Death Penalty Arguments

Today we will examine the four main arguments for and against the death penalty. Each student will be assigned an argument OR a rebuttal to an argument. Find your assigned argument in the attached document and then fill out the corresponding box in the chart for it. You will then meet with others to hear their argument and explain your own. You should take notes and keep track of the arguments in the chart.

Arguments for and Against the Death Penalty

Arguments Note Taking Chart

Deterrence Sophie Megan Kyle	Rebuttal to Deterrence Kelley Eric Justin	Retribution Brett Annabel Dylan	Rebuttal to Retribution Joe Zach	Innocence Julian Freddy
Rebuttal to Innocence Ethan Myles	Arbritrariness Josie Kristen	Rebuttal to Arbitrariness Emma Katie

Introduction to the Death Penalty

As we head into our unit on the Death Penalty, we need to examine its current status and how it operates. Please follow the steps below and in complete sentences, answer the questions for each response and post your responses to turnitin.com. T Please title it Death Penalty Intro Information. Your responses should correspond to the individual bullet points. Make sure you are specific and detailed in your responses.  This must be complete and uploaded by the start of class on Thursday, December 7.

• Click on this document to read the former Illinois Capital Murder statute (focus on the factors listed under Sec. 9 (b). 
• RESPONSE-How many aggravating factors are listed that might have led to the death penalty?  What do you think of them? ? Should the crimes listed have death as a potential punishment? Why or why not? 
• Read about the STAGES in a death penalty case. Be sure you understand all of the different steps involved.  You need to read about all of the subtopics prior to clicking the arrow to move to the next stage (i.e. read about all of the steps in the pre-trial phase before moving on to the guilt phase) If the full text is not showing up in the interactive interface, click on this LINK to read the text without the graphics.
• RESPONSE-What aspects of the stages in a capital case are designed to protect the rights of the accused? Do you believe that this system is sufficient to guarantee that only the guilty are convicted?
• Read about the different METHODS of execution. Be sure to click on each.
• RESPONSE-Which of these (if any) are the most humane? Should any be considered “cruel and unusual” according to the 8th Amendment? If so which? Why?
• Read (or watch the video if you want to sign up for 60 Minutes all access) the story linked here: The Execution of Joseph Wood. 
• RESPONSE-How does this story influence your thinking about the most popular current method of execution (or not)?
• Take a look at the current FACT SHEET put out by the Death Penalty Information Center. Focus on the tables listing Death Row Inmates by STATE and Executions by STATE.  
• RESPONSE-Which states have the most inmates on Death Row? Which states have no death penalty? Which state has the most inmates on death row? Can you hypothesize any reasons for the differences?  Now click on the murder rates on this MAP. Thinking about the tables from the fact sheet, can you make any conclusions by using both sets of data?  Then return to the FACT SHEET and look at the graph on Deterrence. Make sure that you can define deterrence and then decide if the conclusions from the graph match up with your own. Explain why it does or doesn't. Are you surprised by any of this data? Why or why not?
• On the FACT SHEET, look at the graphs that detail executions by race, race of victim, and death row inmates by race. Then, explore the demographic data here.   Make sure you click on the ethnicity and gender for both the number of inmates on death row and the number of executions. You should take notes as you explore. Consider:  Are there more blacks or whites on death row? Which state has the most women on death row? Are more men or women on death row? Why aren’t there any statistics for juveniles on death row? Are there differences in number of executions by ethnicity? Are there states where there are more blacks then whites on death row? Are there states where more blacks then whites are executed? 
• RESPONSE-What sorts of conclusions can you draw from this data? What does the state by state data tell us about how the death penalty is used? What regional or other trends do you see? What might this data tell us about issues of equality, arbitrariness,and justice?
• Look at the rest of the updated FACT SHEET.   
• RESPONSE-What does this data say about the economics of the death penalty? What does the data say about the influence of race on the death penalty? What does the data say about public opinion for the death penalty? What does the data say about innocence?  About deterrence?  Looking at the information overall, what point of view would you say that the Death Penalty Information center has? Is it convincing? Why or why not? What additional information would you like to know?

