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?
Important information!
Make sure you review and are aware of the Rock Hills Social Skills.
Mr. Luedke’s Class expectations:
All Classes
1) Be ready to work hard
2) There are 5 points per day for daily work.
3) Daily work is just that Daily work. If you are not there you miss out. Our daily work is going to different this year. Daily work will begin as soon as you walk in the door. You will have about five minutes to complete and discuss the daily work. No late daily work will be accepted. It is due when the instructor asks for it to be turned in.
4) NO LATE WORK WILL BE ACCEPTED EVER.(After the required two days for everyday gone policy. The absences must be excused.)
5) YOU ARE RESPONSIBLE TO GET MAKE UP WORK WHEN ABSENT. IF YOU DO NOT DO IT WILL BE PLACED IN THE GRADE BOOK AS A ZERO.
6) Behavior- Any behavior problems will result in an office referral. You will be given directions and instruction and you are expected to follow those directives and instructions immediately. Live by these two guidelines in this classroom: 1) Do not interfere with other students learning. 2) Do not interfere with the instructors teaching. You can not break one without breaking the other. If you are disruptive and impact other students you will leave the classroom. It is not right for you to cause other students difficulties in learning. Education is a privilege, not a right. Don’t waste taxpayers dollars. Use classroom supplies with dignity and respect.
7) Treat each other with respect. Some things that will be discussed in class can bring out a lot of emotion. Believe it or not many people have different view points on different issues. True learning occurs by learning how to listen to other people and see their point of view and their position on an issue. You may not agree with them but you must agree that it is ok to disagree.
8) Daily work will consist of a current event or political issue that is going on in the world. The activity is meant to challenge you and cause you to think.
9) NO EXTRA CREDIT WILL BE GIVEN. YOU WILL PASS THIS CLASS WITH YOUR WORK ETHIC AND MERIT. NOT BY DOING A LOT OF EXTRA CREDIT AT THE LAST MINUTE. THE WORLD DOES NOT GIVE EXTRA CREDIT.
10) “Rigor, Relevance, Determination, and Perseverance”
11) Test reviews will be given a number of ways. Google classroom will be used.
12) CHECK AND USE YOUR EMAIL CONSISTANTLY. THIS IS THE ONLY WAY TO COMMUNICATE WITH ME. I AM ACCESSABLE UNTIL 9PM 7 DAYS A WEEK FOR QUESTIONS VIA EMAIL. I AM AT THE SCHOOL WORKING AT 5:30AM SO I AM ACCESSABLE AT THAT TIME AS WELL. EMAIL, EMAIL, EMAIL, EMAIL!!!!! IT IS A SKILL THAT YIOU NEED TO USE IN THE FUTURE. IT IS HOW THE BUSINESS WORLD COMMUNICATES. I WILL NOT COMMUNICATE AFTER SCHOOL HOURS ANY OTHER WAY.
13) Mr. Luedke’s Philosophy on Teaching and Learning:
a. Nothing is impossible to learn
b. Everything in this world comes down to “want to”.
c. There are three basic kinds of people in the world: 1) Those that Make Things Happen- The people in this group are the movers and the shakers of the world. They are productive and help make our society a better place to live. 2) Those that Watch Things Happen- The people in this group generally sit back and watch the first group. As the first group does things this second group gripes and complains about how the first group does things yet they do nothing to help or produce towards the betterment of society. 3) Those that wonder “What Happened?”- This group does not have the slightest clue about what is going on in the society. They typically feed off of society and are generally none productive members of that society. MY CHALLENGE TO YOU IS TO BE A MEMBER OF THE FIRST GROUP. THEY ARE THE ONES THAT IN THE LONG RUN END UP BEING THE MOST SUCCESSFUL.
d. “Weak-Mindedness”- One of my favorite sayings is “Don’t be weak-minded”….what I mean by this statement is that just because you are faced with some type of adversity, whether it be in the classroom or in extra-curricular activities, you can not and must not ever give up and quit. You can not be afraid to push your self farther than you think you can go. Greatness is never achieved with out hard work.
e. AI- This is an interesting situation. I use AI. Students use AI. AI is a tool. It should not do your work for you. You have to build the dendrites and neurons in your brain. That is on you as a student.
Mr. Luedke’s Classroom Procedures
1) Enter the room with the intent to learn something everyday.
2) Enter the room and sit down. There will be no talking at that time.
3) Understand that questions will not be answered when you are walking through the door or during the time waiting for the bell or during the bell work time frame. Class attendance will be taken then.
4) Wait for the Bell.
