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.
August 31st-September 4th 2026
World History Lesson Plans 9th
Monday:
FIRST DAY OF SCHOOL
8:15ish Report to Little Theater
8:15 – 9:00ish- All student assembly in the Little Theater
9:00 Students will report to class sponsor rooms
Organizational Meetings in the Commons
5th Hour we will follow the regular lunch rotation
Students will report to their 6th period class as normal. During 6th Period all students and staff will watch the mandatory
KSDE and KSHSAA Videos.
Following the viewing of the mandatory training, regular classes will be conducted to finish the day.
CLASS EXPECTIONS AND PROCEDURES
PRODEDURES PRACTICE
Tuesday:
CLASS EXPECTIONS AND PROCEDURES
PRODEDURES PRACTICE
Chapter 15 L1 The Italian States and the Renaissance
Students Learn that beginning in Italy and spanning two centuries (200 years) that the Renaissance emphasized secularism, ties to the ancient Greeks and Roman, and a persons individual abilities.
Students will learn of intellectual and artistic movements of the Renaissance
Direct Instruction-Power point
Break out sessions- Reading web-Students will create and discuss the role of the Medici family in the patronage of scholars, artists, and writers in Florence Italy
Break out session- Reading web- The meaning of urban environment and explain why it would help stimulate new ideas.
At the end of break out session- Whole group sharing of results of break out session.
Break out session- Reading web- Effects of Francesco Sforza
Break out session-Reading Web- Why the Spanish and French invaded the Italian states. What was the impact of the Invasion?
Break out session- Reading web- How did the Catholic Churches role change during the Renaissance
End of break out session- Whole group sharing of the results of break out session
Wednesday:
Chapter 15 L2 Ideas and Art of the Renaissance
Students will learn:
Humanism was an intellectual movement of the Renaissance based on the study of humanities
Petrarch emphasized the use of classical Latin which resulted in the widespread use of humanist ideas in scholarly works
New technologies in printing contributed to the rise in literacy
Liberal studies became the core of Humanist schools, and humanist educators worked to prepare students for life as citizens of society
Renaissance artists developed human focused world view, and techniques resulted in a new realistic style of art
High Renaissance produced Master artists
Artists in Northern Europe had their own artistic Renaissance and applied different approaches to art than their counter parts in Italy
Direct instruction-Power point
Break out session- Reading web Humanism
Break out session- Reading Web Petrach
Whole group-Results of reading webs
Break Out session- reading web new technology that improved literacy
Break out session- reading web What is a “good” citizen of society
Whole Group sharing of break out session
Individual Project-
Presentation creation- Create a short presentation using Google slides. Research a Renaissance artist, include examples of their work, general information, such as where that lived, what they are known for. Also create a commercial advertising the artists work of art.
Thursday:
Leonardo da Vinci’s Notebook
Historical Situation: Leonardo da Vinci kept a notebook where he wrote down ideas throughout the day as he thought them up. It included sketches of everything you can imagine and little notes to himself including his shopping lists! He wrote the book in a form of coded mirror-writing so people couldn’t easily read his ideas. To make it even harder for them to steal his inventions da Vinci would often put a mistake in his diagrams on purpose.
Your Task: Create a page of da Vinci’s notebook for a modern invention.
Instructions:
Choose a modern invention (anything that didn’t exist during the Renaissance).
Sketch the item from 3 or more angles.
Does not have to be colored or perfect.
Must show key details.
Include one fake detail that would make the invention less useful or not work at all.
Describe it in writing (backwards)
Write at least 5 sentences describing the parts of your “invention”. These should be spread all over the page.
Each sentence should describe a different function or part that makes the invention work.
Write the sentences backwards!
Write one paragraph explaining to your patron why this invention would be worth funding. Keep in mind; this is the Renaissance so you have to explain it to someone who doesn’t understand modern technology. (This does not have to be backwards)
Class Presentations over notebook
Friday:
Renaissance Artist Direct instruction
Renaissance artist project
Research a Renaissance Artist: Create a commercial “selling the renaissance Art.
You will need to Include the following:
(I would use google slides to Start)
Name of artist
At least three examples of their art
Where the art is currently located
Virtual tour of the art location
Why it is an important piece of art
How much the art is worth
Create a commercial selling the art. Make the Consumer want to Buy the Art.
August 31st-September 4th 2026
American History Lesson Plans
Monday:
FIRST DAY OF SCHOOL
8:15ish Report to Little Theater
8:15 – 9:00ish- All student assembly in the Little Theater
9:00 Students will report to class sponsor rooms
Organizational Meetings in the Commons
5th Hour we will follow the regular lunch rotation
Students will report to their 6th period class as normal. During 6th Period all students and staff will watch the mandatory
KSDE and KSHSAA Videos.
