Executive Branch, Day 1 - Class Recap

The White House, in Washington, D.C., where the President (the head of the Executive Branch of the United States government) lives. Photo taken in 2011.

Hi everyone,

Today was the Legislative Branch test in class, as well as the start of our unit on the Executive Branch. Here's what happened today in class:

Learning Targets Addressed:
Knowledge LT 1: I can demonstrate an understanding of the interplay between citizens and their governments.
Knowledge LT 3: I can demonstrate an understanding of how individuals and non-governmental institutions interact with each other and the government in shaping politics.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different levels of U.S. government.

Soundtrack: "Thriller" by Michael Jackson. Selected for today because today is Halloween! Lyrics here.

AGENDA 10/31/16:
News Brief – Danielle
Legislative Test
Executive Branch Overview
The Presidency
Questions for Deputy Haley

Homework: Read the blog. Next news brief: Brandon.

News Brief: Danielle had the news brief today and selected an article about this story to talk about in class: NYTimes.com -  Justice Dept. Strongly Discouraged Comey on Move in Clinton Email Case. We discussed this story and the impact it might have on the presidential race, which ends next Tuesday, and checked in on the latest polls. Thanks, Danielle! Brandon was drawn as the next news brief.

We also checked in about the weekend and what people were up to. I have to say, my freshmen are much more eager to share than your class. I wonder why? :-)

If you missed class or wanted to see Wildcat News again, here it is:

Legislative Test: I was generous in the lead up to this, as I went over basically the exact questions from the test and gave some study time before I passed it out. I should have grades for it available by next class (fingers crossed).

Executive Branch Overview: The next part of class was learning about the Executive Branch. Here are the answers to the sheet I passed out to start the unit:

Google Drive - Executive Branch Overview Notes

As part of going through this, I explained that the 2000 Presidential Election was decided by the Electoral College, not the popular vote (Gore got the most votes in the country, but still lost the election). We will look more into this soon.

The Presidency: Here is the reading that we ended class with. It is not homework to complete (unless you missed class), but be familiar with the basics, as a future test will be based on it!

Google Drive - The Presidency Reading

These are the questions that go along with the reading:

Google Drive - The Presidency Questions

I am fully aware that this was not the most interesting class as far as new content goes. I think it will be more engaging soon!

Questions for Deputy Haley: At the end of class, we made some questions for Scott Haley, who is the officer here at Westview. Next class, Scott will come in and answer your questions, and talk about his experience with being the Student Support Officer here. In the past, this has been an awesome experience in learning more about law enforcement (directly related to the Executive Branch) and filling out a Career Related Learning Experience form (I believe you need to have 4 of these completed as a graduation requirement). I am looking forward to it! See you next class.

Legislative Branch, Day 5 - Class Recap

Today's town hall had various students running for office. Here's a very real candidate: my mom, running for Portland City Council in 2012!

Dear class,

Another interesting day, especially with the town hall meeting, which I really enjoyed! Here's what happened today in class:

Learning Targets Addressed:
Knowledge LT 1: I can demonstrate an understanding of the interplay between citizens and their governments.
Knowledge LT 3: I can demonstrate an understanding of how individuals and non-governmental institutions interact with each other and the government in shaping politics.

Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different levels of U.S. government.

Soundtrack: "Party in the USA" by Miley Cyrus. Selected for today because we are studying US government, and also, because it is Halloween soon. Lyrics here.

AGENDA 10/27/16:
News Brief – Auriel
Washington's Gridlock
Town Hall
Review for Test

Homework: Read the blog. Review for Legislative test, which is next class. Here are some resources to help you with this:

The second page of this handout, charting how a bill becomes a law, will be on the test. You will need to fill in the blanks with what happens on each side of Congress, then what happens when it gets to the President.

You will need to know: the political spectrum (from left to right: radical, liberal, moderate, conservative, reactionary). the number of representatives in each branch of Congress, and the eligibility requirements for them. The leaders in both the Senate (Vice President) and the House (Speaker of the House).

Next news brief: Danielle.

News Brief: Auriel had the news brief today and selected an article about this story to talk about: TheGuardian.com - Over 120 arrested at North Dakota pipeline protests, including journalists. We discussed this story as well as what is going on in the larger picture here, which relates to the United States government and Native American tribes. Thanks, Auriel!

