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?
November 3rd-November 7th 2025
World History Lesson Plans 9th
Monday:
Spainish Monarchs and Absolutism
Charles V
Review Phillip II
Why did Spanish Power Decline-Pair Share
Tuesday:
Wars of religion in Europe
Protestant Reformation
French Wars of Religon- CatholicsVS Huguenots
Thirty Years War
Peace Of Westphalia
Wednesday:
Major Conflicts during the age of absolutism
Absolutism vs. Constitutionalism
Thursday:
■ Class Project: The Age of Absolutism (1550–1715)
Objective: Students will understand how absolute monarchs centralized power in Europe, how their
rule impacted society, and how different nations experienced absolutism in different ways.
Topics to Choose From:
1. Louis XIV and French Absolutism – “The Sun King” and Versailles
2. Philip II and the Spanish Empire – Power, religion, and the Armada
3. Peter the Great and Russian Modernization – Westernization and control
4. Absolutism vs. Constitutionalism in England – James I, Charles I, Glorious Revolution
5. Wars of Religion and Absolutism – How religion shaped royal power
6. Effects of Absolutism on the People – Daily life, economy, and class structure
Project Format Options:
• Poster or Infographic
• Slide Presentation (6–10 slides)
• Mock Interview or Skit
• Newspaper Front Page
• Mini Documentary Video
• Essay or Research Paper (2–3 pages)
Required Elements:
• Monarch’s name, country, dates of rule
• How the ruler gained and maintained power
• Examples of absolute power
• Impact on the country and people
• One primary source image or quote
• At least 2 sources (Works Cited)
Project Timeline:
Day 1: Topic selection & research
Day 2–3: Work time
Day 4: Presentations / Gallery Walk
Day 5: Reflection & quiz
Additional component of the project(student Choice)
• Compare two monarchs (e.g., Louis XIV vs. Peter the Great)
• Analyze how absolutism led to later revolutions
• Debate: “Was absolutism beneficial or harmful to Europe?”
Friday:
Work on Project
Presentations on Tuesday
November 3rd-November 7th 2025
American Government Lesson Plans
Monday:
5.2 Video Activity: The Bill of Rights
· Student Instructions
· Teacher Notes
Purpose
The First Congress formally approved the Bill of Rights on September 25, 1789, and sent it to the states for ratification. On December 15, 1791—so, over two years later—the first 10 amendments to the Constitution were ratified. In this activity, you will learn about the rights guaranteed by the Bill of Rights and the story behind its creation, including the key role played by the Dissenters at the Constitutional Convention.
Process
Watch the following video about the Bill of Rights.
Then, complete the Video Reflection: The Bill of Rights 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.
Tuesday:
5.4 Activity: Madison’s Reluctance to Add a Bill of Rights
· Student Instructions
· Teacher Notes
Purpose
This activity aims to help students understand a surprising fact: The framers did not include a bill of rights in the original Constitution. Furthermore, some key founders even argued that a bill of rights was unnecessary and, possibly, dangerous. This activity will re-introduce students to two key founders, James Madison and James Wilson, and explore their critique of a federal bill of rights.
Process
In your group, brainstorm reasons why the delegates to the Constitutional Convention might have left out a bill of rights.
Then, brainstorm reasons why members of the Founding generation may have believed that it was not necessary to include the Bill of Rights in the Constitution. Why could it have been dangerous?
Read the three documents below and list key arguments for and against adding a bill of rights. Date each argument to show the transition from opposition to support.
Primary Source: Thomas Jefferson and James Madison, Correspondence on a Bill of Rights (1787-89)
Primary Source: James Madison’s Speech in Support of Amendments (1789) (where he introduces his draft of the Bill of Rights to the House of Representatives)
Wednesday:
5.6 Summary Activity: Incorporation
· Student Instructions
· Teacher Notes
Purpose
As ratified, the Bill of Rights only applied to abuses by the national government—not the states. However, following the ratification of the 14th Amendment and later decisions by the Supreme Court, the Bill of Rights became a charter of national freedom—applying key Bill of Rights protections (like free speech and religious liberty) to abuses by all levels of government: national, state, and local. This process is known as incorporation. Today, virtually all of the key protections enshrined in the Bill of Rights apply with equal vigor against all levels of government.
In this activity, you will explore the relationship between the Bill of Rights and the 14th Amendment and study the process of incorporation.
Process
Read and interpret the language from Section 1 of the 14th Amendment then review the Info Brief: Incorporation.
“No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law.”
Then, read and take notes on the following essays:
Activity Guide: Incorporation Essay by Akhil Amar and Note Catcher
Activity Guide: Due Process Clause Essay by Nathan S. Chapman and Kenji Yoshino and Note Catcher
Activity Guide: Due Process Clause Essay by Chapman and Yoshino and Note Catcher
After you have finished reading these essays, identify the relationship between the Bill of Rights and the 14th Amendment. Describe how the 14th Amendment transformed the Bill of Rights.
Record your answers and be prepared to engage in classroom discussion.
Thursday:
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 participationReflection 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?
Friday:
Work on project in learning groups
November 3rd-November 7th 2025
Current Political Issues Lesson Plans
Monday:
The Russo-Ukrainian War – A Multi-Layered Conflict
Project Goal
To analyze the historical context, immediate causes, geopolitical implications, and humanitarian consequences of the war, culminating in a synthesized presentation of different global perspectives.
