Email: jluedke@usd107.org
Parents please email me if you have any questions
Reflective Writing
Reflective Writing Process
Worth 25 Points
Exploration: Research a current event. In your paper write about any prejudgments that you have about the event. Prejudgements are things that you think about when intially reading the headline of the article
Explanation: Summarize what happened in the event or article Include what happened in your event
Conjecture: List any questions that you have thought about on what happened. Questions could be about anything that occurred during or surrounding the event
Analysis: Research and cite other news resources (CNN, Fox, Time or Newsweek) that you used to try to find the answers to your questions. Here is where you find at least two different sources. These spurces may or may not talk about the same things that occurred in the event or social issue. Make sure you summarize and cite each article
Synthesis: Answer your questions and then state your opinion about what happened. Talk about your questions? Did you find those ansewers? Do you agree with the research that you completeed? Why? Why not? What have you learned about the event or social issue?
December 1st-December5th 2025
American Government
Monday:
Finish Student Project presentations over the Bill of Rights
The Bill of Rights in Action – Project-Based Learning
Activity
Driving Question:
How do the rights guaranteed in the Bill of Rights shape and protect our lives today?
Project Overview:
You and your group will act as a 'Bill of Rights Advocacy Group.' Each team will adopt one amendment
and research how it protects citizens today. Then, you'll create a Public Awareness Campaign that
explains why that right still matters in modern society.
Project Duration: 5–7 class periods
Project Steps:
1. Choose or be assigned one amendment from the Bill of Rights.
1. Choose or be assigned one amendment from the Bill of Rights.
2. Research the amendment’s original intent, history, and modern relevance.
2. Research the amendment’s original intent, history, and modern relevance.
3. Identify key Supreme Court cases and real-world examples.
3. Identify key Supreme Court cases and real-world examples.
4. Create a Public Awareness Campaign (poster, video, slideshow, infographic, etc.).
4. Create a Public Awareness Campaign (poster, video, slideshow, infographic, etc.).
5. Include a one-page written summary explaining your findings.
5. Include a one-page written summary explaining your findings.
6. Present your project to the class or school audience.
6. Present your project to the class or school audience.
7. Reflect on what you learned about your amendment and its impact today.
7. Reflect on what you learned about your amendment and its impact today.
Your Campaign Must Include:
✔ A clear explanation of your amendment’s purpose and history
✔ At least one modern-day example or case study
✔ A creative visual or multimedia presentation
✔ A one-page written explanation of your findings
Project Rubric (100 points total):
Criteria Excellent (25) Proficient (20) Developing (15)
Research Depth Detailed and accurate with multiple sources Accurate and detailed Limited sources or minor err
Creativity & Presentation Highly engaging, professional visuals Clear and organized Somewhat clear; lacks polis
Understanding of Amendment Deep insight and real-world application Solid understanding Partial understanding
Collaboration & Effort All members contributed equally Most contributed Uneven participation Reflection Questions:
1. What did you learn about your assigned amendment?
2. How does this amendment affect your daily life?
3. Which amendment do you believe is most important to protect today, and why?
Tuesday:
Direct instruction Amendments 11-27
Small Group/Whole group activity over amendments covered
Wednesday:
Direct instruction Amendments 11-27
Small Group/Whole group activity over amendments covered
Thursday:
Video 13th Amendment:
https://www.youtube.com/watch?v=krfcq5pF8u8
Video Guide Netflix 13th Amendment
🇺🇸 Video Guide: 13th (2016)
This documentary, directed by Ava DuVernay, explores the intersection of race, justice, and mass incarceration in the United States, arguing that a loophole in the 13th Amendment has led to the current state of the U.S. prison system.
I. The 13th Amendment and Its Loophole
Time Stamp (Approximate)
Key Concept/Term
Guided Questions & Notes
0:00 - 10:00
The 13th Amendment
What is the text of the 13th Amendment? What is the loophole the film focuses on, and how did it allow for the continuation of forced labor?
10:00 - 15:00
Criminalizing Blackness
How did the post-Civil War South use Black Codes and laws against "vagrancy" to arrest newly freed slaves? What was the resulting system called (Convict Leasing)?
Export to Sheets
II. The Evolution of Mass Incarceration
Time Stamp (Approximate)
Key Concept/Term
Guided Questions & Notes
15:00 - 25:00
The Birth of a Nation
How did the film The Birth of a Nation and the rise of the KKK shape the public perception of Black men as inherently criminal or dangerous?
