The Constitution, Day 1 - Class Recap

One of my favorite photos from the total eclipse over Oregon in August of 2017! 

Hi everyone,

Thanks for continuing to work on getting to know the Constitution better! Here's what we did today in class:

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: "Friday I'm In Love" by The Cure. Selected for today for the obvious reason that it is Friday! Lyrics here.

AGENDA 9/29/17:
News Brief - Bara
Finish Sharing Nations
The Constitution
The Bill of Rights

Homework: Read the blog! Keep studying the Constitution handout answers for an upcoming quiz! Next news brief: Gibeli.

News Brief: Today's article was brought in by Bara, who selected this story: CNN.com - Oregon is now the first state to mandate when workers get their schedules. We discussed this recent story and how the government can have a big impact on the schedule and life of average people. Thanks Bara! We also checked in about the upcoming weekend and Gibeli volunteered to do the next news brief.

Finish Sharing Nations: This was left over from our very short Wednesday class. Thank you for sharing your ideas for new countries, as well as your flags! I will put them up in the room for us to admire. :-)

The Constitution: Next, we tied the creation of a nation activity into the creation of our own United States Constitution by watching this Crash Course video:

Lots of similar themes as you were having to decide in the creation of your own country!

With that, I passed out this handout/worksheet, which looks at different aspects of what makes up the United States Constitution:

Google Drive - Constitution and Bill of Rights Handout

We started this in class and will continue working on it next class. If you want to continue to work on completing this outside of class, here is a copy of the Constitution to look at.

Please keep this packet, as you will be using it to study for an upcoming test on the Constitution (probably next Thursday).

We ran out of time after this, so we will come back to looking in depth at the Bill of Rights next class. See you then!

Share Creation of a Nation - Class Recap

The World War I Memorial Stonehenge replica in Goldendale, Washington, overlooking the Columbia River Gorge and Mt. Hood. Photo taken in 2015!

Hi everyone,

I enjoyed hearing about your new countries today in class, as we continued to look at the basics of how the United States government works. Here's what happened today:

Learning Targets:
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: "Power [Radio Edit]" by Kanye West. Selected for today because "no one man should have all that power" when it comes to government, which the Constitution made sure of!

AGENDA 9/27/17:
News Brief – Nina
Create Nations
Share
The Constitution

Homework: Read the blog. Invite your parents to Back to School Night tonight! Next news brief: Bara.

News Brief: Nina had the news brief today and chose this article to talk about: Newsweek.com - TRUMP IMPEACHMENT VOTE COULD HAPPEN NEXT WEEK IN RESPONSE TO PRESIDENT'S NFL PROTEST COMMENTS. We discussed this story for a bit (especially in terms of how a President gets impeached and removed from office, in terms of the actual procedure) and also checked in about what we were up to outside of class, before moving on.

I also talked about the protests during the national anthem over the weekend, and talked about student rights regarding the ability to protest at school and athletic events: EdWeek.org - Students Have a Right to Protest During National Anthem, Pledge of Allegiance.

Bara volunteered to do the next news brief.

Share Nations: Again, this was 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 was the assignment, which I had a few groups present in class: 

Google Drive - Creation of a Nation Assignment

I enjoyed listening to these presentations and hearing about your proposed ideas for what a new country should look like! Thank you for your effort on this.

The Constitution: We did not get to this, due to a lack of time with the condensed schedule today, but as a heads up in advance, this is what we will do on Friday.

Google Drive - Constitution and Bill of Rights Handout

If you want to start to work on completing this outside of class, here is a copy of the Constitution to look at.

See you later this week!

Declaration of Independence/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:
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.

Soundtrack: "If I Ruled the World" by Nas and Lauryn Hill. Selected for today because you were creating your own countries today in class!

AGENDA 2/24/16:
News Brief – Calvin
Review European Influences
Philosophy Quiz
Declaration of Independence/Articles of Confederation
Creation of a Nation

Homework: Read the blog. Be ready to finish the Creation of a Nation activity next class. Next news brief: Nina.

News Brief: Calvin had the news brief today, but was not in class, so I filled in and selected this article about this story to talk about: CNN.com - Tom Brady calls Trump's comments 'divisive,' backs protests. We discussed this story for a while at the start of class, as it was certainly an interesting weekend for sports and politics.

Nina was selected to do the next news brief.

Review 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, which was homework after last class. We reviewed it together at the start of class, before the quiz:

Google Drive - European Influences on the United States Government Reading

Google Drive - European Influences Reading Questions

Philosophy Quiz: Because I'm a nice guy, I gave the class a few 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 take this, please come find me before or after school.  I will grade these and get them back to you as soon as I can.