PSA Work Day

Today we continued working on our PSA. As you create your PSA, keep in mind the following criteria on which your PSA will be evaluated:

Content:

Facts, quotes, specific details, evidence of having read the articles, etc.

Persuasive:

Directly addresses the subtopic of prevention, treatment or enforcement, has a clear message, is powerful.

Creativity:

Originality, new and unexpected approach to the topic, attention-grabbing

Outside Reading and Opioid Check-in

PSA's and Outside Reading Check-in

You are supposed to be finished with 1/3 of your outside reading book by today. Here is a brief survey about your reading so far.
First Outside Reading Check-in

Next, we'll continue work on our Public Service Announcements.  In the document below, please add your name and people in your group (if you are working with others). When finished, please add a link to your video to your name.

Opioid PSA Groups and Links

Opioid PSA

Today we will being working on our assessment for this unit.

Opioid PSA

Drug Testing

After the presentations, we will examine some 4th Amendment students' rights cases that have made it to the Supreme Court. 

Drug Testing Case Law Worksheet

Presentations

To begin, you will read and take notes on the article you were assigned on Monday. 


Once you have completed the article, you'll work with your group to present the responses you read about in your articles.

You'll need to make a google slide presentation, Prezi or other formatted electronic visual to help describe what you read.  Each presentation should contain:

1. An original title
2. Context for the issue (what is the problem? why is there a need for solutions? what's been happening in the country that makes this a crisis?)
3. Identification and definition of the response to the crisis presented in your article.
4. Description of the effectiveness of your response.
5. Description of the drawbacks or warnings to your response.
6. The best argument in favor of your response.
7. Visuals and/or animations to make your presentation engaging and interesting.

*Note, everyone must participate in the planning, making and presenting of the information.
**Please share your presentation with me as soon as you're done.  Indicate which group and all of your group members names when you share.

Opioid Epidemic History and Solutions

We'll start by looking at and discussing this video: Heroin and the War on Drugs

Then we'll begin to explore other articles about addiction, prevention and treatment.

1.  An E.R. Kicks the Habit of Opioids for Pain
2. Seattle’s Potential Solution for Heroin Epidemic: Places for Legal Drug Use
3. Can You Get Over an Addiction?
4. Vancouver Prescriptions for Addicts Gain Attention as Heroin and Opioid Use Rises
5. In School Nurse’s Room: Tylenol, Bandages and an Antidote to Heroin
6. At the Frontline of the Opioid Epidemic, but Unable to Help

In groups, students will read their assigned article. Each group will be responsible for preparing a presentation that summarizes the article and shares the solutions (as well as their associated effects and risks) described in the articles.

Group #1 Brett Katie Ethan Zach	Group #2 Kelley Kristen Josie	Group #3 Megan Joe Sophie	Group #4 Myles Dylan Kyle	Group #5 Justin Freddy Emma
Group #6 Eric Annabel Julian

More Stories of the Opioid Crisis

More Stories

Then we'll return to the stories of people effected by the crisis. Students will get assigned to one of the following states listed in this article:

Inside a Killer Drug Epidemic: A Look at America's Opioid Crisis.

• Massachusetts
• Iowa
• California
• Washington
• Arizona
• Utah
• Wisconsin

As you read your section, establish the Who, What, When, Where, Why and How. 

Next, you will then interview each other in order to share. Compare the stories, looking for differences, similarities, generalizations and conclusions that you can make.

If you are not interviewing someone, scroll through these responses to the question: Has Opioid Abuse Effected You?

Researching the Opioid Crisis

Work in your assigned groups to complete the following document: Researching the Opioid Crisis
Make a copy and type your answers to the questions.

The Opioid Crisis

Today we began trying to understand the Opioid Crisis in the United States today.

We started with the Frontline Documentary "Chasing Heroin"

Last day of work time

Today is the last day of in-class work time. Paper should be thorough, edited, and uploaded to turnitin by the start of class on Wednesday.

Work Day

Today is a work day on your essay, which is due at the start of class on Wed.

Resources for the Free Speech Essay

Today was a work day on your essay.

