-Coordinating and funding efforts to develop and eventually administer a vaccine or treatments
-Etc
---------------------------------------------------------------------------------------------------------------------------------
*How has the degree to which you view yourself as an individualist vs. a collectivist impacted the degree to which you are willing to voluntarily adhere to prescribed social distancing measures even if you perceive your personal/your family’s personal risk as relatively low?
-----------------------------------------------------------------------------------------------------------------------------
*To what degree did your political ideology impact the degree to which you trusted different sources of information (President Trump, various media outlets, the CDC/professional health community, etc) and guidance as the crisis unfolded/still unfolds? Did it impact any of the following:
-Whether you believed the crisis to be real vs. a hoax
-The degree of a threat it posed to society
-The degree to which various actions would or would not be effective in addressing the threat
-The degree to which you prioritized various competing factors (i.e. public health, economic impacts, maintenance of personal liberty, etc)
*Do you believe that the federal government, or state/local governments should be provided with the power to decide which actions are in the best interests of their people during a time like this?
*Do you believe that a nationalized health system, or a privatized healthcare system is best equipped to deal with a global pandemic? How does your political ideology play into your answer?
-----------------------------------------------------------------------------------------------------------------------------------
*Do you believe core American values such as limited government, economic freedom, personal liberty, and individual responsibility can be preserved while having to address a global threat which may appear to require bigger federal/international cooperation, and personal and economic sacrifices?
*Can a crisis such as this, or others similar to it which play out on larger timescales such as climate change, be handled in a manner that does not….
-Damage the economy?
-Erode freedom?
-Utilize big/centralized government?
Furthermore, is a potentially false (or potentially true…you decide) perception that such is impossible lead to denials of the problems’ existence, downplaying its severity, or suggestions that it is impossible to solve anyways amongst those who prioritize economic growth, personal liberty, and small government?
-----------------------------------------------------------------------------------------------------------------------------------------
*However this crisis plays out, how do you believe it will impact the future of the following issues:
-Social Security/Medicare/entitlement spending debates (we may lose many elderly citizens in the coming months)
-Climate change (there is a strong analogy between the nature of that problem, proposed responses to it, and political responses to those proposals)
-Healthcare (there will be a strong argument for or against various healthcare systems depending on how well/poorly various systems across the world respond to the crisis)
Monday, March 16th, 2020
E-Learning Work: Complete " Political Ideology Meme Project" presentation. Share with cjeffrey@alphonsusacdemy.org and rm309teacher@alphonsusacademy.org by 8:00 AM Tuesday. See expectations for each slide (as discussed) below.
Important Links
Important Links
- Easybib -- site sources used in your work!
- Crash Course Video Guide: : Click here to access the Crash Course Videos
- CNN 10 Videos (10 minute daily news videos
- Current Event Report News Source Links - use these links to complete a Current Event Report:
Report abuse