Declaration of Independence/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. To begin, we looked at the Declaration of Independence and at some of the reasons the United States "broke up" with Great Britain. After this, I had students write their own break up letter, using some of the same reasons outlined in the text of the Declaration of Independence.

Next, we moved on to learning about the first government of the United States. 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 showed in class:

Google Drive: Forms of Government and Articles of Confederation

Please know the basics here 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. Thanks! See you next class!

Philosophy of Government, Day 4 - 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,

I really enjoyed the debate today, again! Thank you for your participation in what we are working on in class. Here's what happened today:

Learning Targets:
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.

Soundtrack: "GDFR" by Flo Rida. Selected for today because it was Going Down For Real when the United States declared independence from Great Britain.

AGENDA 9/21/17:
News Brief - Tyler
Finish Forced Choice
Reflection
European Influences

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

News Brief: Tyler had the news brief today and selected this story to talk about: OregonLive.com - Oregon's new distracted driving law takes effect next month: what you need to know. We discussed this latest law, fines associated, and what is and is not allowed to happen with phones in the car.

Calvin has the next news brief. We also checked in about the weekend and what people were up to, before moving on.

Finish Forced Choice: I wanted to give the class time to finish some of the debate from last class. 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. People in the United States should be able to have firearms if they want.
3. Government officials should have to approve/sign off on marriages that they are against on religious grounds.
4. Marijuana should be legalized everywhere for recreational use.
5. Public schools should strictly enforce a standardized dress code.
6. Organized prayer in public schools should be allowed.
7. The government of a country should be able to make decisions that the majority of the people do not support.
8. Should the motto “In God We Trust” be removed from our currency?
9. I agree with the death penalty option for convicted murderers.
10. Confederate monuments should be taken down/removed from display.

Today, we did questions 5-9 in class. Here are two articles that I brought into the conversation, if you are interested in reading more:

OregonLive.com - Can Oregon afford the death penalty?

SeattleTimes.com - ‘In God We Trust’ sign hangs in Clark County Council room

The prompt after the activity 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? What did you think of this activity?

The learning targets being assessed for this one are: Communication LT 1: I can communicate effectively, both verbally and in writing AND Knowledge LT 2: I can demonstrate an understanding of the role of governments in current issues.

If you did not finish this one page reflection in class, please treat it as homework. Thank you!

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 some work time in class for. If you missed class, or lost your copy, here they are again to see and study for the quiz next class:

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!

Thanks for your work and effort in class, and for doing your homework in reading the blog! :-)

Philosophy of Government, Day 3 - 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 started 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 1: I can communicate effectively, both verbally and in writing.

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.

Soundtrack: "Get Up, Stand Up" by Bob Marley. Selected for today because you were asked to stand up and move around for what you believed in, as related to the debate. Lyrics here.

AGENDA 9/19/17:
News Brief – Olivia
Review Philosophers
Forced Choice
Reflection

Homework: Read the blog. The next news brief is assigned to Tyler.

News Brief: Olivia selected an article about this story to talk about today: CNN.com - Cohn: Trump still planning to withdraw from Paris climate accord. We talked about the Paris climate agreement in terms of what it is and what role the United States government has in it (as well as President Trump's decision to withdraw from the agreement). Thanks, Olivia! Tyler, you are next up.

Review Philosophers: To begin class, we went through the reading and worksheet from last class, as we continue to learn about the European philosophers whose ideas helped create the U.S. Government. There will be a quiz on this in a couple of classes!

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. People in the United States should be able to have firearms if they want.
3. Government officials should have to approve/sign off on marriages that they are against on religious grounds.
4. Marijuana should be legalized everywhere for recreational use.
5. Public schools should strictly enforce a standardized dress code.
6. Organized prayer in public schools should be allowed.
7. The government of a country should be able to make decisions that the majority of the people do not support.
8. Should the motto “In God We Trust” be removed from our currency?
9. I agree with the death penalty option for convicted murderers.
10. Confederate monuments should be taken down/removed from display.

We only made it through question 4 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. If you have any further thoughts, please post them in the comments!

Philosophy of Government, Day 2 - 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!

Hi everyone,

Thanks for the excellent discussions today in class and for reading the blog! Here's what happened:

Learning Targets: 
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.

Soundtrack: “I Think of You" by Renaissance. Selected for today because 1) the philosophers we are talking about did a lot of thinking, and 2) the renaissance was an important period for changing views about how government should work. Lyrics here.