5) Immediately begin Bell work.
6) Question and answer time from the previous day.
7) Instruction begins. You are expected to remain silent during instruction.
8) You can interrupt instruction by raising your hand with a question that is related to the instruction.
9) Participate and stay on task with instructional strategies.
10) Participate and work with others on instructional project based learning opportunities.
11) Remain seated for dismissal. Mr. Luedke dismisses class not the bell.
12) There will be no food allowed in the classroom
13) Bottled water with a lid will be allowed. No other drinks will be allowed.
14) No food or drinks from other classrooms will be allowed.
15) No other projects from other classes will be allowed in the classroom. Those projects can stay in the classrooms they are created in.
16) Use appropriate voice tone when doing in class activities.
17) All IPADS will be placed on the table in front of the student at the beginning of the hour. IPADS will not be opened until instructed by Mr. Luedke
18) Consequences: Failure to follow these procedures will be deemed a violation of the Rock Hills “Follow instruction” expectation and will result in an office referral.
November 2nd-6th 2026
American History Lesson Plans
Monday:
Mini Project in class:
In your learning groups create/design a map of a Urban city that could have developed during the 1800’s/1900’s
Your city must have modes of transportation with transportation route shown.
Your city must have a business/downtown area.
Your city must have planned/designed roads/sidewalks for people to get to their employment.
Your city must have at least three industrial plants in it. The industrial plant must produce one good/service per plant.
Your city must have some mode of transportation that can be used to get goods or services out of the city or into the city. This transportation must be the same transportation used during the period.
You will need to have skyscrapers in your city. Just like the period.
These must all be included on your map of the city.
Work On project
Tuesday:
Work On project
Wednesday:
Project presentations
Thursday:
Urban America 1865-1896
l How did immigration change during the late 1800s?
l What challenges did immigrants face as they settled in the United States?
l Where did new immigrants find assistance?
l Why did nativists oppose new immigration?
Direct instruction/Chunking 5-9
Pair share activity
What types of immigrants came to the US
New verses old immigrants
Analyze immigration data-What were the largest groups by number that immigrated to the US? Cooperative group conversation. What were the smallest groups that immigrated to the US?
Discuss why immigrants came to the US during this time. What does immigration to America look like? Why do immigrants want to come to the US today?
Internet research mini activity: Why were the Chinese restricted to the US so much in the 1800’s? Small group activity. Share in Whole group.
Friday:
Urban America 1865-1896
l How did immigration change during the late 1800s?
l What challenges did immigrants face as they settled in the United States?
l Where did new immigrants find assistance?
l Why did nativists oppose new immigration?
Direct instruction
Challenges faced by immigrants in their journey to the United States.
Analyzing pie chart Small group-Where to immigrants come from now?
Analyzing line graphs: Small group cooperative learning. When did immigration peak in the 1800’s/1900’s? What could have been some factors that lead to this peak in immigration?
Direct instruction: What is was like arriving in the US for immigrants.
Direct instruction: Cover what life was like for immigrants once entering the US.
Analyze what ethnic communities were.
Analyze how religion played a key role in immigrant communities.
Wednesday:
Urban America 1865-1896
l How did immigration change during the late 1800s?
l What challenges did immigrants face as they settled in the United States?
l Where did new immigrants find assistance?
l Why did nativists oppose new immigration?
Direct instruction/Chunking 5-9
Direct instruction
Explain what benevolent societies were.
Examine immigrant cultural practices
Analyze why immigrants were viewed as a threat to Americans that were already in the US.
Small group activity: see below
Why would labor Unions want to restrict immigration? Do labor Unions still want to restrict immigration in our country today?
Share conversation in whole group.
Direction instruction: how were the Chinese treated by Nativists.
November 2nd-6th 2026
American Government Lesson Plans
Monday:
Learning Objectives
Identify the five freedoms protected by the First Amendment.
Discuss the First Amendment’s speech-protective rule.
Examine contexts in which the government has some additional leeway to regulate speech.
Analyze the First Amendment’s religion clauses and explore how the Supreme Court has interpreted them over time.
Explore landmark free speech and press cases and examine famous quotes.
Examine historical examples of different people and groups asserting their petition and assembly rights and reflect on the methods available to you today.
10.1 Activity: Five Freedoms
· Student Instructions
· Teacher Notes
Purpose
In this activity, you will discuss the five freedoms enshrined in the First Amendment.
Process
As a class, list the first words that come to mind when you hear the words “First Amendment.” What freedoms are enshrined in it?
