Last Day

Impeachment Explained
PDF

In-Class Writing

Please open the following document then close all other tabs in your browser. Submit your work to Schoology when finished.
Outside Reading In-Class Writing

Some business

We'll start by taking this survey: End of Semester Experiences
If you haven't filled out the self-reflections on blogging and participation, you'll finish that today.
The remainder of the time will be spent reading.

Impeachment

After submitting our work from yesterday, here are the questions and materials that will guide our discussion today. 

• If you were a member of the House of Representatives, would you be likely to vote to impeach the president based on what you have learned?
• Is your opinion changed by either of these editorials?
• “Gordon Sondland Leaves Us With No Other Option” and “Trump Is Doing Exactly What He Was Elected to Do.”
• Yesterday, the House Intelligence Committee issued its report on the Impeachment Inquiry.  Skim the Executive Summary below. Does it enhance or change your mind?
• Executive Summary of Impeachment Report

Impeachment?

Today we'll try to make sense out of the current status of the impeachment inquiry happening in the U.S. House of Representatives.
First, we'll write and share our thoughts about each of these questions:

• Have you been following the impeachment inquiry in the House of Representatives? If yes, have you formed an opinion about the accusations made against President Trump? 
• Do you ever talk with your family or friends about the impeachment inquiry? What are their perspectives?
• How comfortable do you feel talking about the impeachment inquiry? What makes you feel this way?

Next, we'll watch this video to learn a bit more about how impeachment works:

Then, with a partner, we'll use this worksheet to gather information and gauge our understanding:
Impeachment Inquiry Worksheet
Here are the partners for today:

Group #1 Ally Vittoria	Group #2 Alana Stephen	Group #3 Brooke Ty	Group #4 Cassandra Adam	Group #5 Carly Billy
Group #6 Bailey Leah	Group #7 Trevor Alexa W.	Group #8 Nickko Marissa	Group #9 Alexa A. Emma	Group #10 Savanna Zach
Group #11 Charlie Laith	Group #12 Scott Sophia	Group #13 Will Hannah

A film

Today we turned in the hard copies of our letters to be sent.
Then, we started the film, Bully that we'll continue tomorrow.

There is NO blog post due next Monday. Happy Thanksgiving!

Work Days

Wednesday and Thursday, 11/20-21 will be work days for the following assignment:
Gun Violence Letter

Sample Letter

Are these solutions?

After a discussion of the most recent school shooting and the articles you read yesterday, we'll turn our attention again to potential solutions, first by watching the videos below and then exploring the ideas offered by the websites.
We'll then go over the assessment that will end this unit. GUN VIOLENCE LETTER

Videos

• 60 Minutes Red Flag Laws 
• Overtime: Where Washington Stands on Red Flag Laws
• Georgia School District Arms its Teachers
• Some Florida Teachers Can Now Carry Guns in Classrooms

Websites

• Coalition to Stop Gun Violence
• Everytown
• Giffords Law Center to Prevent Gun Violence
• NRA-ILA

Another School Shooting

Here are some articles to frame our continued discussion:

• Santa Clarita Shooting Is Another Nightmare Made Real
• PDF Version
• Editorial: Santa Clarita shooting: It’s the guns. It’s always the guns
• Inside a Deadly American Summer
• PDF Version
• Editorial: In the 20 years since Columbine, we have more school security — and more school shootings

Impeachment Update and Outside Reading

Today we began by watching a video of some of the highlights of yesterday's impeachment testimony.  This week's blog entry should be about the impeachment inquiry.
The rest of the day was devoted to outside reading.  We will return to our unit on gun violence on Monday.