AGENDA 9/15/17:

News Brief – Edgar
Finish Notes

Philosopher Reading

Forced Choice

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

News Brief: Today's news brief was assigned to Edgar, who selected an article about this story to talk about: CNN.com - Trump, Dems move closer to deal on DACA. We talked for a while at the start of class about what DACA is, why President Trump said he is ending it, and what a potential deal to save DACA recipients might look like! Thanks, Edgar!

We also checked in about the weekend and if anything interesting was coming up.

Olivia was assigned the next news brief.

Finish Notes: This was wrapping up the notes from last class. I wanted to start looking at some of the philosophers of government during the Enlightenment period. Here's the PowerPoint we went through (we only did slides 6-8 today - just focus on those for now):

Google Drive: Philosophers of Government PowerPoint

Again, please review and be responsible for knowing the basics of what Hobbes, Locke, Rousseau, and Montesquieu thought about government.

After the first set of notes, we watched this video (which had a LOT of concepts, I know) as another introduction to Government:

Quick, for sure, but good at asking some of the questions we will be looking into and stating the importance of government.

Next, we continued note taking with the political spectrum in class, which was most of this PowerPoint:

Google Drive - Political Spectrum PowerPoint

Please be familiar with the various different philosophies on the political spectrum, and where they are on the line from left to right, in relation to each other!

Here's the link to the Political Compass test at the end of the PowerPoint. Try it yourself!

Finish Notes/Philosopher Readings: After reviewing the PowerPoints from last class, I assigned this reading on Google Classroom 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

This is what we ended with today, as students were typing up responses using the Kami pdf editor on Google Classroom. We will go through the answers next week - again, this is more of a study guide for an upcoming quiz and not something you need to actually turn in.

That was it for the day! Have a great weekend!

Philosophy of Government, Day 1 - 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. Here's what happened in class today:

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.

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 9/13/17:
News Brief - Marian
Finish Fear
Class Unity Activity
Philosophy

Homework: Read the blog and post a comment (if you have not already). Edgar has the next news brief.

News Brief: Marian had the news brief today and selected this article to talk about: CNN.com - Trump signs hurricane aid, debt ceiling bill. We discussed the billions of dollars in aid for hurricane victims, the national debt, and why some people are saying that President Trump gave the Democrats (opposition party) in Congress a gift by agreeing to this bill. Lots going on here and an important story to follow!

Edgar was assigned to do the next news brief.

Finish Fear: This was left over from last class, in talking about September 11, 2001, and what fear does to people. It's good to try and process what happened after 9/11 with the US government in context.

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: After the activity, we started looking at some of the philosophers of government during the Enlightenment period. Here's the PowerPoint we went through (we only did slides 6-8 today - just focus on those for now):

Google Drive: Philosophers of Government PowerPoint

We will finish this PowerPoint (again, just those few slides) next class and move on.

See you on Friday! :-)

September 11th, 2001 - Class Recap

This is part of N591UA, which operated 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 15 years ago on Sunday. 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.
Knowledge LT 4: I can explain how different ideological movements and philosophies shape politics.

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 9/11/17:
News Brief - Sarah
Introduction Video
Citizenship
September 11th, 2001
Fear

Homework: Read the blog recap! Post a comment if you have not. Next news brief: Marian.

News Brief: Sarah had the news brief today and chose this story to talk about: OPB.com - Walden Introduces Bill To Expedite Reforestation In The Gorge. We talked about how the Eagle Creek Fire relates to various different levels of Government, as well as how it started and possible ways the government can help. This was a good news brief to start us off - thanks Sarah!

Marian volunteered to do the next news brief. Any article/story about anything happening inside the United States government in the past two weeks, please.

Introduction Video/Citizenship: To start 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!

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

It was fun to look and see what everyone knows to start the class! Thanks for following along.

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 will continue to investigate the role that the government plays in our lives throughout the semester.

We finished with the free write on fear, and will talk about them together next class. Thanks for your focus and participation today, everyone!

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 9/7/17:
Introductions/Attendance
Syllabus/Grades
The Blog
Letter to Class/Mr. Fritz
Create Ground Rules
News Briefs

Homework: Check the blog and post a comment! Next news brief: Sarah.

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 2017-18

Here is a link to the rubrics that will be used for the course and grades:

Google Drive: Westview Government Learning Targets and Rubrics

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 25 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!

Create Ground Rules: Ahh, yes. The awkward process. This was painfully slow for your class! The rules that you came up with and agreed to as an entire class are:

• Respect Other People’s Opinions
• Be Responsible
• Participate to Your Best Ability
• Try to Have Fun
• Try to Be Positive

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

News Briefs: 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

Sarah volunteered to do the first News Brief, due at the start of next class.

Thank you for your participation and effort today! I am looking forward to seeing you next class!