Danielle volunteered to do the next news brief. We also checked in about the weekend before moving on.

Washington's Gridlock: I think this is an important story to learn about, with why many people are very frustrated with the United States government, in that not much of consequence seems to get done. Here is the reading we did in class:

Google Drive - New York Times Upfront: Washington's Gridlock

Here is the assignment that went with the reading:

Google Drive - Washington's Gridlock Assignment

As part of the article, I talked about redistricting and gerrymandering contributing to inaction in Congress. Here's an interesting article about the most gerrymandered congressional districts in America. Also, I showed part of this hilarious video of Patton Oswalt on Parks and Recreation, using the filibuster as a tactic to stop the local city council from voting on an issue:

Furthermore, I showed this real life example of Senator Paul Ryan (KY) using the filibuster tactic in the Senate:

We also took a look at the approval ratings over time for President Obama and Congress.

Town Hall: I really liked this! We had three candidates (Auriel, Kenny, and Sydney) in front of the class, representing their own views. Everyone else in the class was responsible for writing questions for the candidates in class, representing different non-governmental organizations and advocacy groups for some important issues in the country - education, jobs and the economy, immigration, the environment, healthcare. This hits LT3: I can demonstrate an understanding of how individuals and non-governmental institutions interact with each other and the government in shaping politics.

The three candidates talked about their own views on the issues, and then tried to think on their feet to answer questions from the various groups around the class.

Here was the assessment I used for LT3, after the Town Hall:

Google Drive - Town Hall Review Questions

If you missed class today, please do your best to try and complete these questions using your own opinions and thoughts. Some students were not able to finish in class, so please get this in to me as soon as possible.

Review for Test: Please study for the legislative branch test (some multiple choice, some fill in the blank, some short answer) and let me know if you have any questions I can answer about it. Look above in the homework section for links that will help, along with this study guide:

Google Drive - Legislative Branch Test Study Guide

Thanks! See you next week!

Legislative Branch, Day 4 - Class Recap

As part of the Legislative simulation today in class, I played the role of the President of the United States. Here I am in front of the White House, where the President lives in Washington, D.C. in 2010 (when I had a beard!).

Dear class,

I enjoyed the bill simulation today! As usual, there was also a lot of work in going through information about the Legislative Branch. Thank you for your focus and effort! Here's the recap for today:

Learning Targets Addressed:
Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different levels of U.S. government.

Soundtrack: "Rhapsody in Blue" by Leonard Bernstein. Selected for today because the legislative process is long, like this song. No lyrics, but listen here.

AGENDA 10/25/16:
News Brief – Maryana
Review Congress Work
Legislative Simulation
Washington's Gridlock

Homework: Read the blog. Continue working on the Washington's Gridlock article and related questions. Next news brief: Auriel.

News Brief: Maryana had the news brief today and selected this story to talk about: CNN.com - Clinton leads by 5 heading in to final two weeks. We checked in about the presidential race and latest odds. I also showed my official 2016 ballot, which I will fill out after showing my classes. Hopefully you enjoyed checking it out!

Auriel was randomly selected for the next news brief. We also checked in about the weekend and anything interesting happening (I am still tired from the weekend in the Bay Area!) before moving on.

Review Congress Work: The past two classes, we have been working on these handouts. First, Oregon reps in Congress:

Google Drive - Oregon Representatives in Congress Assignment

We also looked at the demographics of the current representatives in congress:

Google Drive - 114th Congress Profile Assignment

Here is a link to the website/pdf document that has the answers:

FAS.org - Membership of the 114th Congress: A Profile

We went through most of the answers as a class, then I told students to keep them to prepare for the upcoming Legislative Branch test.

Legislative Simulation: Again, I really liked this. I split up the class into the House of Representatives and Senate (which had less students in it, because that's how it really works), then again into different committees. I then passed out all the ideas for bills that students gave me at the end of last class, to debate. The committees debated the ideas for bills, then chose what they thought was the best one to propose to their chamber of Congress, by answering these questions:

What are you proposing?
Who will it impact?
When will it begin or end?
Where (which states) will be impacted?
Why should this bill pass?
How much will it cost?

