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Note: Due to school photos taking up time in today's class, we called an audible. Today we'll get through reading and annotating the two chapters from The Democratic Debate. We'll do a Socratic Seminar on Thursday. See the new assignment below
Goal for the day: To identify values most relevant to our government
First off, an announcement...
Dave Heerschap is leading a field trip on Tuesday, September 9th to Silverton to visit the Hundred Year Mine and other associated geological wonders. You need to let him (and me) by Friday if you plan to go. It will cost you $15 and you have to use personal transportation to get up there. Depending on how many of you choose to go, I would like to show the film “Lincoln” during our class period and into lunch on the 9th. The film won multiple awards, and is about the passage of the 13th amendment.
Second off, this day is a culmination of sort. You’ve been given a lot of seemingly random bits of information about the Constitution and the nation’s founding through our games and activities and assignments. We’ve been exploring what’s happening in Ferguson as a case study. And we’ve been introducing the video project in small chunks. Today is when we’ll tie down several of these introductory threads and move toward a more in-depth study of the Constitution.
We’ll start by finishing the scoring of the old FAMP videos by former AHS students. I’m really interested to see which ones you think were most effective.
We’ll spend the rest of our shortened Wednesday class focusing on the reading from The Democratic Debate and the two New York Times articles I assigned for Tuesday. We’ll also touch a bit on Shay’s Rebellion, which you should have reflected on.
You’ll have almost a full hour to go through and annotate The Democratic Debate pages with the help of the following guiding questions. Keep these questions. If our Non-Quiz Quiz on Monday included basic facts, the answers to these questions represent a more sophisticated understanding of our government and its founding. Put these together and you’re 2/3 of the way toward a pretty solid study guide. (I’m still working on the final third, which you’ll get by Friday.)
The final half hour of class we’ll be doing a Socratic Seminar about the reading. The questions for the seminar are representative of the type of essay questions that will be on the exam about the Constitution.
I’m aiming for September 12th for the exam. We have a lot to cover between now and then and I’ll go over the full calendar for the next two weeks on Thursday. We will have a day dedicated to review for the exam. But the questions will ask you to apply your knowledge. They won’t be simple.
Assignments for Thursday, August 28th
Answer the following question as preparation for seminar. What values did the Federalists and the Anti-Federalists respectively bring into the Constitutional Convention? Write at least 250 words and give an example for each in their opinions toward how the government should operate.
Post your answer in the current Google doc, the same one you used for Wednesday's reflection on the two newspaper articles.
Goal for the day: To identify values most relevant to our government
First off, an announcement...
Dave Heerschap is leading a field trip on Tuesday, September 9th to Silverton to visit the Hundred Year Mine and other associated geological wonders. You need to let him (and me) by Friday if you plan to go. It will cost you $15 and you have to use personal transportation to get up there. Depending on how many of you choose to go, I would like to show the film “Lincoln” during our class period and into lunch on the 9th. The film won multiple awards, and is about the passage of the 13th amendment.
Second off, this day is a culmination of sort. You’ve been given a lot of seemingly random bits of information about the Constitution and the nation’s founding through our games and activities and assignments. We’ve been exploring what’s happening in Ferguson as a case study. And we’ve been introducing the video project in small chunks. Today is when we’ll tie down several of these introductory threads and move toward a more in-depth study of the Constitution.
We’ll start by finishing the scoring of the old FAMP videos by former AHS students. I’m really interested to see which ones you think were most effective.
We’ll spend the rest of our shortened Wednesday class focusing on the reading from The Democratic Debate and the two New York Times articles I assigned for Tuesday. We’ll also touch a bit on Shay’s Rebellion, which you should have reflected on.
You’ll have almost a full hour to go through and annotate The Democratic Debate pages with the help of the following guiding questions. Keep these questions. If our Non-Quiz Quiz on Monday included basic facts, the answers to these questions represent a more sophisticated understanding of our government and its founding. Put these together and you’re 2/3 of the way toward a pretty solid study guide. (I’m still working on the final third, which you’ll get by Friday.)
The final half hour of class we’ll be doing a Socratic Seminar about the reading. The questions for the seminar are representative of the type of essay questions that will be on the exam about the Constitution.
I’m aiming for September 12th for the exam. We have a lot to cover between now and then and I’ll go over the full calendar for the next two weeks on Thursday. We will have a day dedicated to review for the exam. But the questions will ask you to apply your knowledge. They won’t be simple.
Assignments for Thursday, August 28th
Answer the following question as preparation for seminar. What values did the Federalists and the Anti-Federalists respectively bring into the Constitutional Convention? Write at least 250 words and give an example for each in their opinions toward how the government should operate.
Post your answer in the current Google doc, the same one you used for Wednesday's reflection on the two newspaper articles.