25:00 - 35:00
Civil Rights Era
What phrase or political strategy did President Richard Nixon popularize, and how was this strategy used to target and criminalize political dissent and the Black community?
35:00 - 45:00
The War on Drugs
How did President Ronald Reagan's "War on Drugs" and the sentencing disparity between crack and powder cocaine increase the prison population?
Export to Sheets
III. Modern Politics and Profit
Time Stamp (Approximate)
Key Concept/Term
Guided Questions & Notes
45:00 - 55:00
The Clinton Era
What major piece of legislation did President Bill Clinton pass in 1994, and what were its lasting effects on sentencing and policing (mandatory minimums and three-strikes laws)?
55:00 - 1:10:00
Private Prisons & ALEC
What is a Private Prison Corporation (e.g., CCA/CoreCivic)? What is ALEC, and how did it influence legislation like "Stand Your Ground" laws?
1:10:00 - 1:25:00
Policing & Media
How do images and videos of police brutality connect back to the film's central thesis about the continuation of racial control?
Export to Sheets
IV. Conclusion
Time Stamp (Approximate)
Key Concept/Term
Guided Questions & Notes
1:25:00 - End
The Cycle
The film argues that mass incarceration is a new form of racial control. What steps or changes does the documentary implicitly suggest are needed to break this cycle?
Export to Sheets
Review Questions
Analyze the role of fear and stereotypes in passing major criminal justice legislation from the Nixon administration to the 1990s.
How does the film link the Convict Leasing system of the post-Civil War era directly to the modern Private Prisonindustry?
Why is the 13th Amendment's exception clause considered the constitutional basis for the continuation of mass incarceration?
Friday:
Video 13th Amendment:
https://www.youtube.com/watch?v=krfcq5pF8u8
This documentary, directed by Ava DuVernay, explores the intersection of race, justice, and mass incarceration in the United States, arguing that a loophole in the 13th Amendment has led to the current state of the U.S. prison system.
Time Stamp (Approximate)
Key Concept/Term
Guided Questions & Notes
0:00 - 10:00
The 13th Amendment
What is the text of the 13th Amendment? What is the loophole the film focuses on, and how did it allow for the continuation of forced labor?
10:00 - 15:00
Criminalizing Blackness
How did the post-Civil War South use Black Codes and laws against "vagrancy" to arrest newly freed slaves? What was the resulting system called (Convict Leasing)?
Export to Sheets
Time Stamp (Approximate)
Key Concept/Term
Guided Questions & Notes
15:00 - 25:00
The Birth of a Nation
How did the film The Birth of a Nation and the rise of the KKK shape the public perception of Black men as inherently criminal or dangerous?
25:00 - 35:00
Civil Rights Era
What phrase or political strategy did President Richard Nixon popularize, and how was this strategy used to target and criminalize political dissent and the Black community?
35:00 - 45:00
The War on Drugs
How did President Ronald Reagan's "War on Drugs" and the sentencing disparity between crack and powder cocaine increase the prison population?
Export to Sheets
Time Stamp (Approximate)
Key Concept/Term
Guided Questions & Notes
45:00 - 55:00
The Clinton Era
What major piece of legislation did President Bill Clinton pass in 1994, and what were its lasting effects on sentencing and policing (mandatory minimums and three-strikes laws)?
55:00 - 1:10:00
Private Prisons & ALEC
What is a Private Prison Corporation (e.g., CCA/CoreCivic)? What is ALEC, and how did it influence legislation like "Stand Your Ground" laws?
1:10:00 - 1:25:00
Policing & Media
How do images and videos of police brutality connect back to the film's central thesis about the continuation of racial control?
Export to Sheets
Time Stamp (Approximate)
Key Concept/Term
Guided Questions & Notes
1:25:00 - End
The Cycle
The film argues that mass incarceration is a new form of racial control. What steps or changes does the documentary implicitly suggest are needed to break this cycle?
Export to Sheets
1. Analyze the role of fear and stereotypes in passing major criminal justice legislation from the Nixon administration to the 1990s.
2. How does the film link the Convict Leasing system of the post-Civil War era directly to the modern Private Prisonindustry?
3. Why is the 13th Amendment's exception clause considered the constitutional basis for the continuation of mass incarceration?
December 1st-December 5th 2025
American History Lesson Plans
Monday:
l How did Spain respond to the revolt in Cuba?
l What were the major causes of the Spanish-American War?
l What were the major battles of the Spanish-American War?
l What happened to the Philippines after the Spanish-American War?
