CITIZENSHIP CLASS WORK & HOMEWORK

March – April 2009

 

BIG IDEA: RESPONSIBILITY

 

Click to go directly to:     Mar. 16-20   Mar. 23-27   Mar. 30-Apr. 3   Apr. 13-17   Apr. 20-24

Online Resources (related materials for those who are interested)

 

 

Click HERE for the unit plan. Click HERE for the unit rubrics.

 

Why Responsibility?

o       Students identified “responsibilities” as a must-know before leaving this class.

o       There is a strong connection between rights and responsibilities.

o       Rights only exist in the context of responsible behavior.

 

Unit Essential Question:

What is responsibility, and how do we know whether groups or individuals have been responsible?

 

Areas of Study

Concept of Responsibility – How do we define what responsibility is? By what standards can we decide (evaluate) if groups or individuals have acted responsibly?

 

Current Issues – If we look at current issues and controversies, what can we learn about the nature of responsibility? Are there different standards of responsibility for different people or groups? Why? What are the effects or outcomes of irresponsible behavior? What should be done when people behave irresponsibly? Why?

 

 

WEEK 1                                                                                                            Back to top

WASL WEEK! Click here for schedule.

 

Mar. 16 WASL B Day (2, 4,6)

                        Today: START NEW UNIT ~ Responsibility

                        Do Now: Take out a piece of paper to turn in and write your Cultural Identity Analysis reflection:

Reflect and delve deeper – What new questions do you have? What new insights did you gain? What did you learn from your peers? Have you changed your mind about anything or had ideas reinforced? How has this helped you to understand your fellow citizens? What impact does this have on democracy?

Objectives: 1) Complete unit work for Cultural Identity; 2) Develop concepts and definitions for new unit.

~ Brief sharing of reflections.

~ Intro new unit:

~ Distribute “Responsibility among the Dakota” reading (available only in hard copy!). Some time to read in class. See homework for details.

HOMEWORK: Read the Introduction (pp./ 59-60) and Section II (p. 61) up to the last two lines. Do a critical read – highlight/underline, mark important or meaningful passages, write questions in the margins. For class on Wednesday, be prepared to explain what you think the Dakota definition of responsibility is and to compare it to our class definition.

 

Mar. 17 WASL A Day (1, 3, 5) – No class

 

Mar. 18            WASL B Day (2, 4,6)

Today: Continue working with the idea of responsibility.

Do Now: Take out your notebook and the “Responsibility among the Dakota” reading. With a partner, paraphrase the Dakota definition of responsibility and write it in your notebook.

Objectives: 1) Continue working to define responsibility and compare our definition of responsibility with that of another culture.

~ Share our paraphrases of Dakota definition. Do our paraphrases adequately capture what it meant to be responsible among the Dakota? Why or why not?

~ What is different between our definitions of Monday and the Dakota definition? What are the reasons behind those                 differences?

~ Is responsibility something you can opt out of, either in our understanding or the Dakota understanding? Why or why                 not?

HOMEWORK: Read “Responsibility among the Dakota” from the last two lines on p. 61 to the end. If time, read in class. Do a critical read – highlight/underline, mark important or meaningful passages, write questions in the margins. For class on Friday, identify the passage you think is the most interesting or challenging to understand.

 

Mar. 19            WASL A Day (1, 3, 5) – No class

 

Mar. 20            Regular C Day

Today: Continue working with the idea of responsibility.

Do Now: Take out your notebook and the “Responsibility among the Dakota” reading. With a partner, identify 3 main ways that the Dakota exercised their responsibility and summarize these 3 ways in your own words.

Objectives: 1) Continue working to define responsibility and compare our definition of responsibility with that of another culture.

~ Explain the concepts of coercion and autonomy in Dakota society. Compare these concepts to our class definition of responsibility and explain similarities and differences.

~ What was the Dakota way of thinking about responsibility and accountability?

~ What was the role of parents and authority figures in creating responsible individuals? How is this similar to or different from our class idea of the role of authority?

 

 

 

WEEK 2                                                                                                            Back to top

 

Mar. 23            EARLY RELEASE

Today: Distribute Unit Plan & Rubric. Distribute reading (Text #2).

Do Now: Take a copy of the Unit Plan, Rubric, and Text #2.