Gun Laws

Today we'll explore the different types of gun laws and policies.
You'll be using this website:https://lawcenter.giffords.org/  (NOTE: This is a pro-gun control website)
Your task is to research and be able to explain your assigned law/policy to other people. You should begin to formulate an opinion of it as well as identify any problems with it. As you research, keep track of important information in your notebook.
Here are the categories/topics you'll be working with:

1. Universal Background Checks
2. NICS & Reporting Procedures
3. Background Check Procedures
4. Mental Health Reporting
5. Categories of Prohibited People
6. Domestic Violence & Firearms
7. Gun Violence Protective Orders
8. Minimum Age to Purchase & Possess
9. Gun Dealers
10. Maintaining Records of Gun Sales
11. Waiting Periods
12. Gun Shows
13. Reporting Lost & Stolen Firearms
14. Child Access Prevention
15. Safe Storage
16. Smart Guns
17. Design Safety Standards
18. Concealed Carry
19. Open Carry
20. “Stand Your Ground” Laws
21. Guns in Schools
22. Assault Weapons
23. Large Capacity Magazines
24. Ammunition Regulation
25. Machine Guns & 50-Caliber
26. Silencers

Teens and Gun Violence

Today you'll read/listen to two resources concerning different communities of teenagers impacted by gun violence:

1. The School Shooting Generation Has Had Enough
2. Chicago’s Forgotten Gun Violence Victims: “We’ve Normalized Hopelessness”

 You should write your responses to both on this form and then submit it to Schoology.

• Teens and Gun Violence

Gun Violence Discussion

Today in class, we'll have a scored discussion on gun violence considering the questions you researched for today. Mr. Kramer will score the discussion awarding points for a good comment. Additional points will be awarded for a particularly good argument and/or one that uses facts or details from your research. If during the course of the discussion one student wants to "challenge" another student, they will have the opportunity to go head to head for one-two minutes. During that challenge, points will be awarded as above, however, points may also be deducted for a particularly poor or unsupported argument. Here are the topics to be debated:

• When a greater number of people in our society own guns are we safer or more at risk?
• Should the federal government be able to dictate gun laws in individual states?
• How accurate is this statement, “The only thing that stops a bad guy with a gun is a good guy with a gun”?
• Will requiring trigger locks on guns save lives?
• Will more stringent and universal background checks save lives?
• Are stand your ground laws necessary in order to provide people a means for self-defense?
• Should people (including students) be allowed to carry guns on college campuses?
• Should teachers or other personnel be armed in schools?
• Do laws permitting concealed weapons ensure or decrease public safety?
• Should online sales of firearms be allowed?
• Should assault weapons be banned?
• Should there be a national waiting period for handgun purchases?S
• hould there be increased penalties for providing guns to juveniles?

Exploring Gun Facts

Today we'll continue our research from yesterday.
When finished, you must print out your research in preparation for tomorrow's class.

Gun Violence Contd.

We'll start today by exploring and discussing information from these sites:

• Gun Violence Archive
• America's Gun Culture

Next, we'll continue to explore key questions by using this template:
Gun Violence Questions Template

Gun Violence

As promised, here is the form to vote for your favorite climate change project.
Climate Change Project Ranking

After finishing up our climate change projects last week, we started our unit on Gun Violence/Gun Control.
We began with an open discussion, sharing our opinions and then spent the next couple of days watching the film, Bowling for Columbine. We took notes as we watched, identifying arguments that the filmmaker was making.
Today, after a discussion of the film, we'll begin to get a deeper look at the issues raised. For tomorrow's class, you need to read the following background information. You should take notes, identifying key facts and statistics, main ideas, solutions, and any other information that seems important to your initial thoughts:

• Start with this introduction to the issue Gun Control Intro (Opposing Viewpoints)
• Next, read Gun Control Explained (an article posted after a school shooting in Oregon in 2015 but does a good job providing background and setting context to the issues) 
• Finally, read some of the Pro and Con arguments about gun control. Take note of those arguments that you really agree with and those that you disagree with.

Work Day Today and Tomorrow.

Working on climate proposal projects.

So How Do We Solve This?

