Debating the Constitution

Federalist vs. Anti-Federalists

1. The Federalist Papers - http://avalon.law.yale.edu/subject_menus/fed.asp
2. Background and Basics of Federalism - http://usgovinfo.about.com/od/rightsandfreedoms/a/studyback.htm
3. National and State Governments - http://usgovinfo.about.com/od/rightsandfreedoms/a/federalism.htm
4. Hamilton and the National Economy -http://americanhistory.about.com/od/18thcentury/a/Alexander-Hamilton-And-The-National-Economy.htm
5.  Antifederalists - http://www.ushistory.org/us/16b.asp
6. Anti-Federalists - http://www.u-s-history.com/pages/h374.html
7.  Anti-Federalist Papers - http://www.constitution.org/afp/afp.htm

Bill of Rights                                                  

1. States’ Rights - http://civilliberty.about.com/od/raceequalopportunity/tp/States-Rights-History-Timeline.htm
2. Bill of Rights - http://billofrightsinstitute.org/founding-documents/bill-of-rights/
3. All Amendments - http://www.ushistory.org/documents/amendments.htm
4. 1^st Amendment - http://kids.laws.com/first-amendment
5. 2^nd Amendment – http://www.layers-of-learning.com/the-second-amendment-for-kids/
6. 3^rd Amendment – http://www.government-and-constitution.org/bill-of-rights/3rd-amendment.htm
7. 4^th Amendment – http://score.rims.k12.ca.us/score_lessons/bill_of_rights/media/four.htm
8. 5^th Amendment – http://content.time.com/time/video/player/0,32068,1027130599001_2080298,00.html
9. 6^th Amendment – http://www.constitutingamerica.org/juliette/?p=271
10. 7^th Amendment – http://www.ducksters.com/history/us_government/seventh_amendment.php
11. 8^th Amendment – http://constitutioncenter.org/constitution/the-amendments/amendment-8-cruel-and-unusual-punishment
12. 9^th Amendment – http://content.time.com/time/specials/packages/article/0,28804,2080345_2080344_2080383,00.html
13. 10^th Amendment – http://www.cliffsnotes.com/cliffsnotes/american-government/the-10th-amendment-does-what

Interactive Constitution - http://www.phschool.com/curriculum_support/interactive_constitution/

Immigration Debate

Eight graders complete a novel study on immigration.  Below are some questions they discuss and resources to supplement the conversation.

Introducing Immigration

• http://teacher.scholastic.com/activities/immigration/
• Tenement Museum - http://www.thirteen.org/tenement/logcabin.html

Do you personally know an immigrant?

• http://www.pbs.org/inthemix/shows/show_teen_immigrants5.html

Why do immigrants come to the United States?

• http://www.pbs.org/independentlens/newamericans/
• http://www.ellisisland.org/Immexp/index.asp

What are the current policies/laws regarding immigration?

• http://www.scholastic.com/teachers/article/immigration
• http://www.cfr.org/immigration/us-immigration-policy/p20030
• http://www.cis.org/

Should immigrants continue to come to the U.S.? Why or why not?

• http://www.tolerance.org/immigration-myths
• The Choices Program - http://www.choices.edu/resources/twtn_immigration.php
• http://learning.blogs.nytimes.com/2010/04/27/learning-about-u-s-immigration-with-the-new-york-times/

Immigration Debate

Read article, Sin Papales (Best Nonfiction text) as a class, pausing throughout to identify the difficulties associated with illegal immigration

http://www.tes.co.uk/teaching-resource/Sin-papeles-6367315/

After reading the article, cite evidence in the article to support statements

Pros and Cons

http://office.microsoft.com/en-us/templates/pros-and-cons-comparison-t-chart-for-students-TC101887892.aspx

http://www.businessballs.com/problemsolving.htm

Persuasive Writing

http://teacher.scholastic.com/activities/writing/?topic=persuasive

http://www.readwritethink.org/classroom-resources/lesson-plans/convince-developing-persuasive-writing-56.html

http://www.kn.att.com/wired/fil/pages/listpersuasid.html

http://www.pbs.org/now/classroom/lessonplan-04.html

Coming to America

Eight grade Language Arts teachers teach a unit on immigration.  They have a list of novels that students may choose from on which the unit activities are based.  Below is that list of novels and links to help teach, introduce, or learn more about those novels.

