Remote Learning-Day 1

Greetings Issues Scholars,
Welcome Back (sort of)!! This has been a weird few weeks to say the least. I'm sure many of you are tired of hearing about Covid-19 while others might be looking forward to getting back to Issues to discuss it. Over the next few days, we'll try to balance both points of view. Going forward, this won't be the all Covid all the time class but we won't ignore what is in many ways the defining issue of our time. We will also, however, continue to learn about and discuss other important issues, trying to cover those things that will continue to impact our society even after this current crisis is over. How we do that will be changing and evolving as we go. We'll continue to use our blogs but also Flipgrid (see below), Zoom, and others. This is a new experience for everyone and I'm honored and excited to share it with you.

For class on 3/31:

1. To start today, please fill out this short survey: E-Learning Survey
2. Next, I thought it would be fun and beneficial to get a sense of those things that have been keeping us occupied (and provide a forum to give people suggestions during this period of social distancing). Thus, please add to this chart as you see fit and star or highlight suggestions that you agree with. Consider it a living document that can be added to at any time. Isolation Activities
3. Finally, we'll return to something that I tried to do when we started to "learn from home": Flipgrid. This will be our first opportunity to start a discussion about our current experience:

• First, go to this link: https://flipgrid.com/kramersissues
• You’ll see the new topic for today, titled "Covid-19: What should we remember?
• Record and post a short video (more than 30 seconds, less than 90) with your responses to either of the prompts that are posted under the topic.
• Check back later and watch a bunch of videos from your classmates - you can respond either with a short video or just audio. Please respond to at least 3.

Other Notes:

• You were excused from doing the blog post for 3/16. If you did it, you received extra credit. For now, I'd like you to continue to do weekly blog posts, as this would be a great place to keep track of your experiences during this outbreak. Work to post responses to interesting or important articles that you read or news stories that you've seen in regard to Covid-19. Be sure to include links to the article.
• Your outside reading book is still a required part of this course. If you do not finish it and complete all of the components of the assignment (more info to come on the "book talk"), you will receive an incomplete for the class until it's finished.
• Similarly, if you haven't yet finished your civic engagement assignment, this too is still a required part of the course. Requirements and options obviously will change based on our current social distancing practices. More info to come.

Just checking in

Hey Issues Scholars,
Haven't heard from anyone in any previous methods. If you want to check in and say hello to me or each other, here is a zoom link for 2:30 this afternoon: https://zoom.us/j/699287457
Hope to see a few of you there. We'll try again next week too.
Mr. Kramer

Best Editorial I've Seen

Greetings Issues Scholars,
Here is an editorial from the NY Times that makes some important historical parallels and provides some stark solutions:
Stop Saying Everything is Under Control...
If you read it and have a response, please post it to either the comments below, Flipgrid (Suggested), or your own blog.
Stay safe and healthy,
Mr. Kramer

So, this is new...

Greetings Issues Students,
Hope you're all doing well I know you're all disappointed about a lot of things (as are we all) but this might be the most challenging "issue" of our time. While we don't have any official e-learning assignments to do for a while, I thought that it might be important to check in with each other just to provide a forum for people to gather and discuss anything (from the serious to the stupid). Once e-learning starts, we'll continue to use our blogs as a means for communication but we'll also try a number of other different outlets. The first, informal way is a Flipgrid. If you haven't used it before, it's really easy. It will be a good way to stay in touch, share videos and/or other commentary, arguments, rants, jokes, etc.
You just need to log in with your student email. Here is the link: https://flipgrid.com/kramersissues
Stay safe and healthy and wash your hands!
Mr. Kramer

Parental Consent

After reviewing our work from yesterday, today we'll focus on parental consent laws. Here are your instructions:

1. Make a copy of this document for yourself: Informed Consent
2. Fill out your responses to these questions individually. 
3. Discuss your responses with your group. 
4. Read about parental consent laws here and here (make note of Illinois law). 
5. Discuss: Are these laws reasonable? Do they place an undue burden on a woman's access to an abortion?
6. Have half your group read this article: ACLU: Laws Restricting Teenagers' Access to Abortion and the other half read this article: Parental Consent Laws Protect Teens
7. Share and Discuss: Which are the most important points from your article?  Which arguments are the most compelling? Which arguments are the most persuasive and why? 
8. Last year, Illinois House Democrats introduced a bill to repeal the State's parental notification law. Discuss: Would you support the bill?