Today, after browsing our blog posts from the weekend, we'll start the project that will close our unit on climate change:
Proposing a Solution

Climate Change Effects and a Potential Solution

Today we'll start by presenting our posters that we created last week.
I will not be in class on Thursday.  Thus, on Thursday during class, you have two options:

1) Complete the assignment below (which is due next Monday, October 21)
2) Or if you'd prefer to complete that at home, you may spend the period reading your outside reading book.

Carbon Tax Assignment

• First,watch this video (use headphones if you're in class) that will introduce the idea of a carbon tax as a potential response to the issue of climate change: Rep. Carlos Curbelo's Carbon Tax.
• Next, read these editorials and fill out this organizer. Make sure you also answer the questions listed at the bottom of the chart. Submit the organizer to turnitin via Schoology when finished.

Effects of Climate Change

Today we'll pick up the articles we didn't have time to get to on Tuesday.
You'll work individually to read your assigned article and answer the questions listed here: Carbon's Casualties.
Then you'll work with your group to create a poster that effectively and invitingly engages your audience with the idea that the topic you read about is an important one to know and understand. When finished, you'll present your topic and posters to the class.
Your poster should:

• Have a catchy slogan/title (Something more creative than "Stop Climate Change" or "Save the Whales")
• Include the basics-- who, what, where, when
• Include the significance-- why and how
• Use the questions that you answered to help you decide what information to include
• How has global climate change affected the local climate and geography of the region discussed in your article?
• How have these changes affected the people living there?
• How have the people tried to adapt to climate change’s effects?
• Why is this story important for the world to know?
• Be visually exciting and have artistic merit. 
• Include an image (or images) either drawn or printed
• Have brief captions for images 
• Be sure to organize the information clearly
• Avoid long sentences

Responses to and Effects of Climate Change

Today, you'll work in groups. First, you'll use what you read in Part II of the background reading yesterday to debate the questions listed here: Responses to Climate Change (Background Part II).
After sharing the consensus that you reached, you'll work individually to read your assigned article and answer the questions listed here: Carbon's Casualties.

Group #1 Sophia Stephen Cassandra Ty	Group #2 Adam Brooke Hannah Vittoria	Group #3 Billy Scott Trevor	Group #4 Savanna Leah Charlie	Group #5 Marissa Alexa A. Zach
Group #6 Nickko Emma Alana	Group #7 Laith Will Alexa W.	Group #8 Bailey Ally Carly

Understanding Climate Change

Today we completed this Reading Comprehension Check for the Intro and Part I of the Climate Change packet. With time remaining, students read and annotated Part II (which is due tomorrow).

Climate Contd.

Today we'll begin by sharing our thoughts and questions about the articles we read in follow up to the Climate Strike.
Next, we'll finish and discuss the end of the film Years of Living Dangerously
Finally, you'll have a chance to begin reading Part I of the Climate Change packet.

Climate Change Contd.

Today, during the 1st part of class, we'll watch a part of the Years of Living Dangerously documentary series.

During the 2nd part of class, we'll read some of the follow up articles to Greta Thurnberg's speech that we watched yesterday. Choose one from each category to read.

Greta Thurnberg and the Climate Strike

• Protesting Climate Change, Young People Take to Streets in a Global Strike
• Greta Thunberg, After Pointed U.N. Speech, Faces Attacks From the Right

Trump Administration Policies

• Trump Administration Climate Report
• The Trump administration has taken its war on climate crisis action to a new level

You'll take notes about important or surprising facts or details as well as questions that the articles raise.

Climate Change

Today, we'll start by hearing a report from students who attended the climate strike in Chicago last week.
Next, we'll watch Greta Thurnberg's speech to the United Nations (Transcript)

We'll continue to see what other young people are doing to tackle the issue by watching a story from 60 Minutes: "Lawsuit Could Put Climate Change on Trial".