Direct Instruction
Video Spanish American War:
https://www.youtube.com/watch?v=BYliq_4LXqA
YouTube Link: https://www.youtube.com/watch?v=BYliq_4LXqA
Instructions: Watch the documentary carefully. Use this guide to take notes and answer questions as you go. Pause the video at each section to reflect and discuss.
• Introduces the background to the war and rising tensions between the U.S. and Spain.
• The USS Maine is sent to Havana, setting the stage for conflict.
• U.S. public opinion begins to shift toward war.
Questions:
1. What was the state of U.S.–Spain relations before the war?
2. Why was the Maine sent to Havana?
3. How did the media begin to shape public opinion?
• The explosion of the USS Maine kills 254 sailors.
• Theories arise about the cause—mine, accident, or sabotage.
• Sensationalist journalism influences public outrage.
Questions:
1. What were the possible causes of the explosion?
2. How did yellow journalism influence the decision to go to war?
3. How does this example show the power of media?
• The U.S. declares war on Spain; fighting occurs in Cuba and the Philippines.
• Theodore Roosevelt and the Rough Riders gain fame.
• The U.S. gains quick victories on land and sea.
Questions:
1. What were the main battles or campaigns of the war?
2. What advantages did the U.S. military have?
3. What challenges did Spain face in this conflict?
• The Treaty of Paris ends the war in 1898.
• The U.S. gains control of the Philippines, Guam, and Puerto Rico.
• Debates arise about imperialism and American expansion.
Questions:
1. How did the Treaty of Paris change the map of the world?
2. What arguments were made for and against U.S. imperialism?
3. How did this war mark a turning point for the U.S.?
• The war marked the rise of the U.S. as a world power.
• The documentary reflects on the lessons learned and lasting influence of the war.
Questions:
1. What lasting effects did the war have on U.S. foreign policy?
2. What lessons from this conflict remain relevant today?
3. What surprised you most about this documentary?
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Tuesday:
l Emilio Aquinaldo set up a provisional government.
l U.S. annexed the Philippines.
l Filipino independence fighters battled U.S. troops for control and lost in 1902.
l Philippines gained independence in 1946
Think Pair share
Small Group/Whole group
Mini Research Activity/Questioning
Reciprocal teaching
Direct instruction
Annexation of the Philippines Video:
https://www.youtube.com/watch?v=PyfhOyy8wpc
1. What event led to the United States gaining control of the Philippines after 1898?
2. What did Filipino leaders expect would happen after Spain was defeated?
3. Why was the U.S. interested in keeping the Philippines rather than granting immediate independence?
4. When did fighting between U.S. and Filipino forces officially begin?
5. Describe what triggered the first shots of the war.
6. What type of tactics did Filipino forces begin using after early losses?
7. List two advantages the United States had during the war.
8. List two challenges the Filipino forces faced.
9. Describe the effect of guerrilla warfare on both sides.
10. What happened to many Filipino civilians during the war?
11. Describe at least one controversial or harsh policy used by the U.S. military.
12. Who eventually captured Emilio Aguinaldo? What was the result?
13. What long-term political or cultural changes occurred in the Philippines under U.S. control?
14. How did the war shape the United States’ role in world affairs?
15. Why is the Philippine–American War less commonly discussed in U.S. history classes?
16. Do you think the United States made the right decision in controlling the Philippines? Explain.
Wednesday:
l What were the major events of the Mexican Revolution?
l What were the causes of U.S. intervention in Mexico?
l What were the outcomes of the Mexican Revolution?
Think Pair share
Small Group/Whole group
Mini Research Activity/Questioning
Reciprocal teaching
Direct instruction
Mexican Revolution Video:
https://www.youtube.com/watch?v=GuGTDYouUU8
The Mexican Revolution 1910-1920 – Student Discussion Guide
Video Link: https://www.youtube.com/watch?v=GuGTDYouUU8
Name: ________________________ Date: ___________
Instructions: Watch the video and answer the following questions based on its content.