Objectives: Understand course/direction of new unit and unit expectations. Prepare for Current Issue 1 discussion on Wednesday.

HOMEWORK: Read Text #2: “The U.S. Military Need Not Obey the Geneva Conventions When Dealing with Suspected Terrorists” by John Yoo. Do a critical read. Identify what you think are the 3 most important words in the document and come to class with those words written down and highlighted in the reading.

* Text # 2 available only in hard copy.

 

Mar. 25            Today: Analyze and discuss Text #2 in the context of responsibility.

Do Now: Take out your notebook and Text #2. Copy down the objectives and homework for the day. Then, tell your neighbor the 3 words you chose as most important in the text and explain why you thought they were the most important.

Objectives: Students will identify Yoo’s arguments against applying the Geneva Conventions to suspected terrorists. Students will explain the reasoning behind those arguments and explain why Yoo believes that he is arguing for responsible behavior.

Focus GLE: Civics GLE 1.3.1 Evaluates the impact of international agreements on contemporary world issues.

~ Take out our class definitions of responsibility. Review those definitions and the reading.

~ In dyads/triads, develop at least 2 questions about the reading and the concept responsibility. What would you like to discuss, and what connections would you like to make?

~ Students write their best question on the board and the class votes on which questions they would like to talk about. The top 2-3 questions are selected as discussion prompts.

                                               2nd period discussion questions:

o         Is it responsible to abuse power in order to save lives?

o         Is it set in stone that the Geneva Conventions only apply to conflict between states that have signed it?

o         Is it really fair for people suspected for being hostile to the states to lose their rights?

6th period discussion questions:

o         Who monitors/regulates the Geneva Conventions? / How does the government know if the Geneva Conventions are being followed? / How does one regulate or know for sure that other countries are obeying the Geneva Conventions?

o         Is torture ever justified?

~ Seminar to understand the reading and Yoo’s argument in relation to our definition of responsibility.

~ Write: Do you think Yoo’s arguments meet our definitions of responsibility? Why or why not, or which parts do you think do/don’t meet the definitions of responsibility?

~ If you did not capture Yoo’s arguments during seminar, you need to go back and bullet-point them in your notes!

HOMEWORK: Read Text #3: “Tales from Torture’s Dark World” to read as homework. Identify the two most meaningful or challenging passages and bring to class with the article on Thursday.

 

Mar. 25            Today: Comparing Yoo’s arguments with documented evidence of the treatment of suspected terrorists.

Do Now: Take out your notebook, Text #3 (Tales). Copy down today’s objectives in your notebook. With a partner, discuss your meaningful/challenging passages. What did you pick and why?

Objectives: Students will summarize the activities documented in Guantanamo Bay, Cuba by the ICRC. Students will compare the meanings of the word “torture” as defined by John Yoo and the author of Text #3, Danner.

Focus GLE: Civics GLE 1.3.1 Evaluates the impact of international agreements on contemporary world issues.

HOMEWORK: Read ONLY “Excerpts from the Third Geneva Convention” on the treatment of prisoners of war from the Geneva Conventions packet. Identify what you think is the most important article in this convention.

 

Mar. 26            Today: Interpreting the Third Geneva Convention and applying it to “enhanced interrogation.”

Do Now: Take out your notebook and Text #4 (Geneva Conventions). Copy down today’s objectives in your notebook. With a partner, discuss which article you thought was most important in Convention Three. What did you pick and why?

Objectives: Students will interpret the excerpted articles from the Third Geneva Convention. Students will decide if there are any relevant articles in the Geneva Convention to either support or refute Yoo’s contention that enhanced interrogation is legal, and why.

Focus GLE: Civics GLE 1.3.1 Evaluates the impact of international agreements on contemporary world issues.

HOMEWORK: Read ONLY “Excerpts from the Fourth Geneva Convention” on the treatment of civilians from the Geneva Conventions packet. Identify what you think is the most important article in this convention.

 

 

WEEK 3                                                                                                            Back to top

 

Mar. 30            Today: Interpreting the Fourth Geneva Convention and applying it to “enhanced interrogation.”