• If you're interested in learning more about the evidence or the kids from the case, go to this link: Our Children's Trust
• More information on climate lawsuits

We'll finish by reading the following:

Protesting Climate Change, Young People Take to Streets in a Global Strike

Greta Thunberg, After Pointed U.N. Speech, Faces Attacks From the Right

Trump Administration Climate Report

The Trump administration has taken its war on climate crisis action to a new level

Gathering News

Today we'll focus in on the current news involving the President and his phone calls and dealings with Ukraine.
Before doing so, we'll take this quiz to ensure that we are clear about the difference between fact and opinion: How Well Can You Tell Factual From Opinion Statements.
After some brief discussion, everyone is going to be responsible for finding one News story and one Editorial about the Trump-Ukraine allegations.  Everyone will fill out their row on this chart:
News Article Chart
When finished, we'll discuss what we learned.

When searching for your articles, be sure to consider potential biases:

1. First, find your source on this chart (although note, the chart itself has some bias as well). Media Bias Chart
2. Next, ask yourself these questions about how to spot media bias:

1. What kind of information is it?

News? Opinion? Ad? Does it appeal to your emotions or does it make you think?

2. Who and what are the sources cited and why should you believe them?

 Is the source given? Is the source associated with a political party or special interest group? (although note, anonymous sources don't always mean fake sources. Free journalism has a long history of using anonymous sources. Consider why a source may have wanted or needed to stay anonymous. Consider if it's one source or multiple sources. Consider the history of the news organization that is publishing the story).

3. What’s the evidence and how was it vetted?

What’s the evidence and how was it vetted? Is the source a document? Witness? Or is it hearsay/speculation?

4: Is the main point of the piece proven by the evidence?

Did the sources provided justify the conclusion or main point of the story?

5. What’s missing?

Was there an aspect or point that was not covered or unclear that you are left wondering about?

Peer Editing

Today, we'll start by discussing yesterday's political events. Here is a timeline of facts:
The Full Trump-Ukraine Timeline as of now. We'll continue this discussion tomorrow in class.
Most of our time today will be spent reading each others' papers and provide feedback for revision and editing.
We'll use this document: Peer/Self-Editing
Here are your partners for your work today. Share your paper with your partner and give them the editing sheet.
NOTE-a complete editing sheet is required for this assignment. If you do not have a complete rough draft today, you will have to self-edit your paper when finished, using the linked form. While you will still get partial credit for a self-edit, full credit is only given for a full peer edit.

Group #1 Stephen Will	Group #2 Savanna Cassandra	Group #3 Ty Bailey	Group #4 Marissa Alexa W.	Group #5 Zach Adam
Group #6 Alexa A. Leah	Group #7 Charlie Nickko	Group #8 Laith Billy	Group #9 Alana Ally	Group #10 Brooke Vittoria
Group #11 Trevor Scott	Group #12 Sophia Hannah	Group #13 Emma Carly

Work Day

Work on Speech in Schools assignment.
Note the Inexcusables and Writing Tips in the Writing and Reading tab above.

Bringing it all together

Today we'll discuss our civic responsibility assignment:
Civic Engagement Experience
We'll also discuss and then have time to work on the assignment that will end this unit:
Speech in Schools Assignment

So tasks for today are:

1. Finish Hate Speech on College Campuses Blog Post
2. Work on Speech in Schools Assignment

Hate Speech Contd.

We'll start today with a look at this news story: A War of Words on College Campuses
Then we'll work on the extended blog post started during yesterday's class.

Hate Speech on College Campuses

Today we'll, start with any additional comments about 7 Days in September.
Then, we'll use what we know about free speech to see how a scenario might play out in a hypothetical situation. We'll follow that with a review of the "Hate Speech on College Campuses" article (here is the KEY)
Next, we'll look at these images and skim these articles ("A September of Racist Incidents" and "With Rise of Racially Charged Incidents on Campus..., "How Colleges are Mishandling Racial Tensions on Campus" for a brief look at racist incidents taking  place on college campuses over the last few years  Begin a new blog post with a response to these incidents? What, if anything should be done about them? Should the students who attended the parties be punished? What about students who use racist language?