1. Who was the long-standing dictator in Mexico before the revolution?
2. What social and economic problems contributed to unrest among peasants and workers?
3. Who was Francisco Madero, and what role did he play at the start of the revolution?
4. How did the revolution begin, and which groups were involved in the initial uprising?
5. Was the movement unified at the beginning? Explain why or why not.
6. What happened to Porfirio Díaz after the uprising began?
7. Name at least two key revolutionary leaders besides Madero.
8. What challenges did the revolutionary forces face during this period?
9. What was the significance of the 1917 Constitution?
10. How did the revolution transition toward a more stable government?
11. Which revolutionary leaders were killed or sidelined during this phase?
12. Were the goals of land reform and labor rights fully achieved immediately?
13. How did the Mexican Revolution shape modern Mexico?
14. Why is Emiliano Zapata considered an iconic figure in Mexican history?
15. In your opinion, which aspect of the revolution had the most lasting impact, and why?
Thursday:
Start imperialism project:
U.S. Imperialism in the 19th Century – Student Project
Overview:
In this project, students will explore the early expansionist policies and actions of the United States during the 19th century. Students will analyze how economic, political, and cultural factors motivated territorial acquisitions and influence abroad, including Manifest Destiny, the annexation of Texas, the Oregon Territory, and early Pacific trade.
Objectives:
Students will be able to:
1. Identify key events and policies of 19th-century U.S. expansionism (e.g., Louisiana Purchase, Texas annexation, Oregon Treaty, Alaska Purchase).
2. Explain the economic, political, and cultural motivations behind 19th-century imperialism.
3. Evaluate the effects of U.S. expansion on native populations, neighboring countries, and international relations.
4. Produce a creative visual, written, or digital project demonstrating understanding of U.S. imperialism in the 19th century.
Students may choose one of the following project formats:
Option 1: Historical Newspaper
- Create a newspaper from the perspective of the 1800s.
- Include at least three articles: one about territorial expansion, one about its impact on Native Americans or neighboring nations, and one opinion piece supporting or opposing U.S. expansion.
- Include at least two visuals (maps, political cartoons, or illustrations).
Option 2: Multimedia Presentation
- Create a PowerPoint, poster, or video covering:
1. Causes of 19th-century U.S. expansion (e.g., Manifest Destiny, economic opportunities)
2. Key territorial acquisitions (Louisiana, Texas, Oregon, Alaska, California/Mexican Cession)
3. Effects on Native Americans, Mexico, and other nations
- Include at least five visuals (maps, photos, political cartoons).
Option 3: Persuasive Essay / Debate
- Write a 2–3 page essay or prepare a debate argument answering: 'Was U.S. expansion in the 19th century justified?'
- Support your argument with at least three historical facts or primary source quotes.
1. What economic factors motivated U.S. expansion in the 19th century?
2. How did ideas like Manifest Destiny influence U.S. foreign and domestic policy?
3. How did the U.S. acquire territories like Texas, Oregon, and Alaska?
4. What were the effects of expansion on Native American populations?
5. How did U.S. expansion affect relations with Mexico, Britain, and other nations?
| Category | Excellent (A) | Satisfactory (B) | Needs Improvement (C) | Points |
|----------|---------------|----------------|---------------------|--------|
| Content / Accuracy | All facts accurate, thorough, demonstrates deep understanding | Most facts accurate, moderate understanding | Many errors or misunderstandings | 40 |
| Creativity / Presentation | Highly creative and visually engaging | Some creativity and visuals | Minimal creativity or visuals | 20 |
| Use of Sources / Evidence | Uses 3+ credible sources effectively | Uses 2 credible sources | Uses fewer than 2 sources or unreliable sources | 20 |
| Clarity / Organization | Clear, well-organized, easy to follow | Generally organized, minor clarity issues | Disorganized, hard to follow | 10 |
| Grammar / Mechanics | No errors | Few errors | Many errors | 10 |
- Due date: ___________________
- Submit in class or digitally as instructed.
- Include citations for all sources and visuals.
Friday:
Work on project
December 1st-December 5th 2025
World History Lesson Plans 9th
Monday:
Begin French Revolution
Direct Instruction French Revolution
Pair share
Small Group Whole group
Decieving France
Cover the Three Estates
Tuesday:
Small Group Pico graphic Three estates
Direct instruction French Revolution
Louis 16th
Reasons for the people wanting Change
Individual Share Conversation
Video Louis the 16th
https://www.youtube.com/watch?v=zmE150w7HMk
Louis XVI Video Guide
Video: Behind Louis XVI and Marie-Antoinette’s Failed Reign
Instructions: Watch the video carefully. Answer the following questions in complete sentences. Use evidence from the video wherever possible.
Section 1: Causes of Unrest
What social and economic conditions in France contributed to dissatisfaction with Louis XVI and Marie-Antoinette?