Do Now: Take out your notebook and Text #4 (Geneva Conventions). Copy down today’s objectives in your notebook. With a partner, discuss which article you thought was most important in Convention Four. What did you pick and why?

Objectives: Students will interpret the excerpted articles from the Fourth Geneva Convention. Students will decide if there are any relevant articles in the Geneva Convention to either support or refute Yoo’s contention that enhanced interrogation is legal, and why.

Focus GLE: Civics GLE 1.3.1 Evaluates the impact of international agreements on contemporary world issues.

~ Examine the difference between Conventions 3 and 4 and take notes in notebook. Discuss why civilians were deemed to need protection in time of war.

~ Go through Convention 4 again. Pick articles that you think relate to enhanced interrogation and/or our concept of responsibility. For each article you identify, rewrite/summarize in your own words (what does it mean?). Then, decide it’s application: Does it support Yoo’s argument or refute it? Why? (If you can’t remember Yoo’s argument, revisit Text #2).

HOMEWORK: Finish today’s work if you did not finish it in class. See gradebook for status of your work: “ObjectivesProgress” from Mar. 30.

 

Apr. 1               Today: Interpreting the Fourth Geneva convention and applying it to “enhanced interrogation.” Interpreting the Torture Convention of 1984 and applying it to “enhanced interrogation.”

Do Now: Take out your notebook, Text #4 (Geneva Conventions), and Text #2 (Yoo). Copy down today’s objectives in your notebook. In your notebook or on Text #4 – 4th Convention part – write down what questions you have about the articles.

Objectives: Students will interpret the excerpted articles from the Fourth Geneva Convention. Students will decide if there are any relevant articles in the Geneva Convention to either support or refute Yoo’s contention that enhanced interrogation is legal, and why. Students will interpret the excerpted articles from Text #5, the 1984 Torture Convention. Students will decide if there are any relevant articles in the Torture Convention to either support or refute Yoo’s contention that enhanced interrogation is legal, and why.

Focus GLE: Civics GLE 1.3.1 Evaluates the impact of international agreements on contemporary world issues.

~ Discuss findings from Monday.

~ Evaluate Yoo’s argument:

1) Restate his argument in your own words.

2) Evaluate the soundness of his argument – is he totally correct? Is he totally incorrect? Partially correct? Use EVIDENCE from the texts to prove that YOUR evaluation is valid.

~ Start work on the Torture Convention of 1984 (Text #5).

o        Time to read the Torture Convention of 1984.

o        Identify the purpose of this convention – why write yet another convention on torture?

o        Which articles do you think most apply to the issue of “enhanced interrogation” and responsibility? Summarize those articles.

o        Categorize the articles you thought applied: Which support Yoo’s position that “enhanced interrogation” is allowed, and which refute it? Why?

HOMEWORK: Finish the Torture Convention work as needed.

 

Apr. 2               Today: Self-Assessment and discuss 1984 Torture Convention.

                        Do Now: Take out your notebook, all your notes, and all your readings from the responsibility unit.

                               Objective: Self-assess your progress (learning, completion of objectives) so far in this unit.

                               ~ Complete the Self-Assessment form using your notes and readings as a guide. Turn in when done.

                               ~ Discuss the 1984 Torture Convention. How does it change the discussion we’ve been having about torture?

 

Apr. 3               EARLY RELEASE

Today: Current events.

Do Now: Take out your notebook and copy down today’s objective and GLE.

Objectives: Students will relate current events to prior learning.

Focus GLE: Civics GLE 1.3.1 Evaluates the impact of international agreements on contemporary world issues.

~ Read Text #6: “Spain weighs torture inquiry for 6 former Bush officials.” Discuss what happened in the article and how it relates to our previous work.

~ Read Text #7: “Detention at Afghan base is subject to U.S. courts.” Discuss what happened in the article, connection to events at Guantanamo Bay.

 

Apr. 6-12          SPRING BREAK!

 

 

WEEK 4                                                                                                            Back to top

WASL WEEK! Click here for schedule.

 

Apr. 13             Today: Identifying responsible parties in “enhanced interrogation.”

Do Now: Turn in your self-assessment if you haven’t already! Copy today’s objectives and GLE. Collect Texts 6 & 7 if you were absent on Friday.

