Lesson on Tuesday, February 28, 2017

I forgot to give you the bell ringer, which is:

Journal 55 - What are two ways to increase productivity? (If you have Journal 55 completed as you walk in, I will give you that point on the test if you got it wrong).

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Home Learning: Debates in Economics p. 30 and 31. Answer questions 1-3 on a loose leaf.

Lesson on Monday, February 27, 2017

Aim: What is Scarcity and the Factors of Production?

Bell Ringer: Journal 53 – Explain how the factors of production relate to one another.
Journal 54 – Explain how the circular flow of economic activity generates wealth in an economy.

Objectives:

1. Students will use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in, the United States and the world.

2. Students will identify the factors of production and why they are necessary for the production of goods and services.

Agenda:

1. Bell Ringer (15 min)

2. YouTube video (10 min)

Home Learning: Study your 'What Is Economics?' Note-taking guide / prepare for tomorrow's test. We did not complete Journal 54, so please watch the video below and answer Journal 54. 

The next video may help you understand "The Circular Flow" of economic activity:



This one explains "The Circular Flow" in a different way:

Lesson on Friday, February 24, 2017

Today reviewed and collected last night's HW "Spotlight on the Economy." We continued our "What's Economics?" presentations. Copies were finally made of the note-taking guide. Please make sure that the note-taking guide is completed. You will be able to use it as a source on Monday's test.

Lesson on Thursday, February 23, 2017

Aim: How does GDP affect the economy and a nation?

Bell Ringer: Stamp and review Journal 52.

Objectives:

1. Students will use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in, the United States and the world.

2. Students will identify the factors of production and why they are necessary for the production of goods and services.

Agenda:

1. Bell Ringer (10 min)  

2. YouTube video on GDP: https://www.youtube.com/watch?v=4N4NMft-9r0   

3. Concept Map and What Is Economic? note-taking guide presentations. (rest of class)  

4. Have students complete the note-taking guide as each group presents their designated topic.

Home Learning: Spotlight on the Economy / answer questions 1 and 2 on a loose leaf.  

(sorry, I was unable to rotate the image, for some odd reason)

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Scarcity – “deciding how to use limited resources to satisfy unlimited wants.” Carlos F.  

Lesson on Wednesday, February 22, 2017

Aim: What are the Factors of Production?

Bell Ringer: Journal 51 – What is the difference between a need and a want? Give examples of each. How does this affect scarcity?

Objectives:

1. Students will use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in, the United States and the world.

2. Students will identify the factors of production and why they are necessary for the production of goods and services.

Agenda:

1. Bell Ringer (10 min)

2. YouTube video on Factors of Production: https://www.youtube.com/watch?v=VZD7dTSHmIo  (5 min)

3. Have students work on a concept map about their assigned section of the What is Economics? note-taking guide. (rest of class)

Home Learning: Use Figure 1.2 to answer Journal 52 – what four factors of production are necessary to bring clothing to consumers? J52 will be stamped as soon as you walk into class tomorrow. 

Lesson on Friday, February 17, 2017

Aim: What is scarcity and why is it a problem?

Bell Ringer: Review figure 1.1 then answer Journal 50 – Why is the basic problem of economics, scarcity, a universal problem?

Objectives:

1. Students will use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in, the United States and the world.

2. Students will identify the factors of production and why they are necessary for the production of goods and services.

Agenda:

1. Bell Ringer (10 min)

2. YouTube video: https://www.youtube.com/watch?v=zcN0d8foBXI  (5 min)

3. Complete the note-taking guide (What is Economics?) using your textbook (McGraw-Hill Economics Principles and Practices pp. 6-25) (rest of class)

Home Learning: Complete your designated portion of the note-taking guide (What is Economics?). Use online resources.

Lesson on Wednesday, February 15, 2017

Today the Constitutional Freedoms Exam was taken in class. If you were absent, prepare to complete a different exam.

Lesson on Monday, February 13, 2017

Aim: What is Freedom of Speech, the Press, and Assembly?

Bell Ringer: Collect Fairness Doctrine worksheets for a grade. Discuss any misunderstandings.

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3. Students will explain why rights have limits and are not absolute.