Read the text of the Primary Source: First Amendment as a class and identify the five freedoms. Highlight, circle, and label the key freedoms and key information along with your classmates.
Your teacher will lead you through a discussion on the First Amendment as a group.
In small groups answer the following questions:
Why do you think that these five freedoms were included in the First Amendment? Why are they important? Why might the Founding generation have valued them? Are there any principles (or broader theories) that connect the First Amendment’s five freedoms?
How does each freedom offer something distinct?
How do these freedoms overlap and/or reinforce one another?
What are some ways that you might exercise your First Amendment freedoms today?
Be prepared to discuss your answer as a class.
Tuesday:
Election Day……Watch News Cast on Midterm Election Results
10.2 Video Activity: Big Ideas Behind the First Amendment
· Student Instructions
· Teacher Notes
Purpose
In this activity, you will learn more about the big ideas behind the First Amendment.
Process
Watch the following video about the First Amendment.
Then, complete the Video Reflection: The First Amendment worksheet.
Identify any areas that are unclear to you or where you would like further explanation. Be prepared to discuss your answers in a group and to ask your teacher any remaining questions.
Wednesday:
Discuss Midterm Election Results
10.3 Activity: Religion Clauses
· Student Instructions
· Teacher Notes
Purpose
The First Amendment has two clauses related to religion: one preventing the government establishment of religion (the Establishment Clause) and the other protecting the ability to freely exercise religious beliefs (the Free Exercise Clause). In this activity, you will review these clauses, why they were included in the Bill of Rights, the issues they address, and how the Supreme Court has interpreted them over time.
Process
Read your assigned interpretations:
Complete the Activity Guide: Religion Clauses worksheet. Your teacher will lead you in a group, explain your assigned clause, and build a deeper understanding of both clauses and how they work together or in conflict with one another.
Finally, as a class read Info Brief: Kennedy v. Bremerton School District Case then join in a group discussion on modern cases today and constitutional hypotheticals.
Thursday:
10.4 Activity: Speech Quotation Analysis
· Student Instructions
· Teacher Notes
Purpose
In this activity, you will examine free speech quotes from landmark Supreme Court cases and compare them to the big ideas shared in the video.
Process
For background on the legal framework for analyzing First Amendment Speech and Press Clauses, read the following interpretation:
First Amendment: Speech Clause and the Press Clause
Analyze the First Amendment Quotes provided to you and explore longer excerpts in the Founders’ Library to better understand the context for them and the development of free speech and a free press in America.
In your group, complete the following tasks on the Activity Guide: Speech Quotation Analysis worksheet.
Define any words that you do not understand.
Summarize each quotation and write one to two sentences explaining it in your own words.
Explain how the quote connects to the broader conclusion that the Supreme Court reached in the case.
Think about the big ideas from the First Amendment instructional video. Draw any connections to the four First Amendment principles highlighted in the video. Explain the connections.
As a reminder, here are the four big ideas:
Freedom of conscience is an unalienable right because people have the right and duty to think for themselves.
Free speech makes representatives accountable to “We the People.”
Free speech is necessary for the discovery of truth and the rejection of falsehood.
Free speech allows the public discussion necessary for democratic self-government.
Be prepared to share key point(s) and draw connections to what you explored in the videos and primary sources.
Friday:
10.5 Activity: Assembly and Petition
· Student Instructions
· Teacher Notes
Purpose
But wait, there is more in the First Amendment! The First Amendment also protects the right to assemble and the right to petition the government for a redress of grievances. These are two distinct rights. First, the right to assemble protects our right to gather together with others in groups—whether as part of a political meeting, religious gathering, street protest, or parade. And second, the right to petition goes to our right to join together with others to share our collective views with the government—often by highlighting problems and suggesting ways of fixing them.
Process
Examine the primary source assigned to you and your partner, and complete the Activity Guide: Assembly and Petition worksheet.
Review your responses with a classmate who examined the same primary source and be prepared to share with your class the connection to assembly and petition.
November 2nd-November 6th 2026
World History Lesson Plans 9th
Monday:
I. Learning Objectives
By the end of this lesson, students will be able to:
Define absolutism and explain how it shaped European politics between 1550 and 1715.
Identify major absolute monarchs and their methods of centralizing power.
Compare absolutism in France, Spain, and England.
Analyze how religious conflicts and revolutions challenged absolute rule.
Evaluate the long-term impact of absolutism on modern governments.