Objectives: Identify responsible parties and their roles in enhanced interrogation. Explain the effects/outcomes of responsible parties’ behaviors. Explain relationship(s) between actions of responsible parties and national law/international agreements.

                               GLE: Civics 1.3.1

                               ~ Make a chart in your notebook as follows:

Name of Responsible Party

Party’s Actions

Effects/Outcomes of Party’s Actions

Relationship of Party and Actions to International Law & National Law

 

 

 

 

 

~ Get a copy of the reading, “The Green Light,” and find out your assigned section for the reading (A-H). Read the introduction and your section, and fill out the chart as appropriate for your section. Be sure to leave room after each entry to add information from other peoples’ sections.

                               ~ If time allows, meet in groups to share out information.

                               HOMEWORK: Finish your chart for your section and bring to class completed on Wednesday.

 

Apr. 15             Today: Identifying responsible parties in “enhanced interrogation.”

Do Now: Take out your reading from Monday (“The Green Light”) and the chart you were making on Monday.

Objectives: Identify responsible parties and their roles in enhanced interrogation. Explain the effects/outcomes of responsible parties’ behaviors. Explain relationship(s) between actions of responsible parties and national law/international agreements.

                               GLE: Civics 1.3.1

~ Meet in groups to share out information. Start with person A and go alphabetically through H. Take notes on what EACH group member says about their section and put that information in your chart.

~ As a group, now consider if there are any other parties with responsibility in this issue. Revisit each text and decide if there are other parties and, if so, what their responsibility is under national and international law.

~ When your group is finished, start plotting out how you will accomplish parts 1 and 2 of the unit assessment.

 

Apr. 16             Today: Work on writing your evaluation for Parts 1 & 2 of “Current Issue 1” on Unit Plan.

Do Now: Take out unit plan and unit rubrics.

Objectives: Write an evaluation of the impact of international agreements on the issue of enhanced interrogation/torture.

                               GLE: Civics 1.3.1

~ Explanation of how to write an evaluation:

o        An evaluation requires a position/thesis statement. How effective are treaties on this issue?

o        An evaluation is NOT your opinion! It is an assessment of the impact, quality, etc. of something based on the available evidence.

o        An evaluation must be supported with evidence and explanation of how that evidence demonstrates your evaluation is correct.

~ Explanation of rubric for GLE 1.3.1.

~ Go to computer lab 110 to work.

 

Apr. 17             Today: Work on writing your evaluation for Parts 1 & 2 of “Current Issue 1” on Unit Plan.

Do Now: Take out unit plan and unit rubrics and any readings you will be using.

Objectives: Write an evaluation of the impact of international agreements on the issue of enhanced interrogation/torture.

                               GLE: Civics 1.3.1

Meet in computer lab 110.

 

 

 

WEEK 5                                                                                                            Back to top

WASL WEEK! Click here for schedule.

 

Apr. 20             Today: Work on writing your evaluation for Parts 1 & 2 of “Current Issue 1” on Unit Plan.

Do Now: Take out unit plan and unit rubrics and any readings you will be using.

Objectives: Write an evaluation of the impact of international agreements on the issue of enhanced interrogation/torture.

                               GLE: Civics 1.3.1

Meet in Library.

 

Apr. 22             Today: Different for each period, see below.

2nd period

Do Now: Copy today’s objectives and GLE.

Objectives: Apply new information from current events to prior learning – what did you learn that either supported or changed your own personal position on the issue of enhanced interrogation/torture?

~ Read one of two articles:

~ Highlight or underline key information.

~ Summarize the article for a partner (pair-share).

~ Write in your notebook an answer to the objective.

 

6th period

Do Now: Discuss with a partner: What does it mean to protest, and what forms does it take? What is the purpose of protesting? How would you know if your protest worked? Define “work.”

Objectives: Define and explain “protest” and “work.” Understand the nonviolent conception of protest and work. Compare/contrast definitions.

                               GLE: Civics 1.4.1

 

Apr. 23             Today: Do protests really work? – Different for each period, see below.

2nd period

Do Now: Copy today’s objectives and GLE. Write question: Do protests really work?

Objectives: Define and explain “protest” and “work.” Understand the nonviolent conception of protest and work. Compare/contrast definitions.