Agenda:

1.  Bell Ringer (10 min)

2.  All-Write-Round-Robin:

A. What is the difference between a human right and a Constitutional right?

B. Why is the incorporation of a Constitutional right important?

C. Why is the 14th Amendment considered one of the most important amendments to the Constitution? (Think about "Due Process"

D. Why do we have Freedom of Religion today and how does the Establishment Clause protect citizens?

E. What is the Equal Access Act?

F. What is the Free Exercise Act?

G. Describe the difference between pure speech and symbolic speech.

H. Describe seditious speech.

I. What is the "clear and present danger" rule?

J. What does the Schenck v. United States case say about wartimes?

K. What is the Bad Tendency Doctrine?

L. What is the Preferred Position Doctrine?

M. An example of a Sedition Law is The Espionage Act of 1917 during WWI. What did this act entail?

N. List Speech not protected by the Constitution.

O. Describe Freedom of the Press and "prior restraint".

P. Describe Freedom of Assembly.

Home Learning: : study using “Civil Rights & Liberties AWRR”

Lesson on Friday, February 10, 2017

Aim: Should the Fairness Doctrine be reinstated?

Bell Ringer: Assign students to work in pairs to complete Parts B and C of “The Fairness Doctrine: Student Research Guide.”

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

Agenda:

1. Bell Ringer (5 min)

2. In pairs analyze the data collected in Part A of the assignment to complete the three questions listed in Part B. The questions consider the extent to which controversial matters of public concern were covered by the media sources analyzed, the presence of multiple perspectives in this coverage, and any ideological undertones that accompanied this coverage. Students are to search for differences on each of these fronts across the sources they analyzed. (15 min)

3. Lead a brief discussion of student findings in Part B. (5 min)

4. Move next to Part C. Distribute copies of Limburg’s “Fairness Doctrine: U.S. Broadcasting Policy.” Read this individually, then discuss with your partner. Finally, pairs should write one paragraph (no more than four sentences) defining the Fairness Doctrine in your own words. (10 min)

5. Distribute copies of Rendall’s “The Fairness Doctrine: How We Lost It, and Why We Need It Back” and the Washington Times editorial “‘Fairness’ Is Censorship” to each student. Ask one partner to read the Rendall article, and the other the Washington Times editorial. Then, instruct pairs to complete Questions 4 and 5 of Part C. (rest of class)

Home Learning:

1. Question 6, parts A through D, place the Fairness Doctrine debate beside that of  your analysis of media coverage, predicting how the reinstatement of the Fairness Doctrine might impact coverage of controversial issues of public concern, the offering of multiple perspectives, and the ideological tone of coverage. In balance, pairs are then asked to decide if the Fairness Doctrine should be revived.

2. Question 7: In pairs consider the Fairness Doctrine in the context of First Amendment protections of freedom of speech and the press. It presupposes some knowledge of the First Amendment, but any confusion can be fleshed out in the context of the class discussion that follows.

Links:

Fairness Doctrine U.S. Broadcasting Policy

The Fairness Doctrine "How we lost it, and why we need it back"

'Fairness' is Censorship

Lesson on Thursday, February 9, 2017

Today we shared each other's data for the Media Research Assignment. Please make sure you have all of your data collected by tomorrow in order to complete the next step!

Lesson on Wednesday, February 8, 2017

Aim: Should the Fairness Doctrine be reinstated?

Bell Ringer: 1. Where do you get your news? 2. Is radio an important form of media? How about network television? How do these two media differ from their counterparts, namely newspapers, cable tv, and satellite radio?

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the C   vonstitution and Bill of Rights

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3. Students will explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (10 min)

2. Journal 48 – Describe the Fairness Doctrine. (10 min)

3. Continue reading Chapter 2 (10 min)

4. Journal 49 – What does it mean to be fair? When covering controversial issues of public concern, do the media have a responsibility to present multiple perspectives on a given issue? (10 min)

5. Distribute one copy of “The Fairness Doctrine: Student Research Guide” to each student. Ask them to complete Part A over the course of the next two days. This involves analyzing several forms of media coverage. Radio and television news analysis should occur in half-hour increments, and the newspaper analysis should address all front-page stories.

6. Students should begin by listing the source of media they monitored, followed by the date and time of their analysis. Then, they are asked to list controversial matters of public interest covered, and the number of perspectives offered. Next, ideological bias, if detected, should be noted. A space for notes is provided to help jog their memories for the purposes of class discussion.

