Update on Return

Fire spinners outside of City Hall at my dad's public celebration of life, on Sunday.

Hey everyone,

Thanks for being so good for Julie and Ed the last few days. I am excited to be getting back to Westview after the death of my dad, especially to see all of you! Just a quick heads up, here's what is happening:

1) I will be at Wednesday's Back to School night. It starts at 7:00 PM - please encourage your parents to attend and to get there early, because parking is sometimes a challenge. We will talk about general overview of class stuff, as well as how crazy it is that the first progress report is due next week.

2) I will be back teaching (and coaching) full time on Thursday, which is a B day, as I understand it. We will definitely take it easy to start - I want to make sure I explain to everyone why I was gone, what happened, and just make some observations about life lessons that I think are pretty important. As I understand it, Government is going over a handout about the Constitution, and has already presented the Creation of a Nation activity. We will look into the Bill of Rights more when I get back.

3) I can't even begin to tell you how much my family and I have appreciated your support, whether it was through emails or messages, thoughts and prayers, or simply just being good and understanding for the substitutes. Thank you, everyone. It's going to be great to see you all later this week.

Articles of Confederation and Creation of a Nation - Class Recap

Crater Lake, which is Oregon's only National Park. Maybe a symbol of your new nation? Photo taken in August 2014.

Hi wonderful students,

Great to see you all again today! It was a quiz and work day in class. Here's what happened today:

Learning Targets:
Communication LT 5: I can communicate effectively, both verbally and in writing.
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.

Soundtrack: "Rebel Rebel" by David Bowie. Selected for today because we were talking about the formation of the United States after rebelling from the United Kingdom. Lyrics here.

AGENDA 9/23/14:
News Brief – Enrique
Philosophy Quiz
Articles of Confederation
Creation of a Nation

Homework: Read the blog. Be ready to finish the Creation of a Nation activity next class. Bring a device able to access the internet to see the Constitution. Next news brief: Kerwin.

News Brief: Enrique brought in the news brief today and selected this article to talk about: KOMO.com - Prosecutor to drop all Seattle marijuana tickets. We talked about how this relates to the various parts to the United States government - the federal government having a law against marijuana, but the Washington state law that allows it, and the local police officer that is against it. Government can be really complicated, sometimes! This was a good example of the different layers. Thanks, Enrique!

Philosophy Quiz: Because I'm a nice guy, I gave the class about five minutes to study for this (even though it was homework to do so). I haven't read the responses yet, but basically, if you knew the four philosophers from the first reading, and knew the basics of the European influences reading, you should have been fine. If you need to finish or retake it, please come see me on your own time (like a Study Hall, or first or second lunch).  I will grade these and get them back to you as soon as I can - it will count as an assessment opportunity for LT7.

Articles of Confederation: Next up, we had a brief lecture in class about the early foundations of the United States government and some of the forms of government in the world. The Articles of Confederation was the first way that the country was organized, and we looked at how it was not good enough to really keep the states together in any coherent way. Here's the reading notes that I passed out in class:

Google Drive: Forms of Government and Articles of Confederation Handout

Please keep this and study it for future use!

Creation of a Nation: The last activity we did today in class was to start thinking about creating your own nation, which is a break away of some of the western states from the United States. In groups of 2 or 3, this is the assignment, which we will finish working on next class and present. Again, I want every group to make a flag for their new country, because flags are awesome. Please see the document for specifics as to what each group member should do.

Google Drive - Creation of a Nation Assignment

Next class, we will continue with this and then move on to studying the Constitution. Please try to have a device that is able to access it. Thanks! See you next class!

Declaration of Independence - Class Recap

The Parthenon, which is a part of the Acropolis in Athens. We learned today about Greek democracy influencing the United States government! Photo taken in July, 2014.

Dear class,

Even though it was more of a work day today, it was nice to see everyone and learn a bit more class content! Here's what happened today:

Learning Targets:
Communication LT 5: I can communicate effectively, both verbally and in writing.
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.

Soundtrack: "Better Together" by Jack Johnson. Selected for today because of the results of the Scotland independence referendum, which sided with the United Kingdom, instead of independence. "Better Together" was the slogan of the NO campaign, which won. Lyrics here.