Then, we'll work to see how free speech law, speech codes and anti-harassment policies might be applied in settings that you may experience as you head into your college years.  To do so, please follow these instructions:

1. Go to the FIRE website and read their mission statement and what they are about. 
2. Look at the "What are Speech Codes?" article so that you understand how FIRE is defining them.
3. Go to "Using FIRE's Spotlight" in order to understand how to use their database.
4. Go to the database and select a college or university that you have an interest in.
5. On your blog, continue your post by responding to the following:
• Describe your chosen university's speech codes (or lack of them).  How do your university’s policies or restrictions on free speech impact you as a prospective student? Does it influence or change the way you view the school? Do you believe that your university’s speech codes are legal or do they infringe on your rights to free speech?  Make connections to the description of the law that you read for class today.
6. Next, read these stories:
   LSU Fraternity Banners, Controversial Speaker Raise Questions About Speech on Campus, Racist Fliers Posted on San Jose St. Campus, University of Tennessee Rock Vandalized
7. Add to your blog post. Consider how the policies from your chosen university in #5 above may have guided a response to these incidents. Do these incidents support your initial opinion on your university's policies or cause you to rethink them? Explain.
8. Then, recall the images that we began our discussion with here and read these stories that provide some additional detail about them.
9. Then read these stories about controversy surrounding a "Tacos and Tequila" party at the University of Illinois.
• Now, in a continuation of your post that you began above, consider how the university you explored in #5 above might have reacted to these parties on their campuses?  Work to apply their speech codes to these incidents.  Would you agree or disagree with their reaction? 
10. Next, respond:   Do you agree with FIRE's definitions of what constitutes a speech code? Are the “restrictions” and codes they point out necessarily harmful or do they protect students? If you went to a university with a speech code how would you feel; safe or restricted? 
11. Finally, read this article: The Fight Over Free Speech.  Do a concluding thought in your blog post citing specific details from the article: What do you make of the current questions over free speech on college campuses? Should some speech be prohibited? If so, what and why? If not, how do you insure that students' rights to an education and personal safety are protected? How might a school's policy on free speech influence your decision on what university to attend?  
12. Spend any remaining time looking at other class members' blogs.  Try to comment on at least two.

Speech on College Campuses

After our weekly blog review, we'll shift our attention to free speech on college campuses. Our first task will be to get some additional background to the law by reading the article and filling out the chart below.  You may do this work with a partner.
Hate Speech on College Campuses Overview
Hate Speech on Campus Notetaking Chart

Remembering 9/11

Today we paused our look at student rights and free speech in order to remember 9/11.
We started by hearing this article As We Remember 9/11, Let's Not Forget the Mistakes Made in Its Name
(Here are two others if interested: Dear 9/11, Are We Close to an End, The World 9/11 Took From Us)

We spent most of our time today watching 7 Days in September

Speech in Schools (contd.)

Today we'll take a close look at the Morse v. Frederick case. Students will read the case and then answer these questions: Morse v. Frederick Reading Comprehension. Make a copy of the document and submit your responses to Schoology when finished. Responses are due prior to class tomorrow.

Outside Reading and Disruptive Speech (contd.)

Today we'll introduce the Outside Reading Assignment for the semester.
Outside Reading 2019
We'll spend the rest of the period finishing our look at "disruptive speech" from last week, focusing on the "internet cases".

What's Disruptive?

Today, after reviewing the majority and dissenting opinions from Tinker v. Des Moines we'll spend half of the class working in groups to determine what "disruptive" behavior might look like. Here are your tasks:

1. Each group will discuss the scenarios listed in the "How Do Schools Identify Disruptive Speech" activity in your packets from yesterday. 
2. Divide the "For Further Thought" cases among your group. When finished reading, each group member will summarize the following: key facts, ruling, reasoning. Then discuss whether you think this was the right ruling and sound reasoning. 