After the full House and full Senate debated the two bills that were put forward by the committees, they chose one bill each to vote on and send over to the other part of Congress. This ended up being a bill on raising the minimum wage and one lowering the amount of time that someone with a new driver's license cannot have a friend in the car.

Both sections of Congress debated the bills, changed them, then voted on them, sending them back to the other side (this would now be the conference committee). Eventually, we had two bills pass into law: one about legalizing undocumented immigrants after 12 years in the country, and one (overriding my veto) about being able to turn in late work. So good!

Acting as President of the simulation, I signed the bill into law, with the pen that Governor Kate Brown used to sign the highway safety legislation that was enacted after my dad was killed in 2014.

Washington's Gridlock: I think this is an important story to learn about, with why many people are very frustrated with the United States government, in that not much of consequence seems to get done. Here is the reading we did in class:

Google Drive - New York Times Upfront: Washington's Gridlock 

Here are the questions that go along with the article:

Google Drive - Washington's Gridlock Questions

As part of the article, we will talk about redistricting and gerrymandering contributing to inaction in Congress. Here's an interesting article about the most gerrymandered congressional districts in America.

We will finish this up next class. Thank you very much!

Legislative Branch, Day 3 - Class Recap

The office of Speaker of the House, which is currently controlled by Republicans, and Representative Paul Ryan from Wisconsin. Photo taken in 2010.

Hi everyone,

It was basically another work/prep day for our legislative branch unit today in class! Here's the recap for today:

Learning Targets Addressed:
Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different levels of U.S. government.

Soundtrack: "Represent" by Weezer. Selected for today because we were continuing to look at Oregon's Representatives in Congress. Get it? Lyrics here.

AGENDA 10/21/16:
News Brief/Debate Recap – Tyshawn
Finish Oregon Reps
114th Congress
Create Bills

Homework: Read the blog. Create a bill if you did not in class. Finish the Oregon representatives handout and the 114th Congress profile. Next news brief: Maryana.

News Brief: Tyshawn had the news brief today and we talked about the last presidential debate on Wednesday. Here's the overview clip I showed in class: CNN.com - Trump calls Clinton 'a nasty woman'. We discussed what happened as well as previewed the last 18 days of the presidential campaign. Not long now! Next class, I will bring in my uncompleted ballot to show everyone! There were some good perspectives here. Thanks, Tyshawn!

Maryana was randomly selected for the next news brief.

Finish Oregon Reps: At the start of the class, we were working on the Oregon representatives handout, as well as the 114th Congress paper and creating bills. Here is the handout that I passed out last class:

Google Drive - Oregon Representatives in Congress Handout

The main point here is to know who our representatives are and what they believe. It is important that we know who represents us in Congress, and what their ideas are!

114th Congress: The next new piece from today was this handout, looking at the demographics of the current representatives in congress:

Google Drive - 114th Congress Profile Assignment

Here is a link to the website/pdf document that has the answers:

FAS.org - Membership of the 114th Congress: A Profile

I hope this helps! We will go through the answers to these questions next class.

Create a Bill: This was in preparation for next class, when we will be doing a simulation of Congress. To start this off, I showed this recently released look behind the scenes as the Affordable Care Act (Obamacare) was passed in 2010:

Here were the questions I wanted you to answer in your personal bill proposals:

1. What are you proposing?
2. Who will it impact?
3. When will it begin or end?
4. Where (which states) will be impacted?
5. Why should this bill pass?
6. How much will it cost?

Bring these in next class, please! Thanks for your work on this! See you next class, when we will simulating the legislative process!

Legislative Branch, Day 2 - Class Recap

This image of the US Capitol Building is actually the background for this blog! Photo taken in 2010.

Dear class,

Today, we talked your Bill of Rights Quiz scores! We also started up with looking at the Oregon congressional delegation. Here's the recap for today:

Learning Targets Addressed:
Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different levels of U.S. government.

Soundtrack: "Abc" by The Jackson 5. Selected for today because counting 1-2-3 of the Amendments in the Bill of Rights would have helped last class on the quiz! Lyrics here.