Following the viewing of the mandatory training, regular classes will be conducted to finish the day.
CLASS EXPECTIONS AND PROCEDURES
PRODEDURES PRACTICE
Tuesday:
CLASS EXPECTIONS AND PROCEDURES
PRODEDURES PRACTICE
CIVIL WAR REVIEW
Wednesday:
l What hopes and expectations did African Americans in the South have for their lives as freedpeople?
l How did President Lincoln and Congress differ over plans for Reconstruction?
l How did President Johnson’s programs benefit former Confederates?
l How did the Black Codes affect freed people?
Direct Instruction
Show me activity in Learning groups
Thursday:
l What issues divided Republicans during the early Reconstruction era?
l Why did moderates and Radical Republicans join forces, and what actions did they take on behalf of African Americans?
l Why was President Johnson impeached, and why did the Senate not remove him from office?
l Why were African Americans crucial to the election of 1868, and how did Republicans respond to their support?
Direct Instruction
Show me Activity
Friday:
l How did African Americans attempt to improve their lives during the Reconstruction era?
l What reforms did Republican governments enact?
l How did some African Americans respond to harassment by the Ku Klux Klan?
l What caused Reconstruction to end?
Direct Instruction
Learning group Mini presentations/each group gets an objective
August 31st-September 4th 2025
American Government Lesson Plans
Monday:
FIRST DAY OF SCHOOL
8:15ish Report to Little Theater
8:15 – 9:00ish- All student assembly in the Little Theater
9:00 Students will report to class sponsor rooms
Organizational Meetings in the Commons
5th Hour we will follow the regular lunch rotation
Students will report to their 6th
period class as normal. During 6th
Period all students and staff will watch the mandatory KSDE and KSHSAA Videos.
Following the viewing of the mandatory training, regular classes will be conducted to finish the day.
CLASS EXPECTIONS AND PROCEDURES
PRODEDURES PRACTICE
Tuesday:
CLASS EXPECTIONS AND PROCEDURES
PRODEDURES PRACTICE
What is Government? What do you know?
What is Politics? What do you know?
Share with your shoulder partners.
Why is a Government class important?
Share in your learning Groups.
Share thoughts in Whole group with instructor.
Democratic Socialists of America- You have probably heard about them in the news/podcasts etc. What do you know?
MAGA- You have probably heard about them in the news/podcasts etc. What do you know?
Where do you learn your political thought processes? Share in Learning groups
Wednesday:
What is Government? What do you know?
What is Politics? What do you know?
Share with your shoulder partners.
Why is a Government class important?
Share in your learning Groups.
Share thoughts in Whole group with instructor.
Democratic Socialists of America- You have probably heard about them in the news/podcasts etc. What do you know?
MAGA- You have probably heard about them in the news/podcasts etc. What do you know?
Where do you learn your political thought processes? Share in Learning groups
Thursday:
Political Spectrum Activity
Explain the Political Spectrum/Direct Instruction
Present Political topics to students and have them move around the room to the left or right. Have them explain their thoughts.
Friday:
Begin Constitutional Instruction:
Civil Dialogue- https://constitutioncenter.org/education/constitution-101-curriculum/1.constitutional-conversations-and-civil-dialogue
Learning Objectives
Define the differences between political questions and constitutional questions.
Identify the seven methods of constitutional interpretation.
Explain the importance of civil dialogue.
Explore the structural constitution—Articles I through VII of the Constitution.
1.1 Introduction: What is Civil Dialogue?
Student Instructions
Teacher Notes
Purpose
The Founding generation envisioned a constitutional system driven by (what they referred to as) civic republican virtue—a system that was guided by deliberation, reason, enlightened public opinion, and the pursuit of the public good. In this activity, you will investigate the meaning of civil dialogue by considering how it is defined, what it looks like, and what it sounds like.
Process
Think about the concept of civil dialogue and how it is defined. Then, respond to the questions below.
How do you define civil dialogue?
What does a civil dialogue look like?
What does a civil dialogue sound like?
Share your answers with the class while your teacher writes down key words, phrases, and concepts. Notice which of these are mentioned multiple times by you and your classmates.
Your teacher will provide different definitions of civil dialogue. Highlight or underline words, phrases, or concepts from the definitions you or your classmates also identified. Which words, phrases, or concepts stand out to you, and why?
August 31st-September 14th 2026
Current Political Issues Lesson Plans
Monday:
FIRST DAY OF SCHOOL
8:15ish Report to Little Theater
8:15 – 9:00ish- All student assembly in the Little Theater
9:00 Students will report to class sponsor rooms
Organizational Meetings in the Commons
5th Hour we will follow the regular lunch rotation
Students will report to their 6th
period class as normal. During 6th
Period all students and staff will watch the mandatory KSDE and KSHSAA Videos.