                               GLE: Civics 1.4.1

~ What does it mean to protest, and what forms does it take? What is the purpose of protesting? How would you know if your protest worked? Define “work.”

~ Start reading Nagler packet, “The Search for a Nonviolent Future.” Read to analyze Nagler’s interpretation of “work” with regard to protests.

 

6th period

Do Now: Take out notes from yesterday and review.

Objectives: Define and explain “protest” and “work.” Understand the nonviolent conception of protest and work. Compare/contrast definitions.

                               GLE: Civics 1.4.1

~ Review work from yesterday. Did you think of any other forms of protest? If so, add them to the list.

~ Start reading Nagler packet, “The Search for a Nonviolent Future.” Read to analyze Nagler’s interpretation of “work” with regard to protests.

~ When done – what questions do you have about the reading? What would you like to discuss.

In pairs, decide which questions you would like to discuss.

 

Apr. 24             DAY OF SILENCE

Today: Different for each period – see below.

                        2nd period

~ Make up and revision day. Bring any work to class that needs to be revised or submitted for credit.

Ideas: Revise Cultural Identity Analysis paper using feedback from first draft (best if you earned less than a 3 on the paper); write your Community Action and Participation Project reflection papers; get caught up on previous class objectives for days you have missed.

 

                               6th period

Do Now: Copy today’s objectives and GLE. Take out your notes from yesterday and review.

Objectives: Identify nonviolent forms of protest as done by individuals in the film, A Force More Powerful.

GLE: Civics 1.4.1

~ Watch excerpts from film, A Force More Powerful. Excerpts are from India (Gandhi) and from Chile (people protesting Pinochet). Take notes on the video guide.

 

 

Apr. 27             Today: Current events.

 

Apr. 29             Today: Do protests really work? Nonviolent protest and persuasion.

Do Now: Copy today’s objectives and GLE. Take out Nagler packet from last week. Time to review the reading.

Objectives: Finish analyzing Nagler’s interpretation of work with regard to protests. Identify nonviolent forms of protest as done by individuals in the film, A Force More Powerful. Define forms of protest and place them on Nonviolence Escalation Curve.

                               GLE: Civics 1.4.1

                               2nd period

~ Review Nagler reading and discuss meaning of work.

~ Watch A Force More Powerful (about 1 hour) and take notes on video guide.

~ Discuss forms of protest identified in the video. Why did people use those forms of protest? Why choose nonviolence over violence?

~ Define forms of protest on handout.

~ Explanation of Nonviolence Escalation Curve.

~ Place forms of protest on Nonviolence Escalation Curve and explain why they belong where they do.

 

6th period

~ Review Nagler reading and discuss meaning of work.

~ Finish A Force More Powerful (about 5-10 minutes) and take notes on video guide.

~ Discuss forms of protest identified in the video. Why did people use those forms of protest? Why choose nonviolence over violence?

~ Define forms of protest on handout.

~ Explanation of Nonviolence Escalation Curve.

~ Place forms of protest on Nonviolence Escalation Curve and explain why they belong where they do.

~ Start finishing the unit – see handout.

 

 

Online Resources

 

o        About the Geneva Conventions: http://en.wikipedia.org/wiki/Geneva_Conventions

o        Third Geneva Convention (relative to the protection of Prisoners of War): http://www.unhchr.ch/html/menu3/b/91.htm

o        Fourth Geneva Convention (relative to the protection of Civilians during time of war): http://www.unhchr.ch/html/menu3/b/92.htm

o        Convention Against Torture and Other Cruel, Inhuman, or Degrading Treatment (1984): http://www.unhchr.ch/html/menu3/b/h_cat39.htm

o        Article from April 16, 2009, “Obama: No charges for harsh CIA interrogation”: http://abcnews.go.com/Politics/wireStory?id=7354198

o        Bellingham Herald article from April 18, 2009, “UN expert criticizes US torture decision”: http://www.bellinghamherald.com/347/story/876006.html  (also see this similar article: http://www.csmonitor.com/2009/0419/p90s01-duts.html)

o        New York Times article from April 20, 2009: Memo Says Prisoner Was Waterboarded 183 Times

 

 

Additional Methods of Nonviolent Resistance http://www.nonviolencetraining.org/Training/nonviolence.htm#198