Group #1 Hannah Adam Carly Stephen Brooke Charlie

Group #2 Nickko Ally Alana Marissa Billy

Group #3 Alexa W. Leah Scott Cassandra Will

Group #4 Emma Laith Vittoria Ty Savanna

Group #5 Zach Trevor Alexa A. Bailey Sophia

Suggested topics for blog posts this weekend: Hurricane Dorian or Democratic Climate Town Hall.

Law Week Contd.

After a brief discussion of yesterday's "Pledge of Allegiance" case, we'll start to look at students' rights to free speech in schools more closely by exploring the Tinker v. Des Moines case.
Everyone should make a copy of this packet: Tinker Reading Packet.

Stand Up (or not)!?

After our spirited discussion about the parking situation last week, today we'll begin to consider free speech in schools. Our first question, can speech be compelled? In other words, can students be forced to stand during the Pledge of Allegiance?
Here is our work for today:
Pledge of Allegiance 

How Free is Free Speech (contd.)

Today we continued to look at the case studies that we started yesterday in class.
Here is the link to the "answers"

How free is free speech?

After discussing the Texas v. Johnson case, we'll continue to look at protests and consider notions of our freedoms and liberties as it's important to have a fuller understanding of the intent and purpose of the speech clause of the First Amendment as well as its limitations.
Thus, today, we'll read this document to understand those principles and limitations: First Principles of the First Amendment. After reading its main principles, in groups, you'll work to understand the limitations of the First Amendment by putting them into your own words.
Then, we'll work to apply those principles and the limitations tests to some real case studies. Your group should choose one note taker who will make a copy of the note taking sheet, share it with everyone and keep track of your conversations in the first THREE columns of the note-taking sheet. Leave the last column blank for the answers.
First Amendment Case Studies
Case Studies Note Taking

Here are your groups for today:

Group #1 Cassandra Brooke Bailey Savanna	Group #2 Zach Alexa A. Sophia Hannah	Group #3 Ally Emma Billy	Group #4 Alexa W. Scott Ty	Group #5 Stephen Will Marissa
Group #6 Nickko Charlie Laith	Group #7 Leah Carly Vittoria	Group #8 Alana Adam Trevor

Blogapalooza

We'll start today by exploring our new blogs. When blogging, ultimately, we want to have as many readers as possible. At times this year, we'll try to ensure that happens by using our blogs as another form of discussion and a way to share our ideas and then hopefully, inspire each other to be regular readers. Thus, here are your tasks.

1. Read the latest post on the blog just below yours on our class list of blogs.
2. Initiate a conversation by posting a comment that responds to the post. Make sure that you agree or disagree with the point made and then continue with some analysis explaining your initial point. Feel free to pose a question that would push the conversation forward. 
3. Repeat steps one and two for another classmate's blog of your choice.
4. Finish your responses to Texas v. Johnson that you started on Friday. We'll discuss the case today in class if time, if not, then please make sure it's finished by the start of class tomorrow.

Burn Baby Burn

Today we'll consider the question that Adam raised yesterday about "soft" vs. "hard" protest. After discussing what a "hard protest" might be, we'll examine one that some might consider to be just that, the burning of the American Flag. Questions about whether this is permitted under the First Amendment reached the Supreme Court in the case Texas v. Johnson. We'll watch the film For Which it Stands and read excerpts from the majority and dissenting opinions of Texas v. Johnson to continue our debate.
Texas v. Johnson Notes and Opinions

Homework for the weekend is to do a blog post about an issue of your choosing.

Take a Knee?

Today, we'll begin by exploring the ongoing controversy of athletes "taking a knee" during the National Anthem in protest of American policies and conditions.
First, we'll choose one of the following articles to read:

1. U.S. Fencer and Hammer Thrower Lead Silent Protest at Pan-American Games
2. U.S. Fencer Takes Knee at Pan-Am Games in Protest (read comments too)
3. I'm Proud to Be an American Fencing Champion. Here's Why I Knelt for Our Anthem (read comments too)

If interested, here is some additional background on NFL Protests: NFL Protests Explained.

We'll also watch a short video, released by Colin Kaepernick.

Finally, here is an article about the recent deal cut between the NFL and Jay-Z's Roc Nation and the controversy it inspired.

Let's Blog!

Today you will all become part of what has become known as the blogosphere, a modern day adaptation of the public square where intense debates about the issues of the day happen.  In a tradition that has its roots in early American society, the public comes together to explore interesting and provocative ideas.  In 2019, that universe has expanded to allow anyone's ideas to be put into the marketplace for the world to see or hear.  Even more so than in the past, bloggers have become "influencers"- able to set agendas, terms of debate and policy. 
Today, you will set up a blog that will hopefully allow you to do just that.

What does a blog look like?  Explore the following sites to search for blogs and get a sense for what they look like and what issues and topics they cover.  As you'll see, they can be about almost anything. 

• Top 15 most popular blogs August 2019
• Best of the Web Blogs
• Note-if you google "best blogs" you'll see lists of best blogs for many different specific topics.

So, let’s make a blog! (Note-make sure that you are signed in with your school gmail account).  We are going to use Google's Blogger platform called "Blogger" to create our blogs.  Find it in your Google Apps or you can click here.  Note-it may ask you to create a Google+ profile which you may (although this takes longer) or you can continue with a limited blogger profile (I would start here and then upgrade to Google+ later if you wish) Then:

1. Click the button to create a new blog. 
2. Decide on a catchy title for your blog.
3. Identify an available URL for your blog.
4. Choose a template to begin (don't worry, you can customize this later)
5. Then click "Create Blog" 

Some things to consider as you begin to blog

• Choosing a design. There are many different templates and ways to customize  Click on the Template link on the left side to choose. However, I encourage you to choose one that makes it easy to navigate and see your posts. Please choose one that allows you to see your entire post without clicking. 
• The layout tab allows you to change the layout of your blog and add gadgets-gadgets allow  you to post links, add pages, have newsfeeds, etc.
• Click on the settings tab and then language and formatting to change to Central Time Zone.
• Warnings before going too far
  • Audience
  • Privacy - no full names, personal information
  • Expectations - tone, respect, acceptable topic

Blogging-so now that your blog has been created, you are ready to post.  You can create a new post from your blogger dashboard or from your blog itself (as long as you are signed in). Remember, anyone can see and comment on your post so consider your audience.  
You can also incorporate images, videos, and links in your posts.  As we continue to blog this year, I will show you how to do this.

Need help?     

·         http://www.google.com/support/blogger/

So, here are your ultimate tasks for today (and tonight if you don't finish in class):

1.  Create a blog!
2.  Think of a catchy title.  Make sure you add a description of what you want your blog to be or to express.
3.  E-mail Mr. Kramer with the name of your blog and its URL address.  He will create a link to it on the class blog.
4. Write your first post. For your first topic, you will reflect on the article that you read for homework. 

• In what ways do you see division in our society? How has it impacted you or your vision of America? What, if anything, can be done to correct it. You must use information from the article that you read for homework to support your points.
• Read this article from this morning's news: The 1619 Project and the Far Right Fear of History and then add to your post. In what ways does this story reflect the division in American society? Where do you find yourself in the debate over the project? Should people pay attention or not? 

We All Have Issues

Welcome to Issues in Modern America. We'll spend today getting to know each other a little bit and learning some information about the class. Students should read the following article prior to class tomorrow (It's a couple of years old at this point but as you read, consider what is still relevant and meaningful to your understanding of "modern America".
How America Became So Divided
How America Became So Divided (printable version)