AGENDA 9/19/14:
News Brief – Chloe
 - Scotland
Debrief Forced Choice
European Influences
Declaration of Independence
Articles of Confederation
Creation of a Nation

Homework: Read the blog. Study for possible philosophy and European influences quiz next class. Next news brief: Enrique.

News Brief: Chloe brought in the news brief today and selected this article to talk about: NYTimes.com - Congress Gives Final Approval to Aid Rebels in Fight With ISIS. We had a good conversation about why the United States is interested in fighting ISIS, and why President Obama asked Congress for approval of his plan. This totally related to talking today about the different branches of the United States government!

I also wanted to be sure to address the election in Scotland, where the people there were electing to see if they wanted to become their own country, away from the rest of the United Kingdom and Great Britain. This was such an interesting event to me, especially as a British citizen! It was sort of like if the State of Washington was holding an election to become their own country, away from the United States. I played a video message from my friend Matthew Lumby, who was in Glasgow, Scotland to watch the result! Here's the full version of both videos that I played in class - the day of the election and the day after.

Matthew's message was cut a bit short at the end, so he sent me a text message to say: "Hope you have a good day and check the results at around 10 PM your time tonight."

How cool is that? Technology, globalization, elections, teaching, and friends are awesome. Combining all at once? Epic.

Debrief Forced Choice: I collected the forced choice reflections and will look over them to assess what the class got out of the activity. It will be assessed for the Communication learning target in class, so it's the first graded assignment for everyone. Please make sure you have this turned in, if you missed class today! I enjoyed hearing thoughts about how the activity went.

European Influences: In order to progress up to the Declaration of Independence, we first had to look at some of the key ideas that influenced the foundation of our country. This was a four page reading and some associated questions, that I gave work time in class for, then we talked about it together. If you missed class, or lost your copy, here they are again to see:

Google Drive - European Influences on the United States Government Reading

Google Drive - European Influences Reading Questions

Use this reading and your answers to study for the upcoming quiz!

Declaration of Independence: At the end of class, we looked at the Declaration of Independence (which is what started the United States) and tried to put the first couple of paragraphs of it into our own words, like a break up letter. These were pretty funny - thanks for your effort! Next time, we will look into the document with more detail, check out the Articles of Confederation, then try and create your own new country, using the information that you've learned about so far in class.

Have a great weekend, everyone! Thanks for your work and effort in class, and for doing your homework in reading the blog! :-)

Forced Choice, Day 2 - Class Recap

This is what the inside of the United States Capitol building dome looks like, in Washington, D.C. The Capitol is where Congress meets to debate legislation!

Hi everyone,

Today, we wrapped up the Forced Choice activity, which took most of class. There were some really valuable discussions and insights that were shared about how we think the world should operate! Here's the class recap for the day:

Learning Targets: 
Communication LT 5: I can communicate effectively, both verbally and in writing.

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.

Soundtrack: "Get Up, Stand Up" by Bob Marley. Selected for today because students were standing up for what they believed in, with the Forced Choice activity. Plus, Logan had a Bob Marley shirt on! Lyrics here.

AGENDA 9/17/14:
News Brief – Katharyn
Blog Recap
Forced Choice
Debrief
Declaration of Independence

Homework: Read the blog. Finish the Forced Choice reflection paper and be ready to turn it in at the start of next class. The next news brief is assigned to Chloe.

News Brief: Katharyn selected this news article to talk about this morning: OregonLive.com - Portland Public Schools' $16.8 million windfall could lead to immediate relief in crowded schools. We talked again about how schools get money (from the state), then theorized as to how a school district could have $16.8 million extra to spend. Maybe from higher than expected tax revenue, combined with a school budget that was the "worst case" scenario? Thanks, Katharyn! Chloe, you are next up.

Blog Recap: For this section, I just wanted to show this website again and re-emphasize the importance of checking in, reading the recaps, on staying on top of what we are doing in class. A lot of time and effort goes into writing the blog - please use it to help yourself be successful! :-)

Forced Choice: Again, a continuation of the activity that we started last class. This time, we hit a variety of questions from 4-10, here:

1. Giving up some of our rights (like our phones being listened to without a warrant) is necessary for our own protection. 