III. Key Vocabulary
Absolutism
Divine Right of Kings
Centralization of Power
Estates-General
Parliament
Huguenots
Glorious Revolution
Edict of Nantes
Balance of Power
· Introduction to Absolutism
· Definition and concept of divine right
· Contrast with feudalism and constitutionalism
· Spain: Habsburg Power
· Philip II and the Spanish Armada (1588)
· Catholicism as a tool of unity and control
· France: The Sun King
· Louis XIV and Versailles
· Intendants, mercantilism, Edict of Nantes (revoked)
· England: Limits to Absolutism
· James I and Charles I’s attempts at absolute rule
· English Civil War & Oliver Cromwell
· Glorious Revolution (1688) and the English Bill of Rights
· Religious Wars & Conflicts
· Thirty Years’ War (1618–1648)
· French Wars of Religion
· Group Activity: Students complete a “Monarchs and Methods” chart, listing:
o Monarch name
o Country
o How they gained/maintained power
o Resistance or opposition they faced
· · Define absolutism in your own words.
· · Name one absolute monarch and describe their method of ruling.
· · Explain one way absolutism was challenged.
Extension:
· Option 1: Create a short biography poster of an absolute monarch.
· Option 2: Write a journal entry as if you were a citizen under Louis XIV or Charles I.
· Option 3: Research how absolutism influenced later revolutions (e.g., French Revolution).
· Key Monarchs & Events to Highlight
Country
Monarch/Event
Key Point
Spain
Philip II
Spanish Armada, Catholic orthodoxy
France
Louis XIV
Versailles, centralization, divine right
England
James I, Charles I, William & Mary
Civil War, Glorious Revolution, limits to power
Holy Roman Empire
Thirty Years’ War
Religious conflict, balance of power
Work On Project
Tuesday:
Work On Project
Wednesday:
Work On Project
Thursday:
Project Presentations will continue through seminar
Friday:
November 2nd- Nov 6th 2026
Current Political Issues Lesson Plans
Monday:
Objective:
Students will identify major stories from the past week and evaluate source credibility.
Activities:
Warm-Up (5 min):
Quickwrite: “What news story caught your attention recently?”
News Briefs (10 min):
Teacher shares 3–5 major headlines (local, national, global).
Source Evaluation Mini-Lesson (10 min):
How to detect bias, credibility, and purpose.
Article Hunt (20 min):
Students browse approved news sites to find one credible article.
Fill out Source Analysis Sheet (bias, evidence, purpose).
Exit Ticket (5 min):
Rate the article’s reliability and explain why.
Tuesday:
Objective:
Students will summarize and analyze a selected news article.
Activities:
Warm-Up (5 min):
Vocabulary pull: students define 2–3 key news terms from yesterday.
Mini-Lesson (10 min):
How to write an effective news summary (5 W’s + significance).
Article Summary Work (20 min):
Students read their chosen article more closely.
Write a 5–7 sentence summary plus Why this event matters.
Small-Group Discussion (10 min):
Students share summaries; groups compare topics and viewpoints.
Exit Ticket (5 min):
“What new perspective did you hear today?”
Wednesday:
Objective:
Students will understand a major ongoing issue and its background context.
Activities:
Warm-Up (5 min):
Prediction: “What might happen next with ___ issue?”
Teacher Mini-Lesson (15–20 min):
Overview of an ongoing topic (example: elections, conflict zones, economics, climate, Supreme Court decisions).
Include maps, timelines, and background information.
Guided Discussion (15 min):
Students answer guiding questions in pairs.
Focus: impact, stakeholders, consequences.
Reflection (5 min):
One-paragraph response: “What is the most important takeaway?”
Thursday:
Objective:
Students will practice civil discourse using evidence from reliable sources.
Activities:
Warm-Up (5 min):
Review discussion norms: respect, evidence, no personal attacks.
Preparation (10 min):
Students gather supporting evidence for a debate topic selected earlier in the week.
Structured Debate or Socratic Seminar (25–30 min):
Formats can vary weekly:
Fishbowl discussion
Pro/Con debate
Four Corners opinion activity
Exit Ticket (5 min):
Students write one thing they learned from an opposing viewpoint.
Friday:
Objective:
Students will demonstrate their understanding of current events through writing and assessment.
Activities:
News Quiz (10 min):
Covers the major stories of the week (multiple choice + short answer).
Weekly Reflection (15–20 min):
Prompts:
What event this week do you think will matter 10 years from now? Why?
Which event did you find most confusing and why?
Share-Out (10 min):
Volunteers read their responses.
Preview Next Week (5 min):
Teacher gives a teaser topic or major issue to follow.
Materials:
Quiz, reflection sheet.