Following the viewing of the mandatory training, regular classes will be conducted to finish the day.
CLASS EXPECTIONS AND PROCEDURES
PRODEDURES PRACTICE
Tuesday:
CLASS EXPECTIONS AND PROCEDURES
PRODEDURES PRACTICE
Wednesday:
Political Spectrum/Two Party System/Politics/Conservatives/ Liberals
Democratic Socialists of America
Thursday:
Student Project: Exploring the Democratic Socialists of America
Project Overview
The Democratic Socialists of America (DSA) is a political organization in the United States that describes itself as a democratic socialist organization. In this project, students will investigate the history, ideas, organization, political activities, and public debates surrounding the DSA.
The goal is not to persuade students to support or oppose the organization. Instead, students will practice evaluating political ideas and organizations using reliable evidence and multiple perspectives.
Essential Question
What is the Democratic Socialists of America, what does it believe, and what role does it play in American political life?
Learning Objectives
By completing this project, students should be able to:
Explain what democratic socialism means in the context of the DSA.
Describe the history and development of the organization.
Identify major issues and policies supported by the DSA.
Explain how the DSA participates in American politics and civic life.
Distinguish between the organization's own claims and outside interpretations of those claims.
Evaluate competing perspectives using credible evidence.
Develop and defend a conclusion based on research.
Part 1: Background Research
Research the following questions:
When and why was the Democratic Socialists of America founded?
What political traditions and movements influenced the organization?
What does the DSA mean by democratic socialism?
How does the organization describe capitalism, democracy, labor unions, and economic inequality?
What are some of the major issues the DSA has worked on?
How is the DSA organized at the national and local levels?
How does the DSA participate in elections, campaigns, labor organizing, protests, or other forms of political activity?
How has the organization's membership or public profile changed over time?
Part 2: Investigate a Major Issue
Choose one issue associated with the DSA, such as:
Labor unions and workers' rights
Universal health care
Housing policy
Minimum wage policy
Climate change
Wealth and income inequality
Public ownership
Student debt
Elections and democratic participation
International affairs
Research the DSA's position on your selected issue.
Then answer:
What problem does the DSA believe exists?
What solution does it propose?
What evidence does the DSA use to support its position?
What are the strongest arguments in favor of its approach?
What are the strongest criticisms or objections?
What evidence supports or challenges those criticisms?
Part 3: Compare Perspectives
Use at least three different types of sources:
A primary source from the DSA
Examples include an official statement, platform, resolution, or publication.
A reputable independent source
This could be a newspaper, academic publication, research organization, or other credible source.
A source presenting a different political perspective
This source should offer criticism, disagreement, or an alternative interpretation.
Create a comparison chart:
Question
DSA Perspective
Independent/Alternative Perspective
What is the central problem?
What solution is proposed?
What evidence is used?
What assumptions are made?
What are the strongest arguments?
What are the strongest criticisms?
Part 4: Case Study
Select one specific example of DSA involvement in American politics.
Possible examples include:
A local or national election campaign
A labor organizing campaign
A housing or tenant organizing effort
A legislative campaign
A protest or social movement
The election of a candidate associated with the DSA
Explain:
What happened?
Who participated?
What did the DSA seek to accomplish?
What strategies were used?
What was the outcome?
How did supporters evaluate the effort?
How did critics evaluate it?
What does this example reveal about the organization's strengths and limitations?
Part 5: Final Analysis
Write a 1,000–1,500 word analysis answering the essential question:
What is the Democratic Socialists of America, and how significant is its role in American political and civic life?
Your analysis should include:
A clear thesis
Historical background
Explanation of democratic socialism as understood by the organization
Discussion of at least one major issue
A specific case study
Evidence from multiple perspectives
A discussion of criticisms and counterarguments
A conclusion supported by your research
Avoid simply describing what the organization says. Your goal is to analyze and evaluate the evidence.
Source Requirements
Use at least 5 credible sources, including:
1 primary DSA source
2 independent or academic sources
1 source representing a contrasting perspective
1 additional credible source of your choice
Students should evaluate sources for:
Author and publisher
Date of publication
Evidence provided
Political or ideological perspective
Whether claims can be independently verified
Presentation Option
Students may present their findings in one of the following formats:
6–8 minute class presentation
Research poster
Digital presentation
Recorded presentation
Written research report
The presentation must explain the evidence fairly rather than functioning as a political campaign for or against the DSA.
Assessment Rubric
Category
Points
Historical research and accuracy
20
Understanding of DSA ideas and positions
20
Use and evaluation of sources
20
Comparison of perspectives
15
Analysis and critical thinking
15
Organization and presentation
10
Total
100
Final Reflection
After completing the project, respond to these questions:
What did you learn about the DSA that you did not know before beginning the project?