How did the Estates System create inequality among the population?
What influence did Enlightenment ideas have on public opinion?
Section 2: Events Leading to Revolution
What key events signaled that the monarchy’s authority was weakening?
Describe one symbolic action taken by the people that challenged royal authority.
How did the Estates-General contribute to the growing political crisis?
Section 3: Fall of the Monarchy
What were the major turning points that led to the collapse of the monarchy?
How did Louis XVI and Marie-Antoinette respond to the rising unrest?
What immediate consequences did the fall of the monarchy have for France?
Section 4: Reflection & Analysis
In your opinion, which factor was the most significant in causing the fall of the monarchy — social inequality, economic troubles, political mismanagement, or other? Explain your reasoning.
Do you think the revolution could have been avoided? Why or why not?
How do the events depicted in the video show the connection between leadership and public trust?
Wednesday:
Direct Instruction French Revolution
Calling of the Estates general
Tennis Court Oath
Small Group Whole Group Conversation
Review and use yesterdays content
Student Pico graph
Thursday:
Video French Revolution
https://www.youtube.com/watch?v=YPiiAHSi_48&list=PLLh3S2u9er5USz8hm823_JiiCgIB-gdfI
Film is in French, subtitles are included, students have to read and watch the action
Video Guide: The French Revolution
I. The Unstable System (The Ancient Régime)
Time Stamp
Key Concept/Term
Guided Questions & Notes
0:30
Ancient Régime
How did France's tax system, based on the three Estates, lead to the country's financial bankruptcy? (Who paid what?)
1:30
Enlightenment
What role did Enlightenment ideas play in shaping the French Revolution compared to the American Revolution?
1:55
Debt Crisis
Beyond the Queen's spending, what was the primary source of France's massive debt (What percentage of the budget went to paying it off?)
2:10
The Spark
What economic factor combined with the debt crisis to make the people so desperate and angry?
Export to Sheets
II. The Moderate Phase & Declaration of Rights (1789)
Time Stamp
Key Concept/Term
Guided Questions & Notes
2:40
Estates General
Why did the traditional voting structure (one vote per Estate) anger the Third Estate delegates?
3:00
National Assembly
What action did the Third Estate take after leaving the Estates General?
3:15
Tennis Court Oath
What did the National Assembly vow to create during the Oath?
3:30
Storming the Bastille
Why was the Bastille attacked? What did this event symbolize?
4:00
Abolition of Feudalism
What specific rights and obligations were abolished by the Assembly?
4:25
Declaration of the Rights of Man
What two key claims does John Green make about the power of the law in this document (e.g., who makes law, and to whom must it apply)?
5:20
Women’s March
What were the women protesting, and what was the main immediate result of their march on Versailles?
Export to Sheets
III. The Radical Phase & The Terror
Time Stamp
Key Concept/Term
Guided Questions & Notes
6:00
Constitutional Monarchy
What was the initial goal of the National Assembly before the revolution turned radical?
6:30
King's Treason
How did Louis XVI ultimately betray the revolution, leading to the call for a Republic?
7:00
The Convention
What new form of government did the National Convention establish after overthrowing the monarchy?
7:25
Robespierre & The Terror
What was the stated purpose of the Reign of Terror, and what famous method of execution became its symbol?
8:10
End of the Terror
What was the Thermidorian Reaction? What happened to Robespierre?
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IV. The Aftermath and Legacy
Time Stamp
Key Concept/Term
Guided Questions & Notes
8:30
The Directory
After the Terror, what was the nature of the government known as The Directory (Was it stable, weak, or strong?)
9:00
Napoleon
What event in 1799 marked the functional end of the French Revolution?
9:45
Conclusion
What core questions posed by the French Revolution about human rights and the state's power does John Green argue are still relevant today?
Friday:
Video French Revolution
https://www.youtube.com/watch?v=KQQFTEjP54Q&list=PLLh3S2u9er5USz8hm823_JiiCgIB-gdfI&index=2
Film is in French, subtitles are included, students have to read and watch the action
December 1st-December 5th 2025
Current Political Issues Lesson Plans
Monday:
CSI Impeachment project
Project: The Power to Impeach - U.S. Presidential Impeachments
Part 1: The Constitutional Foundation (Chapter/Section 1)
This section lays the groundwork by explaining what impeachment is and why the Founders included it.
1.1 The Impeachment Clause
Definition: Impeachment is a political process by which the legislative branch (Congress) charges a government official with misconduct. It is the political equivalent of a criminal indictment.
