Current Events - #OccupyWallStreet

POD, periods 3, 4, 5, 7

• Read the following articles New York Times and Click On Detroit.
• As you are reading, think about how/if these events connect all the way back to John Locke, Thomas Hobbes and Social Contract Theory. 
• Next, read Who Should #occupytheclassroom ?  This is a reflective and informational blog post written by a new-found, amazing teacher-friend I met several weeks ago at Columbia University in NYC. Prior to that, I've grown accustomed to him sharing amazing resources and lessons on Twitter via #sschat.

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Image from New York Times Learning Blogs, Michael Appleton

• Answer the following questions in a Google Doc and email to me to submit as your assignment.
• Why are protesters occupying Wall Street?
• What are they protesting?
• What are their goals?
• Is there any connection to John Locke, Thomas Hobbes, et al. and Social Contract Theory? Support your answer either way.
• After reading Who Should #OccupytheClassroom? do you still feel that your voice, vote, action, etc. doesn't matter? Reflect a bit on this post.

US Citizenship

Please review the following slides from your powerpoint

• Be prepared tomorrow to discuss and explain the difference between jus soli and jus sanguinnis, as well as the FIVE requirements for naturalization.   

POD 2nd Period ONLY (does the following)

• On your class period's online discussion page on the wiki, based on the various topics listed on the board from Friday (economic systems, social contract theory, divine right theory, Founding Father quotes from textbook, necessity for government, etc.) which would you choose to write about as your essay on the exam and why?  Explain the "why" thoroughly that discusses how you understand the topic.

Today's Learning Target:  I can identify ways that citizens impact government.

Activity:  Given some students' expressed wishes to assure they are registered to vote, today you will have the opportunity to register to vote online. 

• We will send all of our applications together as a class once they are printed and completed.
• You will need to bring a photocopy of your license to school to send with your application.
• Yes, you may still register now if you are only 17 (pre-register)

Go to Rock the Vote

Effects of The Cold War

Today's Learning Target:   I can identify social and cultural effects of war on individuals and/or groups of people.   Today's Activities: 

• Think about how fear can affect the actions of people and government. 
• Watch the following video.
• Consider today's use of Social Media such Twitter and FaceBook regarding the uprising and revolutions in Libya. If a structure similar to the Berlin Wall was in existence today, would it remain intact for as long as it did, historically?  Consider the lasting effects of the Cold War and include at least three in your analysis.  Generally speaking, how can newer technologies affect how people and governments react to war and conflict? Support your response with examples.
• Following these writing guidelines, react to this prompt in your reflective blog for homework.

Cold War Discussion

Cold War Chronology

Today's Learning Target:

I can identify and graphically organize the major events of the Cold War spanning the time period from 1945 through 1991

Today's Learning Activities:

• Use the internet to research at least three different chronologies of the Cold War. Compare them and look for any differences and see if you can reason why they exist.
• Using an online graphic timeline creator, such as Dipity, create your own timeline of the major events, conflicts and turning points of the Cold War.  Each event should include a cited graphic and mini-description.
• Embed your timeline into your student reflective blog.  Here is an example of what a Dipity timeline looks like:

Steve Job's Life and Career on Dipity.