2. The Second Amendment means that everyone in the US has the right to have any weapons that they want.

3. Same-sex marriage should be legal everywhere.

4. Marijuana should be legalized everywhere for recreational use.

5. Organized prayer in public schools should be allowed.

6. The government of a country should have the power to make decisions that the majority of the people in it do not support.

7. Should the motto “In God We Trust” be removed from our currency?

8. A ban on all guns would reduce crime in the United States.

9. People in power are always corrupt in some way.

10. Democracy is always the best form of government for anywhere in the world.

I had the class answer the questions and choose YES or NO to each of them. Then, we split up the class so that two sides were facing each other. With each question, students moved to the side they felt best represented their opinion on the matter.

Today's class was interesting - it did get a little heated/ridiculous during the discussion time for question 8! One of the discussion points had to do with Hitler taking guns away from Germans once he got into power. Here's an article about how that might be a misrepresentation of history: Salon.com - The Hitler gun control lie.

Another discussion point was about Germany not invading Switzerland because everyone in Switzerland had a gun. Here's a little background about Germany's plans for invading Switzerland, which fell through.

Debrief: The prompt at the end of class (the rest of the time was just for writing) was this: Write a one page reflection on the activity. What was the most difficult or controversial question for you? Why? How do these sorts of questions relate to the study of government?

Yes, you will be turning this in, and yes, it will be graded. The learning target that is being assessed for this one is: Communication LT 5: I can communicate effectively, both verbally and in writing.

Please come ready at the start of next class to turn this reflection in and to talk a bit about the activity. Then, we will move on to more of the details about the start of the United States government. Thanks, everyone!

Forced Choice, Day 1 - Class Recap

Independence Hall in Philadelphia, Pennsylvania. This is where the United States Constitution was debated and signed. We did some debating today in class and will continue to do so next time!

Welcome back, everyone!

Weekends really need to be longer, don't they? In any case, I was excited by the work we did today in class. Here's what happened:

Learning Targets: 
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.

Soundtrack: “Grapevine Fires” by Death Cab for Cutie. Selected for today because of the fire drill during third period. Lyrics here.

AGENDA 9/15/14:

News Brief – Trish

Fear Stories

Forced Choice

Declaration of Independence

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

News Brief: Trish brought in the news brief today and selected this article to talk about: OregonLive.com - Does Portland Public Schools' transfer process for focus schools dilute diversity? We had a conversation about how schools are funded (generally, through the state) and why segregation is still an issue, despite being outlawed. Thanks, Trish! Katharyn, you are next up.

Fear Stories: This was left over from last class, when we talked about the impact of 9/11. The prompt was: write about a time in which you experienced fear and how you felt. What did you want to do in that moment?

After writing and sharing in partners, I asked for volunteers to share with the class. It is nice to be able to look back on scary moments in life and laugh, or just be thankful that we escaped out of it. It was also good to hear about how fear makes us feel - anxious, wanting to do anything to escape, and not wanting to experience it again. That's in large part how the U.S. Government was able to operate in the aftermath of the horrific event that was 9/11/2001. Thanks for sharing, everyone that did.

Forced Choice: One of my favorite activities of the year. I had the class answer the following questions and choose YES or NO to each of them. Then, we split up the class so that two sides were facing each other. With each question, students moved to the side they felt best represented their opinion on the matter. The questions were:

1. Giving up some of our rights (like our phones being listened to without a warrant) is necessary for our own protection. 

2. The Second Amendment means that everyone in the US has the right to have any weapons that they want.

3. Same-sex marriage should be legal everywhere.

4. Marijuana should be legalized everywhere for recreational use.

5. Organized prayer in public schools should be allowed.

6. The government of a country should have the power to make decisions that the majority of the people in it do not support.

7. Should the motto “In God We Trust” be removed from our currency?

8. A ban on all guns would reduce crime in the United States.

9. People in power are always corrupt in some way.

10. Democracy is always the best form of government for anywhere in the world.

We only made it through question 3 today, so I will pick and choose next class as to which questions we will discuss and debate, before writing a reflective piece about the experience. I love these discussions and I think we did a great job of following the Ground Rules that we established at the beginning of the year. Thank you for your participation! Be ready to keep talking next time.