AGENDA 10/19/16:
News Brief – Kenny
Review Quiz
Oregon Reps in Congress
Work Time

Homework: Read the blog. Continue working on the Oregon representatives handout (we will have a bit of time next class to finish/review). Watch the last Presidential debate tonight at 6 PM. Next news brief: Tyshawn.

News Brief: Kenny had the news brief today and forgot to bring it in, so we checked in about the debate tonight and I showed the updated Election Forecast from FiveThirtyEight.com in discussing what the possible impacts of the debate tonight could be.

Tyshawn was randomly selected for the next news brief.

Review Quiz: After the news, we talked about the Bill of Rights test from last class. We went through the answers together. If you need to retake this (or any other quiz/test), let's figure out a time outside of class to do this. Updated grades are posted online on StudentVUE.

Oregon Representatives: Next, it was time to learn more about who serves Oregon as representatives in Congress at the federal level. Here is the handout that I passed out in class/was on Google Classroom for students to edit using Kami:

Google Drive - Oregon Representatives in Congress Handout

The main point here is to know who our representatives are and what they believe. It is important that we know who represents us in Congress, and what their ideas are!

Work Time: For the rest of the class, we were working with the Chromebooks in class on the Oregon representatives handout.

Thanks for your work on this! See you next class, when we will be creating legislation of our own!

Bill of Rights Test and Legislative Branch Overview - Class Recap

The United States Capitol Building, which is where Congress (the Legislative Branch of the US) meets. Photo taken in 2011.

Hi everyone,

Another quiz today! I hope it went well for everyone. Thanks again for your hard work! We also got started with a unit on the legislative branch. Here's what happened today:

Learning Targets Addressed:
Knowledge LT 1: I can demonstrate an understanding of the interplay between citizens and their governments.
Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different levels of U.S. government.

Soundtrack: "At the Beginning" from Anastasia. Selected for today because we are the start of a new unit: the Legislative Branch. Lyrics here.

AGENDA 10/17/16:
News Brief - Dylan
Bill of Rights Quiz
Legislative Branch Overview
Work Time

Homework: Read the blog. Study how a bill becomes a law handout! Next news brief: Kenny.

News Brief: Dylan had the news brief today and selected an article about this story: WashingtonPost.com - Clinton campaign chairman ties email hack to Russians, suggests Trump had early warning. We checked in about this story, and made some guesses as to why Russia would want Trump to win the election, if this were truly the case.

Thanks, Dylan! Kenny has the next news brief.

We also checked in about the long weekend and what people were up to, before moving on.

Here's Wildcat News for the day:

Bill of Rights Quiz: We prepared for this the past few classes, as well as a bit during class today, before the quiz. Thank you for giving your best effort on this! We will go over the results together next class.

Legislative Branch Overview/Work Time: This was a handout that went through some of through some of the specifics of the legislative process, like what the legislative branch does and who makes it up. Please review the flow chart on page two, specifically. You will eventually be tested on that and we are going to work through that process together in a simulation later this week:

Google Drive - How a Bill Becomes a Law Handout

Before we did some review, I showed this old Schoolhouse Rock classic:

I also showed a Washington, D.C. license plate and talked about "taxation without representation."

We kept going with the handout until we stopped at trustee and delegate styles of legislators. Please make sure to review this handout! Thank you!

Bill of Rights Review - Class Recap

The Franklin Delano Roosevelt Memorial in Washington, D.C. FDR was named as one of the Presidents in Final Jeopardy today!

Dear class,

I had a lot of fun reviewing the Bill of Rights with you today! Please be studying the content for the quiz next class, along with the structure of the U.S. government. Here's the recap for the day:

Learning Targets Addressed:
Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different branches of U.S. government.

Soundtrack: “American Pie" by Don McLean. Selected for today because we were talking more about American government, and this song famously contains lots of references to American culture. Lyrics here.

AGENDA 10/12/16:
News Brief - Keane
Jeopardy Review
Crash Course Rights
Study Time

Homework: Read the blog! Keep reviewing the Bill of Rights for the quiz next class (be able to write down what each Amendment in the Bill of Rights is, and an example, as well as checks/balances/powers of the federal government). Next news brief: Dylan.

News Brief: Keane did not bring in a news brief today, so I filled in and just talked about the latest presidential election forecast from FiveThirtyEight.com again. Interesting times, for sure! Dylan was selected for the next news brief.