Roe v. Wade

Today, we'll take a closer look at the Roe v. Wade decision. To do so, you'll work to have small group discussions about the case and the issues that surround it.
Each of you will receive a packet of information about the case.
As you read through the packet, you'll pause and have discussions about each section. Here are your instructions for those discussions:

• For each section, in addition to participating in the discussion with your group members, you'll need to choose a different member of your group to be: 1)the discussion leader; 2) the note taker; and 3) the vocabularian (in charge of looking up words). 
• While you work, you'll have two chrome books open, one for the vocabularian to look up words and one for the note taker to take notes that keep track of your discussions. 
• You should choose new roles for every section of the packet with everyone having a chance to be the discussion leader. 
• Chromebooks will be shared when the other roles change.  
• Here is a template to keep track of your notes and definitions. The first notetaker should make a copy and share it with the other members of your group. 
• Here are your groups for today:

Group #1 Marissa Hannah Ty Laith Alexa W.

Group #2 Bailey Adam Scott Alexa A. Cassandra

Group #3 Carly Billy Alana Stephen Ally

Group #4 Vittoria Zach Nickko Sophia Brooke

Group #5 Leah Charlie Savanna Emma

Abortion

We'll start today with a brainstorm about the topic of abortion: what we know and what we'd like to know.
Then we'll take a look at where and why this issue remains in the news by reading the following article:
Last Clinic Standing

What to do about white supremacy?

Today we'll start by writing a response to the article that we read last night for homework considering details, opinions and questions. Next, we'll watch this video: PBS News Hour: How These Oregon Teachers are Fighting Back Against White Nationalism.
Then, after a short google search of current events we'll have a discussion about white supremacy in schools and how to combat it.

History Unfolded

Today we'll work on the History Unfolded project.
After hearing some of our findings, we'll read the following article and watch the following video to frame a further discussion.
How Teachers are Fighting the White Nationalists Brainwashing Their Students
PBS News Hour: How These Oregon Teachers are Fighting Back Against White Nationalism

Documenting Hate and History Unfolded

Today you'll first finish watching Documenting Hate:New American Nazis. You'll watch this individually (use headphones) and continue taking notes as you do. You should start where we left off (the 17:00 mark).
If there is time left, you can begin the History Unfolded project that I described on Friday. If you don't have time to start or don't finish, we will finish it in class on Wednesday.

Documenting Hate

After making our outside reading choices, we watched the first 40 minutes of
Documenting Hate: Charlotttesville

Finishing Mock Trials

Here is the self-assessment for the Mock Trial Project:
Mock Trial Self-Assessment

Please upload it to Schoology when finished.

More Mock Trial Tips

Today we continued our preparation for our mock trials.
At times, one of your witnesses, may not remember or get lost during their testimony. Thus, at times on direct examination (or sometimes on cross examination) you may need to refresh the recollection of the witness.
Additionally, if a witness says something either on direct or cross examination that contradicts their witness statement, a good attorney will want to point that out during cross examination. Here are some tips on how to do both of those things:
Refreshing Recollection

Mock Trial Prep Day 3

Big day today. Work in your groups on all of your tasks. Focus on Opening Statements and Direct Examinations.
Opening Statement Sample

Mock Trial Prep Day 2

Today we'll begin the preparation for your mock trial. You'll learn about the process, meet your team, select your roles and begin your planning and preparation. In order to do well on this project, preparation and practice are vital.   You should make a shared folder with your group (and me) where you'll put all of your completed work, including preparation sheets and scripts. Here is what you'll need:
Mock Trial Groups 2020

Electronic Versions of Cases:

• U.S. v. David Jones
• Elyse Roberts v. D.C.

Team Roles

• Mock Trial Team Roles 2020 (Fill this in. You also want to make a copy of this once your group has it filled in and keep it in your folder.) 

Preparation Materials

• Preparing an Opening Statement
• Direct Examination Preparation (Make a copy of this and keep it in your folder)
• Direct Examination Fundamentals
• Cross Examination Preparation (Make a copy of this and keep it in your folder)
• Tips for Good Cross Examination
• Preparing a Closing Argument

SAMPLE Witness Statement

So, at the end of the trial, here are the items that should be in your folder (Make sure each item is labeled with the names of the group member(s) who prepared that item):

• Team Roles
• Opening Statement
• Direct Exam Prep for each of your side's witnesses 
• Direct Exam Script for each of your side's witnesses (questions and answers)
• Cross Exam Prep for each of the other side's witnesses
• Cross Exam Script for each of the other side's witnesses (questions and expected answers)
• Closing Argument from every member

Mock Trial Prep: Day 1

Today you'll get the cases that you'll be working on for our mock trial project.  You will not find out the other members of your team or which side you'll be working for until tomorrow.

By class time tomorrow, you MUST read your entire case packet and fill out this first preparation sheet:

Mock Trial-First Thoughts

• Elyse Roberts v. D.C.
• Alexa A.
• Cassandra
• Sophia 
• Alana 
• Ty
• Savanna
• Trevor
• Bailey
• Adam
• Stephen
• Marissa
• Alexa W.
• Charlie
• Zach

• U.S. v. David Jones
• Billy
• Laith
• Leah
• Scott
• Brooke
• Will
• Carly
• Nickko
• Hannah
• Emma
• Vittoria
• Ally

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).