Philosophy of Government, Day 3 - Class Recap

This is part of N591UA, which operate United Flight 93 on September 11th, 2001, and was hijacked for possible use against the White House. Instead, a passenger revolt forced down the plane into a field in Pennsylvania. A part of my 9/11 story is that I once flew on that exact same plane, from Portland to Chicago in 1996. Check out my FlightMemory map of lifetime flights.

Hello wonderful students,

Today, I tried to make sure everyone learned about the basics of the major events of September 11th, 2001, which happened 13 years ago. Sometimes, I just want to focus on the moment! Here's the class recap for today:

Learning Targets:
Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.
SS.HS.KN.ALT.04: I can explain how different ideological movements and philosophies shape politics.
SS.HS.CO.ALT.05: I can communicate effectively, both verbally and in writing.

Soundtrack: “Wake Me Up When September Ends" by Green Day. Selected because we discussed the events of September 11th, 2001 today in class. Lyrics (which some may argue directly relate to the War on Terror) here.

AGENDA 9/11/14:
PRIDE Lesson
News Brief
Philosophy Review
September 11th 2001
Fear

Homework: Read the blog! Next news brief: Trisha.

PRIDE Lesson: Today's PRIDE lesson was about Daily Effort. To begin, we showed this video from Nike, called "Strive for Greatness."

I asked everyone what we could do to strive for greatness here at Westview. Some possible answers were:

• Being on time to class
• Come prepared to class
• Be accountable for choices and actions and understand the consequences
• Express needs in a responsible manner
• Complete and submit all work on time

I then read the tardy policy aloud, which is: "If you are more than 10 minutes late you need to go to Attendance Office and get an admit slip to enter class. If you are more than 30 minutes late for a class you are considered absent."

Finally, I asked everyone to take out a sheet of paper and write two goals they want to accomplish during the year that represent Daily Effort. I collected these - we will be using them later in the semester. Thank you for your focus and work here! :-)

News Brief: Amanda brought in the news brief today and selected this article to talk about: WashingtonPost.com - White House to Cabinet chiefs of staff — no more morning calls or free lunches. This is great, because we got to talk about what a Chief of Staff does and what the Cabinet for the President is. It looks like President Obama is minimizing those sorts of meetings, as he moves towards his last two years in office. Thanks, Amanda!

Philosophy Review: This was the reading and worksheet that we worked on last class. We went over who Hobbes, Locke, Montesquieu, and Rousseau were and what their ideas for government were. This sparked a good conversation, especially when comparing Hobbes (who favored single entity control via a monarch) and Rousseau, who favored a style that believed in the ability for everyone to choose for themselves. How much government do we need? If you missed it, here are the handouts again:

Google Drive: Philosophers of Government Reading

Google Drive: Philosophers of Government Handout

Please keep these - you will use them to study for an upcoming test!

September 11th, 2001: To start this section, I asked students to do a free write for about 5 minutes on the following questions:

What do you know about September 11th, 2001? What have you heard about it? Do you remember anything? What have you learned before, in class, or from parents? How did the U.S. Government change after 9/11?

After the free write time, we shared responses as a class and I told my story about September 11th. I was starting my Sophomore year at Wilson High School in Portland. It was definitely a day I will remember for the rest of my life. To drive home the point as to what the day was like, I showed this video in class, which was a timeline of the day:

From there, I moved on to discussing how September 11th, 2001 came about.

Fear: We talked about in class about FEAR. To start to look at how fear played a role after September 11th, I showed a couple of videos:

This is United States Secretary of State Colin Powell addressing the United Nations about the "weapons of mass destruction" that the U.S. government thought was in Iraq. It turned out that there were not any such weapons.

This video contains a montage of President George W. Bush and many of the key figures in his government repeating words in speeches that sounded pretty scary.

The last bit to class was another free write. This time, it was about fear in our lives. 

The prompt was: write about a time in which you experienced fear and how you felt. What did you want to do in that moment?

I wanted to make the connection between the fear much of America felt after 9/11. In fact, one of the ways that the government might have helped keep people fearful (or ready) is by making a threat level color coded system.:

In the entire history of the threat level system (which ended under President Obama), the threat level never went below Elevated - meaning we were supposed to be at "significant risk of terrorist attacks," constantly.