Jeopardy Review: I always really enjoy this, and today was no exception. I split the class into three groups, and then we played this version of PowerPoint Jeopardy to review the material we have learned so far in class:

Google Drive - Constitution/Bill of Rights Jeopardy Review

This probably will be difficult to replicate on Google Drive, but you can at least see the questions to study from. Our big winners today were Group 2. We will do this later in the year, too!

Crash Course Rights: To finish up with reviewing in class for the Bill of Rights test, I showed this Crash Course video (with captions on - I know that the narrator talks very quickly):

Some good information here (and familiar Supreme Court cases)!

Study Time: The rest of class was used for studying and/or retakes of tests or quizzes. I think this was used productively in class, so we may continue to do this. I also put this link to see where you stand in regards to major issues that Clinton and Trump have taken a stand on:

TheEconomist.com - US Political Majority Builder

Thanks for your focus today!  One question from the quiz, for checking the blog, is: What is one power of the judicial branch listed in the Constitution? 

Have a great weekend and be ready for the quiz next class, please!

Rights of the Accused and Rest of the Bill of Rights - Class Recap

Rays of the sun streaming through the flag of the United States, over the USS Arizona Memorial at Pearl Harbor, Hawaii. Picture taken in 2011.

Hi everyone,

Welcome back from your weekend! Lots of grading and work for me to do, but I am still looking forward to it, of course. Here's the recap for the day:

Learning Targets Addressed:
Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different branches of U.S. government.

Soundtrack: “99 Problems (Clean)" by Jay Z. Selected for today because it discusses the various protections that the Bill of Rights offers. Lyrics (which are decidedly NOT clean, but Rap Genius does offer some interesting interpretations of what they mean) here.

AGENDA 10/10/16:
Wildcat News Brief - Liam
Fourth Amendment
Pleading the Fifth
Bill of Rights Review

Homework: Read the blog! Keep reviewing the Bill of Rights for upcoming quiz (next week). Take the Political Spectrum test if you want. Next news brief: Keane.

Wildcat News Brief: Liam had the news brief today and selected this story to talk about: OregonLive.com - Possible PERS fix: Borrowing money. This is a really interesting story (as evidenced by the 800+ comments on the article online) about what Oregon should do in regards to the Public Employees Retirement System. PERS is a system that many people who work for the government (including public school teachers) get to use to help save for retirement, so this is an especially interesting story for us. Thanks, Liam!

Keane volunteered to do the next news brief.

We also talked about the weekend, including what happened with the second presidential debate last night. Wow, was there a lot to try and go over with this weekend. I showed this debate recap in class:

CNN.com - The scorched-earth debate in two minutes

What a time to teach and learn about government! :-)

Here's Wildcat News today as shown in class, if you missed class or wanted to see it again:

Fourth Amendment: Because I want to get done with the Bill of Rights, today we looked through the details of the 4th, 5th, 6th, and 8th Amendments. We continued going through a packet of individual U.S. Supreme Court cases that helped set the scope of the Fourth Amendment. That packet is here:

Google Drive - Fourth Amendment Protections Handout

We finished the case on the last page today, which basically said that police can have time to get a search warrant while a suspect is waiting.

Pleading The Fifth: I showed this clip to introduce the Fifth Amendment:

This led to another handout, going through the rights of the accused in the United States. I know it was a heavy day of handouts and readings, so I appreciate your focus and effort in looking at these together!

Google Drive - Rights of the Accused Handout

We went over the case studies and had some more good discussion about various student questions.

Bill of Rights Review: At the end of class, I gave some time for students to review the Bill of Rights and put them in their own words on the Understanding the Constitution worksheet in Google Classroom. See you next class! We will have some fun with Jeopardy!

The Second Amendment - Class Recap

Inside the Jefferson Memorial in Washington, D.C. Photo taken in 2010.

Dear class,

Thanks for checking in on the blog! We continued looking at the Bill of Rights together today, and diving into what the main ones mean.

Here's what happened:

Learning Targets Addressed:

Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different branches of U.S. government.

Soundtrack: "Viva la Vida" by Coldplay. Selected for today for the philosophy of government because the song talks about a king. Lyrics here.