Resources that might be helpful to you in writing your essay:

• First Principles of the First Amendment
• First Amendment Case Studies
•  Pledge History and Arguments
• Morse v. Frederick
• Texas v. Johnson Notes and Activities
•  Tinker v. Des Moines School District 
• The FIRE (Foundation for Individual Rights in Education) website and read their mission statement
•  "What are Speech Codes?" article so that you understand how FIRE is defining them.
• The Free Speech Hate Speech Trade-Off: Bareck-Gold/Chin-Kalafatic
• A Chilling Study Shows How Hostile College Students are to Free Speech: Heyman-Reynolds/Korytny-Parker
• Congress Finds Consensus on Free Speech: Siegel-Zlatnikov/Randall-Smith
•  Hate Speech on College Campuses
• Richard Spencer and hate speech.

Body paragraph structure should look like this:

• Topic sentence=Assertion
• Introduce Evidence 1 from source 1.
• Explanation and interpretation of evidence 1.
• Connection of evidence to your case/argument.
• Introduce Evidence 2 from source 2
• Explanation and interpretation of evidence 2.
• Connection of evidence 2 to your case/argument.
• Additional evidence as needed.

What Are Students Free To Express

Today in class, we will meet in groups to discuss the articles you read about Hate Speech on Campus.

Then we will go over the assignment that will end the unit on free speech:
What are Students Free to Express?

It is due to be submitted to turnitin.com by the start of class on Wednesday, November 8.

I also encourage you to take a look at the sample paper. Different scenario but similar assignment.
Sample Essay

Here is an organizer you may use to help construct your paper:
Speech Argument Organizer

For homework tonight, read the following two articles:

• It Didn’t Happen at School But…
• Legal Analysis: How Far Can Schools Go in Limiting Speech Online

Speech on College Campuses

Today in class, you will read and take notes on your assigned article. When you have finished, open the QQTP below, and make a copy. Complete the QQTP and upload it to turnitin by the start of class on Wed. 

1. The Free Speech Hate Speech Trade-Off: Bareck-Gold/Chin-Kalafatic
1. Eric
2. Ethan
3. Sophie
4. Joe
5. Kyle
6. Kelley
7. Katie
2. A Chilling Study Shows How Hostile College Students are to Free Speech: Heyman-Reynolds/Korytny-Parker
1. Kristen
2. Justin
3. Brett
4. Josie
5. Julian
6. Emma
3. Congress Finds Consensus on Free Speech: Siegel-Zlatnikov/Randall-Smith
1. Myles
2. Megan
3. Freddy
4. Annabel
5. Zach
6. Dylan

QQTP

Hate Speech

Hate Speech on Campus Overview

Richard Spencer and hate speech.

Texas v. Johnson

Texas v Johnson Opinion and Questions

Outside Reading Project

Issues Outside Reading Assignment 2017

Current immigration Stats

Recent foreign-born growth counters Trump’s immigration stereotypes

Current Events Blog

Before class on Friday, post a blog related to a current events. This rubric will be used to evaluate your blog: Blog Rubric
This blog post should be 3-4 well-developed paragraphs.

Immigration Research

This Immigration assignment is due at the start of class on Thurs.

Immigration Research

Immigration in America

A tale of two Americas. And the mini-mart where they collided

Where are you 'really' from? Try another question

• Personal Voices

Options for Fighting Terrorism

We have spent over a week discussing the fight against terrorism. Based on what you have learned, which of the four options below do you think is the best choice for combating terrorism?

Below of the link to the class presentations. In addition to that resource, you can use:

• "Seven Days in September" video notes
• "Searching for the Roots of 9/11" video notes
• "Why They Hate Us" video notes
• "Responding to Terrorism Part One" reading and questions
• Class notes on terrorists threats in countries throughout the Middle East
• "Responding to Terrorism Part Three" reading and questions
• Names of various terrorists and the attack for which they are famous

Option 1: Lead an Assault on Terrorism
Option 2: Collaborate to Fight Terrorism
Option 3: Defend the Homeland
Option 4: Address the Root Causes of Terrorism

Your blog post should be about 1 page double-spaced, 12 pt Times New Roman font. Include specific evidence to support the option you have chosen.