Constitutional Source: Locate and quote Article II, Section 4 of the U.S. Constitution:
"The President, Vice President and all civil Officers of the United States, shall be removed from Office on Impeachment for, and Conviction of, Treason, Bribery, or other high Crimes and Misdemeanors."
The Framers' Intent: Briefly discuss what "high Crimes and Misdemeanors" means and why the Founders created impeachment (e.g., as a check on the Executive Branch, to prevent the President from becoming a king, for abuses of power).
1.2 The Two-Step Process
Use a flowchart or diagram to visually explain the roles of the two houses of Congress:
Step
Body
Role
Required Vote
Outcome
1: Impeachment
House of Representatives
Acts as the Grand Jury(brings the charges)
Simple Majority (50% + 1)
The official is formally Impeached (charged).
2: Trial
Senate
Acts as the Jury (conducts the trial)
Two-Thirds Majority () of Senators Present
Conviction and Removal from office (or Acquittal).
Export to Sheets
Part 2: The Three Impeached Presidents (Case Studies)
This section compares the three historical cases, focusing on the core charges and outcomes.
President
Year(s)
Key Charge(s)
Outcome
Historical Context
Andrew Johnson
1868
Violating the Tenure of Office Act (a law he believed was unconstitutional); political conflict over Reconstruction after the Civil War.
Acquitted by the Senate (fell one vote short of conviction).
Post-Civil War hyper-partisanship.
Bill Clinton
1998
Perjury (lying under oath) and Obstruction of Justice related to the Monica Lewinsky scandal.
Acquitted by the Senate.
Debate over whether private conduct constitutes "high Crimes and Misdemeanors."
Donald J. Trump
2019
Abuse of Power (soliciting foreign interference in the 2020 election) and Obstruction of Congress.
Acquitted by the Senate.
The role of foreign policy and presidential power.
Donald J. Trump
2021
Incitement of Insurrection related to the January 6th attack on the U.S. Capitol.
Acquitted by the Senate (trial held after he left office).
First president to be impeached twice; first impeachment trial of a former president.
Export to Sheets
Note on Richard Nixon (1974): Though he was never impeached, a crucial point of historical context is that he resigned the presidency when it became certain the House would approve articles of impeachment against him for his role in the Watergate scandal.
Part 3: Analysis and Conclusion (Chapter/Section 3)
This section invites critical thinking and reflection on the process.
3.1 The Role of Partisanship
Key Question: How has political party loyalty influenced the impeachment process in the modern era?
Discussion Point: In recent cases (Clinton, Trump), the House vote was largely along party lines, and the Senate acquittal votes failed to reach the two-thirds threshold largely due to party unity. This suggests impeachment may function more as a political weapon than a non-partisan judicial check.
3.2 Defining "High Crimes and Misdemeanors"
Legal vs. Political: The Constitution's language is vague. Discuss the ongoing debate over whether an impeachable offense must be a violation of criminal law.
Precedents: Highlight how each case attempted to set a precedent for future definitions of abuse of power or misconduct.
3.3 Conclusion: The Effectiveness of the Check
Summary: Briefly restate the main finding—the process is sound, but its application is heavily influenced by the political climate.
Final Thought: Does the impeachment power, as currently used, achieve its goal of holding the President accountable, or does it primarily function as a dramatic expression of political opposition?
Presentation Suggestions
Visual Aid: Use a large timeline showing the years 1868, 1974 (Nixon), 1998, 2019, and 2021.
Role Play: Have one student explain the role of the House Manager (Prosecutor) and another the role of the President's Counsel (Defense Attorney) during the Senate Trial.
Venn Diagram: Create a diagram comparing the Charges and Outcomes of the three impeached presidents.
The "High Crimes" Debate Gallery Walk
Activity: Create large posters (or slides) for the key charges against each impeached president (Johnson, Clinton, Trump - 2019, Trump - 2021).
Visual Element: Next to each charge, use a bar graph or pie chart showing the final Senate vote split (e.g., how close Johnson came to conviction, or the party-line votes for Trump and Clinton).
Interactive Element: Ask the audience to vote (via a show of hands or online poll) on whether they believe that specific charge meets the standard of "High Crimes and Misdemeanors" before you reveal the outcome. This immediately engages them in the constitutional debate.
Tuesday:
Work on Project
Wednesday:
Work on Project
Thursday:
Work on Project
Friday:
Project Presentations possible. Student Input will be a part of the process.