AGENDA 10/6/16:
News Brief - Xavier
Review Constitution Test
Gun Nation
Rights of the Accused

Homework: Read the blog! Watch the Second Presidential Debate on Sunday at 6! Next news brief: Liam.
--
News Brief: Xavier had the news brief today but was not in class, so I filled in and selected this story to talk about with the class: CNN.com - Next debate prep: Clinton's light schedule, Trump stays on trail. With this, we talked about how, before the last debate, polls were showing Trump and Clinton as pretty much even, but since then, polls have shifted towards Clinton. Perhaps this second debate will be another important turning point?

We also talked a bit about the upcoming weekend, before moving on.

Liam was selected for the next news brief.

Review Constitution Test: This was from last class, and we also had students who missed last class complete this while the documentary was ongoing. I passed back the scantrons, which had the grades marked on the side, and we went through the whole test together. If this test went poorly, never fear, because there will be a retake in a few classes on the Bill of Rights and the branches of government. Please make sure to review the material!

Gun Nation: This was the "Gun Nation" episode of the "30 Days" documentary series. I asked students to note Pro and Con arguments for gun rights, as well as what students thought should happen now with gun rights in America. I think this episode does a really good job of looking at both sides of the debate, and is pretty powerful. I enjoyed our conversation afterwards. Thanks for your participation with this, everyone!

Rights of the Accused: To end class, we started looking at the Fourth Amendment of the Constitution. I then passed out this packet (or students accessed it on Google Classroom), which was about various different cases regarding privacy and rights:

Google Drive - Fourth Amendment Protections Packet

Before the end of class, we tried to finish the 8 cases, then read over the case on the last page (we didn't get to the questions at the end, or have time to talk about the cases in detail). We ended there for the week, and will pick back up next time there. Thanks, everyone. :-)

The Constitution, Day 3 - Class Recap

The African American Civil War Memorial in Washington, D.C. The soldiers are carrying guns, which relates to the Second Amendment! Photo taken in 2010.

Hi everyone,

We had another good day in class today with looking more into the First Amendment and started the Second Amendment. Here's what happened:

Learning Targets Addressed:

Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
Knowledge LT 4: I can explain how different ideological movements and philosophies shape politics.
Knowledge LT 5: I can demonstrate an understanding of the principles, structures, and functions of different branches of U.S. government.

Soundtrack: "Welcome to the Jungle" by Guns n' Roses. Selected for today because we are about to start looking at the Second Amendment to the United States Constitution, which is about the right to have guns. Lyrics here.

AGENDA 10/4/16:
News Brief - Asher
Constitution Test
Tinker v. Des Moines
Second Amendment

Homework: Read the blog! Watch the Vice Presidential debate tonight! Next news brief: Xavier.
--
News Brief: Asher had the news brief today and selected this story to talk about with the class: CNN.com - What to watch in the vice presidential debate. Tonight is the only Vice Presidential debate of the year, between Republican Governor Mike Pence and Democratic Senator Tim Kaine. We talked for a bit about the debate, noting that it is on at 6 PM tonight. We also looked at the updated Electoral College polling map of predictions from FiveThirtyEight.com

We also talked a bit about the weekend, before moving on.

Xavier was selected for the next news brief.

Constitution Test: As promised! I hope that this went well for everyone. I will try to have them graded and entered later today. The first 10 questions were about the philosophy of U.S. Government, the second 10 questions were about the branches of government/checks of power, and the last 10 questions were about the Bill of Rights.

Tinker v. Des Moines: This was about the First Amendment protections, and I had students take notes on their Chromebooks as I went through this PowerPoint on some interesting cases that relate to student rights:

Google Drive - First Amendment Case Studies

We looked at some specifics of the cases, including the speech in the Bethel case and an article about the reaction from 2009 when the Westview Prowl student newspaper published an article about sex on campus.

After going through the PowerPoint, I asked students to open this document on Google Classroom and work on the answers using Kami:

Google Drive - Tinker v. Des Moines and Texas v. Johnson Cases

We went through these interesting cases and answers as a class - know them for future reference, please!

Second Amendment: To continue our look at the Bill of Rights, I asked students to note Pro and Con arguments for gun rights. We will watching a documentary on this next class, and move on to looking in depth at some of the other amendments.