Amendment 1 Sheet

Complete both sides of the sheet on this First Amendment that was passed out in class today. Side 1 is terminology of the Constitution, specifically the Bill of Rights, and side 2 requires you to re-write the First Amendment in your own words. Bring it Friday.

RIGHTS Journal Entry

Spend about 5 - 10 minutes answering each of the following 4 questions.

1) What is a "right?"

2) What is a "responsibility?"

3) Can there be rights without responsibilities?

4) Which "rights" might you add to the Bill of Rights if you could?

JOURNAL ENTRY ABOUT KRISHNAMMAL JAGANNATHAN'S LIFE AND WORK

How have the activities and learning about Krishnammal’s presentation, group work and your presentations changed your thinking about these issues (any or all #1-4 below)?

1) Farming
2) Aquaculture
3) Land Ownership
4) Social Equity

Breakdown of prompt: What did you think before more learning in your group, other students’ presentations of their learning, and Krishnammal’s presentation?

What are you thinking about one or more of these 4 issues now?

What changed (or deepened/broadened) your thinking?

** Please, note that we are not asking if it changed your opinion or values, but instead, how did it deepen or broaden your thinking about these 4 issues.

Challenge Level Prompt (you may choose to answer only the question-s below OR add it to your response to the prompt above).

How did the Facing History and Ourselves cycle approach deepen (depth of understanding) or broaden (more connections or applications to other aspects of issues) your understanding of the issues especially pertinent to this study (India and caste system)?

and/or, conversely:

How did this mini-unit on Krishnammal’s life and work deepen or broaden your understanding of the Facing History and Ourselves point of view and cycle approach to studying history and civics.

How does this impact your own upstander values, approach, or activism for the future?

CHANGE IN CANDIDATES' IDENTITY PARAGRAPH HOMEWORK

I apologize but disregard the Friday due date for the candidates' identity paragraphs. The Word version we used on the new laptops isn't conveniently converting so we will finish them in class Friday with the same computers and then share. This will mean that the c.s. self-evaluation will need to be completed over the weekend and turned in Monday because we need to focus on the electoral college and election next week.

Final Paragraphs on Candidates' Identity

Continue to finish your paragraphs that you emailed to yourself in class today. Be sure to include all the paragraph elements (use your checklist): topic sentences, minimum 3 - 5 reasons, examples, details in the middle/body, linkers - transitions in each paragraph, conclusion sentences.

Proofread for run-on and fragment sentences, capitalization for ALL names, punctuation, and both proof for spelling yourself and spell check. Bring this second draft into class Friday or email it to yourself to access in class.

If you did not get most of the paragraphs typed in class today, you will need to budget time daily to finish by Friday.

Comparison/Contrast Paragraphs: Presidential Candidates' Identities

In class today we reviewed the big Venn diagram from Friday's class in which we charted similarities and differences of the evolution of McCain's and Obama's identities. Second, we reviewed and charted requirements of excellent "sandwich" paragraphs. The last half of class was spent rough drafting three paragraphs. One paragraph should clearly show similarities of the candidates' identities while the other two should highlight each candidate's uniqueness. You are encouraged to add and/or delete ideas from the whole class big Venn diagram to select the details and support you want to emphasize.

HOMEWORK TONIGHT is to complete all three rough paragraphs and double-check that you have all required paragraph elements:

1) TOPIC SENTENCE: introduces main idea of paragraph, has "pizazz" (opinion, hook, lead) or importance. A page of words and phrases for "pizazz" and importance was passed out.
2) Minimum 3 R-E-D's (reasons, examples, details) for the body (middle) of each paragraph.
3) LINKERS/Transition Words/Phrases: another chart of these was passed out.
4) CONCLUSION Sentence: re-states the topic sentence, importance, opinion, summary or echo the topic sentence in a new way (find a synonym for topic sentence's pizazz word/phrase).
Minimum: 5 SENTENCES PER PARAGRAPH

Don't worry about proofreading, revising, or final drafting yet. We will work on this in class tomorrow.

Presidential Candidates' Identity Profiles and Charts

In class the last two days we have examined the evolution of the two presidential candidates’ identities. Today we read sections of both candidate’s life stages to share in class with each other Friday. In order to focus in on their identities, complete the sheet with a list of “bystander and upstander” examples on one side and the Venn diagram on the other side.
After you complete the list on the worksheet by using your notes from class reading today, fill in the Venn chart with one side being McCain’s upstander/bystander/identity and Obama’s on the other, and of course any common ground in the middle. For instance, both candidates may exhibit heroic qualities (middle) but have much different types of heroism on either side. This is very important step in beginning discussion and pre-writing for Friday’s class. Please come with it to class prepared to share.

Please email me with questions or see me during office hours or lunch.

dhammons@bmsonline.org