We ended with this. Next class, we will share a few of the stories and then move on to the forced choice activity, which I love.

Philosophy of Government, Day 2 - Class Recap

The ball of yarn that we used in class today for the Class Unity Activity! Thanks for participating in this!

Dear class,

I enjoyed getting to know you all a bit better today! We had a productive time with the yarn activity and learning more about the philosophy of government at the end of the class. If you did not finish the philosophy reading and questions, it is homework. Come prepared to discuss it next class!

Learning Targets Addressed: 

SS.HS.KN.ALT.04: I can explain how different ideological movements and philosophies shape politics.

SS.HS.CO.ALT.05: I can communicate effectively, both verbally and in writing.

Soundtrack: "Comin' From Where I'm From" by Anthony Hamilton. Because today, we talked about where we are from and how we got to be at Westview, via our family background. Lyrics here.

AGENDA 9/9/14:
News Brief
Class Unity Activity
Philosophy
Reading

Homework: Finish the philosophy reading and questions if you did not in class. Read the blog and post a comment (if you have not already). Amanda has the next news brief.

News Brief: Seth had the news brief today and selected this story to talk about: NYTimes.com - D.E.A to Allow Return of Unused Pills to Pharmacies. We had a good talk about what the D.E.A. is, who it works for, and the actual process for regulating prescription medications. Thanks for bringing this in, Seth!

Class Unity Activity: I always love this, for many reasons. One, because I love hearing about how everyone came to be in our classroom. Two, because of how the yarn connects us all. Three, because it helps the class (and me) learn names and a little about each other! Thank you for participating in this. It can get lengthy, I know, but I value it so much more than just lecturing for that time.

Philosophy: When we got back to the classroom, we finished the section on the four philosophers we are talking about for modern government. Again, if I went too fast with the PowerPoint, here it is again (we just did slides 6, 7, and 8). 

Google Drive: Philosophers of Government PowerPoint

As I went through the presentation, I gave a few examples as to how these ideas (like the social contract or checks and balances) are used today in our country.

Reading: At the end of the class, I passed out this reading about the four philosophers and a handout to answer with the reading, that asked you to summarize the different ideas for the purpose of government, the role of government in people's lives, and ideas that are included in the current U.S. government. Here they are again if you lost your copy or missed class today:

Google Drive: Philosophers of Government Reading

Google Drive: Philosophers of Government Handout

We finished with that. Please be ready to discuss this on Thursday! Let me know if you have any questions! Thanks!

Philosophy of Government, Day 1 - Class Recap

A statue of our first President, George Washington (I hope you knew that on the Citizenship test today), outside Federal Hall in New York City. Photo taken in 2009.

Hi everyone,

Welcome to your first weekend of the school year! I am definitely looking forward to resting up a bit after a frenetic start to the year. Here's what we did today in class:

Learning Targets Addressed: 

SS.HS.KN.ALT.04: I can explain how different ideological movements and philosophies shape politics.

SS.HS.CO.ALT.05: I can communicate effectively, both verbally and in writing.

Soundtrack: "This is How We Do It" by Montell Jordan. Mostly because of the lyrics "it's Friday night, and I feel alright."

AGENDA 9/5/14:
News Brief
Introduction Video
Citizenship
Government Overview
Philosophy

Homework: Read the blog and post a comment (if you have not already). Seth has the next news brief. Have a great weekend!

News Brief: Brendan had the news brief today and did an excellent job leading us off. He submitted his paper to me via email and talked about this article: OregonLive.com - Cover Oregon board will vote Thursday on whether health exchange goes away. We talked about what "Cover Oregon" and "Obamacare" are, as well as the information that the taxpayers of Oregon have paid $248 million (I said around $300 million in class) for a website that does not work. A super interesting way to start off the day and discussion. Thanks, Brendan! Seth, you are next up.

Introduction Video: To get into looking at our government, I played this video of high school students trying to answer questions about social studies:

We laughed at some of the responses, then I flipped the script and had the class try and citizenship test!

Citizenship: Here was the pre-test that I passed out in class. All sorts of good questions about how the U.S. government is structured and works.