Understanding Terrorism

Over the next week, we will be working to understand terrorism within its historical context. We will also be exploring effective ways to fight terrorism in the 21st Century.

Before class on Wed., if you did complete watching "Why They Hate Us" over the weekend, please do so. Take detailed notes and show me in class.

Complete the Part One reading on "Responding to Terrorism" and answer the question. This assignment should be completed individually.

Why They Hate Us

Watch the video “#whytheyhateus”; take detailed notes. Your notes will be checked in class.

The video is in-depth and has a lot of complex information. Please watch it without any other distractions.

Sept. 11, 2001

The attacks of September 11, 2001 are the root of many of the issues we face in Modern America in 2017. Today, we continued watching 7 Days in September to get a sense of what it was like in America on that day. 

Hurricane Harvey

To in class, we will:

1. Go over the logistics of the class, grading, etc.
2. Go over the Confederate Statues Editorial assignment
3. Discuss the coverage of Hurricane Harvey by completing this document:
• Investigating Coverage of Hurricane Harvey

Let's Blog!

Let's Blog!

Today you will all become part of what has become known as the blogosphere, a modern day adaptation of the public square where intense debates about the issues of the day happen.  In a tradition that has its roots in early American society, the public comes together to explore interesting and provocative ideas.  In 2017, that universe has expanded to allow anyone's ideas to be put into the marketplace for the world to see or hear.  Today, you will set up a blog that will allow you to do just that.

What does a blog look like?  Explore the following sites to search for blogs and get a sense for what they look like and what issues and topics they cover.  As you'll see, they can be about almost anything. 

• Top 15 most popular blogs 2017
• Best of the Web Blogs
• Note-if you google "best blogs" you'll see lists of best blogs for many different specific topics.

So, let’s make a blog! (Note-make sure that you are signed in with your school gmail account).  We are going to use Google's Blogger platform to create our blogs.  Find it in your Google Apps or you can click here.  Note-it may ask you to create a Google+ profile which you may (although this takes longer) or you can continue with a limited blogger profile (I would start here and then upgrade to Google+ later if you wish) Then:

1. Click the button to create a new blog. 
2. Decide on a catchy title for your blog.
3. Identify an available URL for your blog.
4. Choose a template to begin (don't worry, you can customize this later)
5. Then click "Create Blog" 

Some things to consider as you begin to blog

• Choosing a design-many different templates and ways to customize  Click on the Template link on the left side to choose.
• The layout tab allows you to change the layout of your blog and add gadgets-gadgets allow  you to post links, add pages, have newsfeeds, etc.
• Click on the settings tab and then language and formatting to change to Central Time Zone.
• Warnings before going too far
  • Audience
  • Privacy - no full names, personal information
  • Expectations - tone, respect, acceptable topic

Blogging-so now that your blog has been created, you are ready to post.  You can create a new post from your blogger dashboard or from your blog itself (as long as you are signed in).  Remember, anyone can see and comment on your post so consider your audience.  You can also incorporate images, videos, and links in your posts.  As we continue to blog this year, I will show you how to do this.

Need help?     

·         http://www.google.com/support/blogger/

So, here are your ultimate tasks for today (and this weekend if you don't finish in class):

1.  Create a blog!
2.  Think of a catchy title.  Make sure you add a description of what you want your blog to be or to express.
3.  E-mail Ms. Allen with the name of your blog and its URL address.  She will create a link to it on the class blog.
4. Write your first post. For your first topic, you will wade reflect on the NPR "This American Life" podcast we listened to in-class.

• The news media today is dramatically different than it was 50 years ago. What are the benefits of these changes? What are the drawbacks of these changes?
• What does it mean to be an informed citizen in the United States today? Why is it important that American citizens be informed? 

Confederate Statues and Homer Alaska

1. Podcast - 621: Fear and Loathing in Homer and Rockville
2. Transcript: 621: Fear and Loathing in Homer and Rockville Transcript

Welcome!

Welcome to Issues in Modern America!

Lisa Allen

Email: lallen@dist113.org
Phone: 224-632-3297
Office: Q101