Novels

Auch, Mary Jane. (2002). Ashes of Roses. Random House.

http://books.google.com/books/about/Ashes_of_Roses.html?id=_JszUdiZRIAC

http://www.auchbooks.com/ashes-of-roses/

http://www.youtube.com/watch?v=ZeTuxPko6rU “Another Home” from Album Ashes & Roses

Budhos, Marina. (2006). Ask Me No Questions. Ginee Seo Books.

http://books.google.com/books/about/Ask_Me_No_Questions.html?id=j1MA6_7o4fwC

Buss, Fran Leeper. (1991). Journey of the Sparrows. Yearling.

http://books.google.com/books/about/Journey_of_the_Sparrows.html?id=QFnQin4cA2kC

http://www.proprofs.com/quiz-school/story.php?title=journey--sparrows-test

http://quizlet.com/3070166/journey-of-the-sparrows-flash-cards/

Danticat, Edwidge. (2002). Behind the Mountains. Scholastic.

http://www.immigrationpolicy.org/sites/default/files/h2_behindthemountains.pdf

http://books.google.com/books/about/Behind_the_Mountains.html?id=60yxawBzc64C

http://www.lindakreft.com/Americas/pdf/voices_behind.pdf

http://www.lindakreft.com/Americas/pdf/voices_behind.pdf

Fleischman, Paul. (1997). Seedfolks. HarperCollins.

http://books.google.com/books/about/Seedfolks.html?id=X44Vl8hGRpcC

http://www.shmoop.com/seedfolks/

http://quizlet.com/11105067/seedfolks-character-list-flash-cards/

https://www.teachervision.com/tv/printables/harpercollins/seedfolks_rg.pdf

http://www.uen.org/Lessonplan/preview.cgi?LPid=21754

Giff, Patricia Reilly. (2005) Maggie’s Door. Yearling.

http://books.google.com/books/about/Maggie_s_Door.html?id=KTkwYDNdGB0C

http://www.questgarden.com/02/45/2/050922122022/index.htm

http://www.socstrpr.org/files/Vol%203/Issue%202%20-%20Summer,%202008/Notable%20Books/3.2.12.pdf

Hidier, Tanuja Desai. (2003). Born Confused. Scholastic.

http://www.teachingbooks.net/tb.cgi?tid=9361&a=1

http://english.clas.asu.edu/wq-born-confused+

http://www.goodreads.com/book/show/766319.Born_Confused

Jiménez, Francisco. (1997) The Circuit: Stories from the Life of a Migrant Child. Houghton

http://www.pcpa.org/circuitstudyguide.html

http://books.google.com/books/about/The_Circuit.html?id=znS_6z_lxUcC

http://www.learner.org/workshops/tml/workshop8/authors2b.html

Soto, Gary. (2005). Help Wanted. Harcourt.

http://books.google.com/books/about/Help_Wanted.html?id=OYQQGQF4_xIC

http://www.teachingbooks.net/tb.cgi?aid=652

http://www.teachingbooks.net/book_reading.cgi?id=647&a=1

Testa, Maria. (2005). Something about America. Candlewick.

http://www.candlewick.com/book_files/0763634158.bdg.1.pdf

http://www.authorsupport.comoj.com/saa_sg_1.pdf

http://www.teachingbooks.net/tb.cgi?aid=255

Yep, Laurence. (1995). Thief of Hearts. HarperCollins.

http://books.google.com/books/about/Thief_of_Hearts.html?id=4tajQgAACAAJ

https://teachmulticulturallit.wikispaces.com/Thief+of+Hearts

http://www.teachingbooks.net/tb.cgi?aid=1178&a=1

4-26-2012 Active Citizenship in the 21st Century

Teching the CCCS

Social Studies

6.3 Active Citizenship in the 21st Century

Content Area	Social Studies
Standard	6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Grade Level	By the end of grade 8
Content Statement	Strand CPI# Cumulative Progress Indicator (CPI)
Active citizens in the 21st century: Recognize the causes and effects of prejudice on individuals, groups, and society. Recognize the value of cultural diversity, as well as the potential for misunderstanding. Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes. Listens open-mindedly to views contrary to their own. Collaboratively develop and practice strategies for managing and resolving conflict. Demonstrate understanding of democratic values and processes. Recognize that the actions or inactions of individuals, groups, and nations can have intended and unintended consequences. Challenge unfair viewpoints and behavior by taking action. Make informed and reasoned decisions. Accept decisions that are made for the common good.	A. Civics, Government, and Human Rights 6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion. 6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature). 6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education. B. Geography, People and the Environment 6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action. C. Economics, Innovation, and Technology 6.3.8.C.1 Contact local officials and community members to obtain information about the local school district or municipal budget and assess budget priorities. D. History, Culture, and Perspectives 6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.  RESOURCES Kids.gov Flat Classrooms Random Kid Global Education Collaborative Mapping Worlds National Geographic Poodwaddle Real Time Data World Mapper GEO Games Critical Thinking - Debate on AMap Play the News Harcourt - The World BBC News for Kids Web Guide to Geography National Geographic Bee Scott Foresman Social Studies Where Did My Tax Dollars Go? Mapskip Snag Learning History Films Nanotechnology and privacy The Nanozone 9-11 Interactive Timeline Teaching Media Literacy Bias If It Were My Home Global School Net Facing History and Ourselves Online Texts 16 Ways to Make Global Connections