Google Drive: United States Government Citizenship Test

I believe Abby E. and Luke were our high scorers, with 24 and 23 correct out of 30. We definitely have work to do!

Government Overview: Next up, I passed out another pre-assessment sheet (this day was a bit weird in structure because of the assembly schedule). The questions were:

1. What is the purpose of government?
2. What does a government do?
3. What role should the government play in people’s lives?
4. What do you know about the structure of the United States government? Draw a web!

We had a good discussion about all of this (we will get into specific details and cases here soon). Thanks!

Philosophy: We didn't have a whole ton of time at the end of class, but I wanted to start looking at some of the philosophers of government during the Enlightenment period. Here's the PowerPoint I started going through (we only did slides 6 and 7 today, and I won't go over the entire presentation, so just focus on those for now):

Google Drive: Philosophers of Government PowerPoint

All in all, a pretty packed day! Thanks for hanging in there and for reading the blog. Have a great weekend - see you on Tuesday!

Introduction Day - Class Recap

The White House in Washington, D.C., 2011.

Hello everyone,

Thank you for doing your homework and visiting the blog! As I said in class, I think this is a really helpful resource for students, staff, and parents to be able to follow along with what is happening. After every class, I will write up a recap and post it. Most of the time, your only homework will be to read over the blog and be prepared for what is coming next in class. With that, let's get started!

Soundtrack: "Changes" by 2Pac. I always choose this song to start off a new class with, because I like the idea of our room being somewhat different from your other experiences in high school. This song also has all sorts of lyrics that relate to Government, like the line "instead of a War on Poverty, they got a War on Drugs, so the police can bother me." Check out the full lyrics here.

AGENDA 9/3/14:
Introductions/Attendance
Syllabus/Grades
The Blog
Letter to Class/Mr. Fritz
Create Ground Rules
News Briefs

Homework: Share syllabus with parents. Bring binder. Check the blog and post a comment! Next news brief: Brendan.

Introductions/Attendance: At the start of class, I introduced myself and how the agenda on the whiteboard works. I am absolutely delighted to be your teacher at Westview this year!

I took attendance and tried to ask everyone how they wanted me to address them. It will take me some time, but eventually, I will know everyone's names, I promise!

Syllabus/Grades: I know that this is not the most exciting content in class. I wanted to make sure to go over some of the real key points to the syllabus (like where I am, how to contact me, how your grade is decided, and the need to bring a binder to class). Here are electronic copies of the syllabus and rubrics:

Google Drive: Westview Government Syllabus 2014-15

The rubrics that will be used for the course and grades:

Google Drive: Westview Government Learning Targets and Rubrics 2014-15

If you or your parents have any questions about any of this, please let me know!

The Blog: As part of the syllabus, I introduced this website: the class blog! This is seriously so important for your success in this class. If you are staying up to date on here, reviewing what happened in class to get ready for the next meeting, and asking questions if you need help, I guarantee that you will be more successful than if you do not. Make sure to leave a comment at least once (the easiest homework assignment of all time for most students, I believe), so I know you are able to!

Letter to Class/Mr. Fritz: After the syllabus talk was done, I passed out a letter that I wrote to the class, explaining all about who I am and what sort of expectations I have. Hopefully, most of it was interesting information! I like passing these out and signing them all individually. To me, it represents that I really am interested in everyone in my class.

After reading the letter aloud, I asked everyone to write back to me in a similar sort of fashion. I gave a bunch of possible questions to answer as prompts and about 30 minutes or so to complete the assignment. I LOVE reading these and writing back to everyone! Thank you for your effort - I can't wait to learn a little bit more about who you are!

News Brief: This is the current event style assignment that everyone will do at least once. If you have had a previous class of mine, it is a little different - you actually have a write up to do. Here's a link to the format for the write up (it is also on the left side of this website, under the Ground Rules):

Google Drive - Government Current Event Forms

Create Ground Rules: Ahh, yes. The awkward process. You did not do too badly with this! The rules that you came up with and agreed to as an entire class are:

1. Have an Open Mind
2. Respect Each Other
3. Be Prepared
4. Work Hard
5. Help Each Other

I will be working to make sure everyone, including myself, is following the ground rules! Thank you for participating in this exercise.

Thank you for reading! See you next class!