Amendments 5 - 9 Team Presentations

Be prepared to teach class the terminology, purpose(s), and overview of your team's amendment for class Friday, 12/5.

If you miss class Friday, it's important to get notes from a friend to review in a month after winter break.

Constitution-Bill of Rights Brainstorm

What does our study of the Constitution and the first four amendments mean for you and others in your life, environment, and culture? Feel free to use list, cluster, or web format (not necessary to write in sentence/journal form yet). You are encouraged to describe these rights in terms of your future as well as currently. This is an open-ended brainstorm (no wrong answers).

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.