4-17-2012 Teching Speaking and Listening Strands 1-3

Teching the CCCS

Grades 6-8 ELA

Speaking and Listening

Strands 1-3

To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.
Comprehension and Collaboration		Resources
1.   Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.	·         Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. ·         Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. ·         Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. ·         Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.	Writing a speech Presentations and reading aloud Debating Showing you are listening Writing to argue 5 Elements of Cooperative Learning Student Learning Groups Classroom Debate instructions Internet Classroom Discussion Rubric Cooperative Group role cards Cooperative project evaluation
2.   Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.		Writing and Following Instructions Following Oral Directions  Summarizing game Don't Buy It! Media Elements Summarizing quiz Interpreting sound, image, and video Digital Literacy Website Evaluation Comparing Electronic and Print Texts Repeat After Us - online library of recorded texts
3.   Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.		Listening for specific information Types of Listening Asking Questions Types of speaking Summarizing game Fact or Opinion Evaluating sources

2-17-2012 Argue to Win!

Teching the Core Curriculum Content Standards

Writing Standards

Standard: W 8.1 Grades 6-8

Writing an Argumentative or Persuasive Essay

Text Types and Purposes: STANDARD W 8.1	RESOURCES
Write arguments to support claims with clear reasons and relevant evidence.	Persuasive Writing PowerPoint Lessons  Argument Argue, Persuade, Advise  Letters Persuasive Example Write Source: Persuasive Writing BrainPop 5 Paragraph Essay
Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.	Developing an Argument  Structure Tone and Style Letter Generator   Rate it All Library Thing Good Reads Lunch My Hero Destinations NYT Student Opinions consmr Create Debate Heads Up Riled Up Pros and Cons We Debate It UFeud aMap Debatabase Youth Voices
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.	Premise and conclusion words   Ask Jeeves for Kids  Ask Earl Encyclopedia Oregon School Library National Geographic Using Examples Debate Graph It's a Fact! Thesis Builder and Outliner Persuasion Map
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.	Cause/Effect relationships  Cause/Effect transitions Compare/Contrast Combining Sentences using Adjective Clauses Conjunction Practice Transitions Phrases and Clauses
Establish and maintain a formal style.	Formal and Informal Writing Holt Model Essay Holt 2nd Model Essay
Provide a concluding statement or section that follows from the argument presented.	Concluding Paragraphs

Please post a comment below if you have a site or lesson idea to share for teaching these concepts.  I would love your input!

12-13-2011 National Cocoa Day

Today is National Cocoa Day, a good day to consider where our chocolate comes from and how it is farmed, and of course enjoy some chocolate!

History and Culture: 

World Cocoa Foundation - http://www.worldcocoa.org/
Children in Cocoa Production - http://en.wikipedia.org/wiki/Children_in_cocoa_production
Chocolate and Slavery - http://www1.american.edu/ted/chocolate-slave.htm
News article - Chocolate Worth its Weight in Gold? - http://www.independent.co.uk/life-style/food-and-drink/features/chocolate-worth-its-weight-in-gold-2127874.html
Culture of the Cocoa Bean - http://inventors.about.com/od/foodrelatedinventions/a/chocolate.htm
History of Cocoa - http://www.worldagroforestry.org/treesandmarkets/inaforesta/history.htm

Food:

Hershey's - http://www.hersheys.com/
Hot Cocoa by Alton Brown - http://www.foodnetwork.com/recipes/alton-brown/hot-cocoa-recipe/index.html

Games: 

Rescue on Cocoa Farm - http://armorgames.com/play/7221/rescue-on-cocoa-farm
Chocolate games and activities - http://www.mce.k12tn.net/chocolate/games/games.htm
Chocolate Mania - http://www.funnygames.co.uk/chocolate-mania.htm

Lessons:
Charlie and the Chocolate Factory:
Questions and Activites by Chapter - http://www.mce.k12tn.net/chocolate/charlie/charlie_and_the_chocolate_factor.htm
On TeacherVision - http://www.teachervision.fen.com/literature/activity/7060.html
eTheme - http://ethemes.missouri.edu/themes/582
Roald Dahl Fans - http://www.roalddahlfans.com/teachers.php#5
Internet4Classrooms - http://www.internet4classrooms.com/links_grades_kindergarten_12/elementary_chocolate_factory_activities_project.htm
Chocolate Theme Page - http://webtech.kennesaw.edu/jcheek3/chocolate.htm

11-21-2011 The Great Debate

The following 5 sites are ways to get the class discussing topics related to your study within the room, between schools, or across borders.

a.      Find out the Pros and Cons of controversial issues - http://www.procon.org/

b.      Debate online with UFeud – http://www.ufeud.com/

c.       Create Debate is an online discussion community - http://www.createdebate.com/ 

d.      Heads Up - HeadsUp is a moderated, online space for under 18s to debate the political issues important to them. http://www.headsup.org.uk/content/

e.      Post and respond without signing up but content may not be filtered - http://www.wedebate.it/
f.    Debate online using aMap, a tool that helps you map your arguement - http://www.amap.org.uk/create/