Which source was most useful, and why?
Did researching multiple perspectives change or complicate your understanding of the organization?
What is one disagreement about the DSA that you think deserves further investigation?
What makes it difficult to evaluate political organizations objectively?
Friday:
Present information concerning the Democratic Socialists of America
Class Discussion about the Democratic Socialists of America. Pair share student opinions concerning the group. Share with each other then share with instructor
The Democratic Socialists of America (DSA) is a political organization in the United States that describes itself as a democratic socialist organization. In this project, students will investigate the history, ideas, organization, political activities, and public debates surrounding the DSA.
The goal is not to persuade students to support or oppose the organization. Instead, students will practice evaluating political ideas and organizations using reliable evidence and multiple perspectives.
What is the Democratic Socialists of America, what does it believe, and what role does it play in American political life?
By completing this project, students should be able to:
Explain what democratic socialism means in the context of the DSA.
Describe the history and development of the organization.
Identify major issues and policies supported by the DSA.
Explain how the DSA participates in American politics and civic life.
Distinguish between the organization's own claims and outside interpretations of those claims.
Evaluate competing perspectives using credible evidence.
Develop and defend a conclusion based on research.
Research the following questions:
When and why was the Democratic Socialists of America founded?
What political traditions and movements influenced the organization?
What does the DSA mean by democratic socialism?
How does the organization describe capitalism, democracy, labor unions, and economic inequality?
What are some of the major issues the DSA has worked on?
How is the DSA organized at the national and local levels?
How does the DSA participate in elections, campaigns, labor organizing, protests, or other forms of political activity?
How has the organization's membership or public profile changed over time?
Choose one issue associated with the DSA, such as:
Labor unions and workers' rights
Universal health care
Housing policy
Minimum wage policy
Climate change
Wealth and income inequality
Public ownership
Student debt
Elections and democratic participation
International affairs
Research the DSA's position on your selected issue.
Then answer:
What problem does the DSA believe exists?
What solution does it propose?
What evidence does the DSA use to support its position?
What are the strongest arguments in favor of its approach?
What are the strongest criticisms or objections?
What evidence supports or challenges those criticisms?
Use at least three different types of sources:
A primary source from the DSA
Examples include an official statement, platform, resolution, or publication.
A reputable independent source
This could be a newspaper, academic publication, research organization, or other credible source.
A source presenting a different political perspective
This source should offer criticism, disagreement, or an alternative interpretation.
Create a comparison chart:
Question
DSA Perspective
Independent/Alternative Perspective
What is the central problem?
What solution is proposed?
What evidence is used?
What assumptions are made?
What are the strongest arguments?
What are the strongest criticisms?
Select one specific example of DSA involvement in American politics.
Possible examples include:
A local or national election campaign
A labor organizing campaign
A housing or tenant organizing effort
A legislative campaign
A protest or social movement
The election of a candidate associated with the DSA
Explain:
What happened?
Who participated?
What did the DSA seek to accomplish?
What strategies were used?
What was the outcome?
How did supporters evaluate the effort?
How did critics evaluate it?
What does this example reveal about the organization's strengths and limitations?
Write a 1,000–1,500 word analysis answering the essential question:
What is the Democratic Socialists of America, and how significant is its role in American political and civic life?
Your analysis should include:
A clear thesis
Historical background
Explanation of democratic socialism as understood by the organization
Discussion of at least one major issue
A specific case study
Evidence from multiple perspectives
A discussion of criticisms and counterarguments
A conclusion supported by your research
Avoid simply describing what the organization says. Your goal is to analyze and evaluate the evidence.
Use at least 5 credible sources, including:
1 primary DSA source
2 independent or academic sources
1 source representing a contrasting perspective
1 additional credible source of your choice
Students should evaluate sources for:
Author and publisher
Date of publication
Evidence provided
Political or ideological perspective
Whether claims can be independently verified
Students may present their findings in one of the following formats:
6–8 minute class presentation
Research poster
Digital presentation
Recorded presentation
Written research report
The presentation must explain the evidence fairly rather than functioning as a political campaign for or against the DSA.
Category
Points
Historical research and accuracy
20
Understanding of DSA ideas and positions
20
Use and evaluation of sources
20
Comparison of perspectives
15
Analysis and critical thinking
15
Organization and presentation
10
Total
100
After completing the project, respond to these questions:
What did you learn about the DSA that you did not know before beginning the project?
Which source was most useful, and why?
Did researching multiple perspectives change or complicate your understanding of the organization?
What is one disagreement about the DSA that you think deserves further investigation?
What makes it difficult to evaluate political organizations objectively?