Phase 1: Research and Historical Context (Individual Work)
Students will begin by creating a comprehensive foundation of knowledge.
Task 1: The Historical Timeline:
Create a detailed, visually compelling timeline covering key events from 1991 (Ukrainian independence) to the 2022 full-scale invasion, including:
The breakup of the Soviet Union and nuclear disarmament.
The Orange Revolution (2004).
The Russo-Georgian War (2008) (as a comparative event).
The Maidan Revolution and Annexation of Crimea (2014).
The War in the Donbas (2014-2022).
NATO/EU expansion debates.
Task 2: Key Figures and Ideologies:
Write a brief, unbiased profile (300-400 words each) on three key figures: Volodymyr Zelenskyy, Vladimir Putin, and a representative of a neutral/non-aligned country (e.g., the current leader of India or South Africa) and their official stance on the war.
Summarize the core concepts of Ukrainian Nationalism and the concept of a "Russian World" (Russkiy Mir).
Phase 2: Hands-On Analysis and Media Literacy (Group Work)
Students will form groups of 3-4 to analyze the conflict through different lenses.
Group Focus
Hands-On Product
Core Questions to Address
Geopolitics & Military Strategy
Interactive Map and Battle Analysis: Create a digital map (using a tool like Google My Maps) highlighting key strategic locations (e.g., Crimea, Donbas, ports, nuclear power plants). Analyze a 12-month period of the conflict, mapping major offensives and counter-offensives.
What were the main military objectives of each side? How have Western aid/sanctions shifted the balance of power? What is the role of technology (drones, cyber warfare)?
Humanitarian & Refugee Crisis
Digital Story/Podcast: Produce a short (5-7 minute) audio or video piece based on research. Use primary source quotes (from news reports) to center the experiences of refugees, displaced persons, and civilians.
What are the current human costs (casualties, displaced persons)? How are neighboring countries and international aid organizations responding? What is the concept of a "war crime" and what investigations are ongoing?
Economic & Global Impact
Infographic: Design a large infographic that illustrates the war's global economic ripple effects.
How has the war affected global food and energy prices? What are the economic consequences of sanctions for Russia, the EU, and the world? How is global trade being rerouted (e.g., grain exports)?
Media & Disinformation
Source Comparison Dossier: Select a single major event in the war (e.g., the destruction of a significant infrastructure site). Compare and contrast coverage from three sources: Ukrainian media, Russian state media, and a major Western news outlet (e.g., Reuters, BBC, AP).
How do narrative and language differ between the sources? What propaganda techniques are identifiable? How does media literacy help a global citizen navigate this conflict?
Export to Sheets
Phase 3: Synthesis and Presentation (Class Activity)
The final phase brings all the information together for a high-level discussion.
The Global Town Hall:
The class will conduct a simulated Global Town Hall Meeting on the future of the conflict.
Each student group is assigned a major global stakeholder:
Group 1: Ukrainian Government / Society
Group 2: Russian Government / Society
Group 3: The United States / NATO
Group 4: European Union
Group 5: China / Global South (Non-Aligned Nations)
Groups must research and present the following from their stakeholder's perspective:
Current Stance: What is their official policy on the war?
Core Interests: What is the single most important outcome they want?
Path to Peace: What are the non-negotiable terms they would propose for a cease-fire and long-term peace agreement?
The Town Hall concludes with a moderated discussion, where groups challenge each other's "Path to Peace" proposals based on their research.
This project is "hands-on" as it requires students to create tangible products (timelines, maps, podcasts, infographics) and participate in a dynamic role-playing exercise to internalize and discuss the multiple, conflicting realities of the war.
Tuesday:
Work on Project
Wednesday:
Reflective Writing Due
Work on Project
Thursday:
Work on Project
Friday:
Reflective Writing Due
Present Ukrainian war project
November 3rd-November 7th 2025
American History Lesson Plans
Monday:
Restoring Honest Government
l What scandals plagued the Grant administration?
l Why did Americans want political reform, and how did this desire affect the Republican Party?
l Why did President Arthur’s positions on civil service reform change, and how did this affect his political party?
l How did President Harrison deal with President Cleveland’s reforms?
Think Pair Share- How would you have solved corruption in government during the Gilded Age? How would you solve corruption in Government today? Or does corruption even happen? Why or why not?
Direct Instruction: Grant Administration
Credit Mobiler
Election of 1872- Spoils System
The Whiskey Ring Scandal
Election of 1880
Assassination of President Garfield
Pendelton Civil Service Act
Election of 1812
President Cleveland’s First term
President Cleveland’s Reforms
Tuesday:
The Populist Movement
l What factors led to economic hardships for farmers?
l What did the farmers’ movements hope to achieve, and what weakened their efforts?
l Why did farmers support money backed by silver?
l What issues did the Populist Party support?
l How did silver affect the economy and the 1896 presidential election?
Pair Share- What kinds of hardships do farmers face today?(Explain the relevance since our county depends largely on Ag production)
Direct instruction
Economic Hardships for Farmers
Farmer’s movements
The Grange Movement
Interstate commerce Act
The Alliance Movement
Populist Party
Election of 1892
Panic of 1893
Election of 1896
William Jennings Bryan
President Mckinley’s Victory and the End of the Populism
Wednesday:
Review for Gilded Age Test
Thursday:
Test Gilded Age
Friday: