Affirmative Consent

After a discussion of The Hunting Ground we'll then explore whether affirmative consent laws are an effective means to lessen the risk of sexual assault.

"Affirmative consent, also referred to as “yes means yes” policies, define consent as a clear, unambiguous and voluntary agreement to engage in sexual activity. Real consent is marked by the ongoing presence of a yes rather than the absence of a no — both parties must agree to sexual contact verbally or through clear non-verbal cues, and silence or lack of resistance doesn’t indicate consent. Schools with affirmative consent policies must use this stricter standard to evaluate sexual assault complaints within their campus disciplinary systems." (Emba, Christine. Affirmative Consent: A Primer. Washington Post, 10/12/15)

Read either #1, #2, or #3 and then everyone should read #4. Make sure to click on hyperlinks within articles to learn more.

1. Affirmative Consent:Are Students Really Asking? (alternative LINK)
2. Adults Hate Yes Means Yes Laws. The College Students I Meet Love Them
3. The Aziz Ansari Allegation Has People Talking About Affirmative Consent. What's That?
4. When Does Drunk Sex Become Rape?

In your final portfolio entry (#8) please respond to the following:

• Explore your thoughts and ideas about consent laws or policies. Will they work? Why or why not?  Be specific.
• Describe what you think should be done in Clara's case from the last article above. Be sure to explain your reasoning.
• Using information from the articles, conclude by answering these questions:
• How will changing standards of consent affect student behavior, and the handling of sexual assault cases on college campuses and in the larger criminal justice system? What does the need for increasingly explicit rules around consent say about our culture’s understanding of sex?

*TURNING IN YOUR PORTFOLIO: In order to turn in your portfolio, please copy all of your entries into one Google document. Please keep them in the order that you wrote them with the first entry being #1 and the last being #8. Make sure there is a title on each separate entry. Be sure to check the rubric and proofread before submitting. When it is ready, please submit your document to turnitin THROUGH SCHOOLOGY by class time on Monday, February 3. 
*NO BLOG POST THIS WEEK.

The Hunting Ground Responses

• For your the portfolio response (entry #7) connected to the film use specifics from the film and any other articles that you read during this unit to support your responses. You don't necessarily need to answer all of the questions below (although be sure to read the linked reviews or critiques) nor are you limited to these questions-if there are other issues you've been considering feel free to address those:
  
  
  • What is your review or assessment of The Hunting Ground? 
  • What, if anything, does the film prompt you to do? 
  • The film received a 93% positive rating at rottentomatoes.com. Here are a few of those positive reviews Tribune Review, NY Times Review. Do you agree or disagree with this assessment? 
  • Here is a negative review or critique of the film Slate Review. Do you agree or disagree with this assessment?
  • What information that you learned over the last few days is most surprising and why? 
• Does a "rape culture" exist in our society? If so, what is its impact?  
• What kind of responsibility do colleges have to address the issue of sexual assault on their campuses? Why don't they seem to take it more seriously? 
• What should sexual assault awareness programs address? Why? 
• What is the role of bystanders? 
• What other issues that were raised in the film are most important to you?  Why?

The Hunting Ground

Today we will start the film, The Hunting Ground (the film is available to rent at the link).  You will be taking notes. There is a portfolio entry that will be due in response to the film. 

Rape Culture

Today we had a wide ranging and fascinating discussion about the articles that you prepared for your 6th portfolio entry. Here are the scores from that discussion: SCORES

Rape Culture

What are the prevailing social norms and attitudes that help to trivialize or normalize sexual assault in our society? For your next portfolio entry, you'll explore some articles that will help to answer that question (or raise some more). Here is the set of articles that will form the basis of that entry Sexual Assault and Rape Culture Articles (Portfolio#6). As you read and respond to these articles, be sure to click on some of the hyperlinks when available to take a deeper dive into the topic. This portfolio entry is due tomorrow, Thursday, January 23. Please print out a copy of it to use in our discussion.

Judging Steubenville

• We'll start by taking a few minutes to check in about the impeachment trial that begins today.
• Next, we'll pick up our discussion about Steubenville football by watching Amy Schumer's Football Town Lights
• After discussing, you'll have time to complete an entry for your portfolio (#5) about the documentary, Roll Red Roll.
• If you want to understand more about the aftermath of the case to make your conclusions, you may read the any or all of the following articles: Results of Steubenville.  Your portfolio entry should begin by describing your initial reaction to the film (what did you think? what is your review or assessment of the film? why?) Then, please respond to the following questions (*note, if you have more to say, you are certainly not limited to these questions):

• Was justice served in this case?
• What in the identity of the town was influential to what happened (consider economic, cultural, social aspects)?
• What do you think of the role of the media in this story?
• Comment on the students involved.
• Comment on the adults involved.
• What about the kids who filmed what was going on? What sorts of consequences (if any) should they face? Are they bystanders or perpetrators? What about the kids who were texting about it? What is their role?
• This event occurred over five years ago; do you think events like this could still happen? If so, do you think this is a common or normal set of facts or is Steubenville different than other places (conversely, is Deerfield different or could this happen here)?
• With any time left, you can get started on the next entry in your portfolio-here is the set of articles that will form the basis of it Sexual Assault and Rape Culture Articles (Portfolio#6)

Football Night in America

Yesterday and today we watched the documentary Roll Red Roll which is available on Netflix. If you missed class and don't have access to Netflix, you can read this article instead: Rape Case Unfolds on Web and Splits City.

When finished, if time, we'll start reading these articles: Results of the Steubenville Case

#MeToo and Sexual Harassment in Politics and Business

Please make a copy of the following document and then work to complete it by the end of class today. If you are unable to do so, please finish it by class time tomorrow.  This will be the 4th entry in your portfolio for this unit.

Silence Breakers

Beyond Schools: Sexual Harassment in the workplace and in public

After discussing the articles you read for the last assignment, today we'll look at and respond to several videos. The responses to the videos will make up entry #3 to your portfolio
Make a copy of the following document to use today:
That's Harassment

Current Events and Sexual Harassment Contd.

We started class today by gathering information about and then discussing the Iranian missile attacks that occurred last night.
Then, we had a short discussion about the sexual harassment articles that you read for today before being given time to finish the (Section C) questions about the last section of information.

Sexual Harassment Continued

After finishing and discussing the sexual harassment scenarios and corresponding charts from yesterday, we'll see how some of these instances occur beyond the realm of hypothetical in an arena in which students are familiar-the school.
Read these articles actively: Sexual Harassment in Schools
Answer these questions as you read or after you read: Harassment Article Questions.
Your responses to these questions are the second entry in your portfolio so be sure that your responses are thorough, detailed, specific and your OWN work.

Welcome Back !

After some welcome back conversation and reminders (blogs, outside reading, civic engagement) we'll begin thinking about our new unit.
With sexual harassment and sexual assault continuing to dominate our news (from last year's Supreme Court confirmation hearings, the Bill Cosby case, as well as stories from many of our other major industries with much of it fostered by the #MeToo movement that began on Facebook), it's important to understand these issues and discover the places where we may confront them.

While we examine both topics, our unit will contain two major assessments. The first will be a portfolio of your writings and reflections about a number of different articles and activities that will serve to help you become aware of the significance of these issues.  The portfolio will be assessed both for completion and quality. Here is the rubric that I will use to assess the quality of your portfolio work: Portfolio Rubric 2020.

We'll begin our unit with the topic of sexual harassment. The chart below will be the first entry in your portfolio. Here are your instructions:

• Read this definition of sexual harassment and this list of actions that may possibly constitute sexual harassment. Discuss with your partners.
• Then, using those definitions, go through these scenarios and fill out the chart as you go. The most efficient way to do this is to have two chromebooks open; one with the scenarios and one with the chart. Share the chart with all members of your group.
• Make sure that you put all of your partners' names at the top of the chart.

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

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