7. Students can begin searching for news outlet.

Home Learning: Work on your media observations assigned to your row. 

Lesson on Tuesday, February 7, 2017

Aim: Are bloggers journalists? If so, are they worthy of the legal protections provided to print and broadcast journalists?

Bell Ringer: Distribute copies of or provide Internet access to Specter's"Why We Need a Shield Law" and Mukasey's "No Need for Shield Law". Ask students to read these articles, and then draw on them to complete the worksheet "Free Speech, Blogs, and the Traditional Press"

Definition of Shield Law: http://www.spj.org/shieldlaw-faq.asp

WHY WE NEED A SHIELD LAW: http://www.washingtonpost.com/wp-dyn/content/article/2008/05/04/AR2008050401597.html

NO NEED FOR A SHIELD: http://usatoday30.usatoday.com/printedition/news/20080417/oppose17.art.htm

Objectives:

1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3. Students will explain why rights have limits and are not absolute.

shield law

noun

1.    a law that protects witnesses from revealing certain information, especially in court.

o    a law that protects journalists from having to reveal confidential sources.

o    a law that protects rape victims from having to reveal details of their sexual history.

Agenda:

1. Bell Ringer (15 min)

2. Complete worksheet "Free Speech, Blogs, and the Traditional Press" (15 min)

3. Discuss each team's findings with the class at large. Ask for volunteers to share their conclusions, or solicit information by calling on students. (10 min)

4. Journal 47 - [insert Aim]? (rest of class)

Home Learning: Write a one page paper in support or in opposition to the establishment of a federal shield law. It should also discuss the extent to which shield law protections should or should not be extended to bloggers. Due: Friday, February 10, 2017 / TWO GRADES

Lesson on Monday, February 6, 2017

Aim: What is Freedom of Speech, the Press, and Assembly?

Bell Ringer: Journal 46 – Describe the three primary changes in the contemporary field of journalism, according to Michael Scherer. / Discuss Chapter 1

Objectives:

1.     SS.912.C.2.6: Evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2.     SS.912.C.2.4: Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good. 3.

3.     SS.912.C.2.7: Explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (10 min)

2. Banned Books presentations (rest of class)

Home Learning: Please answer the questions on the following link: http://www.firstamendmentcenter.org/blogs-new-form-novel-challenges/

Answer the questions in the link above on a loose leaf. Please, write the questions.

Lesson on Friday, February 3, 2017

Aim: What is Freedom of Speech, the Press, and Assembly?

Bell Ringer: Journal 45 – What is the cartoonist implying about president Trump? Explain using specific events or issues. What is the significance of the three objects in his tentacles? Who do the people lined up outside the White House represent? Is there a significance to them lining up? 

Objectives:

1.     Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2.     Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good. 3.

3.     Students will explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (15 min)

2. Banned Books video: https://www.youtube.com/watch?v=AbBtMNTuzrY  (5 min)

3. Continue to research a selected banned and /or challenged book and present findings to the class. Have students include a summary of the book and an explanation of who tried to ban the book and why. Have students participate in a class discussion of how the project relates to the First Amendment. (rest of class)

Home Learning:

A.                       Banned Book presentation due: Monday, February 6, 2017

B.Read Chapter 1 "Free Speech on the Internet, Blogs, and in the Traditional Press" / highlight and annotate / Due: Monday, February 6, 2017

C. What you need to know: Describe the three primary changes in the contemporary field of journalism, according to Michael Scherer.

Lesson on Wednesday, February 1, 2017

Aim: What is Freedom of Speech, the Press, and Assembly?

Bell Ringer: Top 10 Books That Have Been Banned.
https://www.youtube.com/watch?v=wTpGunoyANA

Objectives:

1.     Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights

2.     Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.

3.     Students will explain why rights have limits and are not absolute.

Agenda:

1. Bell Ringer (15 min)

2. Research a selected banned and /or challenged book and present findings to the class. Include a summary of the book and an explanation of who tried to ban the book and why. Participate in a class discussion of how the project relates to the First Amendment. (rest of class)

Home Learning: https://www.youtube.com/watch?v=AbBtMNTuzrY  Read Chapter 1 "Free Speech on the Internet, Blogs, and in the Traditional Press" / highlight and annotate / Due: Monday, February 6, 2017!