Resources for teaching, learning, growing and to give {nonpartisan} Constitutional information to help everyday citizens craft better civil and civic arguments through education
Last week, I was in Philadelphia for NCC First Amendment Summer Teacher Institute. It was incredible, however I also had to miss my second week of school. I do hate being gone, especially when we are trying to establish our community. I’ve been so lucky this year because my students are engaged, interested, and incredible.
As I was gone for a week (and the week I teach Fed 10 and Brutus I). Since I wasn’t going to be there for my normal Document Week, and only have a semester I had to get creative.
I used a few days for students to go over the Analytical Reading (available on your AP account) that goes over Brutus I and Federalist 10. (Which I’ve appreciated!)
When I was in high school {20 years ago}, my classes were lecture, worksheets, and tests. So, naturally, as a new teacher I did the same. And I hated it because I hated being a student like that.
Now, worksheets have a purpose in classes as long as they are interactive as opposed to rote memorization or regurgitation. Assessments do as well, again as long as they aren’t about regurgitation of facts and are instead about the application of skill.
As a teacher, I was always confused by what I SHOULD be doing. I was overwhelmed by all of the research, all of the resources, and all of the experts telling me. I still feel that was, even though I finished my 16th year of teaching. There is never enough time to plan. It’s exhausting. I’ve seen teachers who lecture the entire time, because they are content experts, but the teaching aspect is missing. I’ve seen teachers who are amazing teachers, but lack the content expertise. Students can learn from either of these teachers, but I know students learn best from someone who is a mixture of both.
A few years ago, I was anti-lecture. That lasted about 2 weeks until one of my students said that she needed to hear lectures because she learned best that way. And I know as a National Board Certified Teacher, that I need to teach these kids at this time in the way they learn best. I spent time considering how I was going to do this. How was I going to ensure that my students received and were able to gather the knowledge necessary to succeed in the class and as citizens, which is the ultimate goal.
I’m sharing how I plan to do it next year after much consideration, trial and error, and student feedback. Now, it’s a plan because I haven’t met and assessed my students just yet.
Visual Learners: these learners need maps, charts, and graphs over words
This next year, I will be gone for a week. The second week of school to be clear. And it’s during Document Week, which is a big deal to me. I have a plan to use the Analytical Readings of Brutus I and Federalist 10 and then have students use Canva to create infographics. I did this 3 years ago with my College Prep Government classes and they loved it. My hope is to have student created infographics for all the required documents to hang in my classroom so students can reference them.
The hope with this is to have students create more visuals to help digest the information, especially since one of the FRQs is Quantitative Analysis. I know that I don’t do enough of that.
Auditory Learners: these are my learners who need the lecture and discussion.
Podcasts! I absolutely love podcasts and listen to a few each day. Having students listen to age appropriate podcasts either in class or on their own is a great way to meet these learners.
Lectures: I attempt to lecture and mix with discussion. I ask a lot of questions to my students regarding the content in hopes that it opens the door to ask questions in life. The one thing I won’t do this next year? Lecture the entire class period. I am guilty of doing this because I am so worried that I won’t get through the content. My goal for next year is no more than 20 minutes, unless it becomes interactive (like most of the civil rights/liberties lectures)
Readers/Writers: learners who like reading assignments and are able to process information by writing notes
Ok. This one is hard for me. I do not assign text book reading because students don’t do them. You know what they do? Read short articles with content relevance. Look at current events. I do create suggested readings for students, which do include our textbook, but there is a whole internet out there with a plethora of information. I include the links on my Planbook. They aren’t required but these learners appreciate the nod to their style of learning.
Example of extra readings for my students.
I also use Twitter with a class hashtag to share relevant articles and information. I love using a class hashtag because it connects me with my students without having to follow them.
Kinesthetic: learners who process information by recreating and practicing, having the ability to be moving.
This is where my Moot Courts come in. I know exactly who these learners are because they are the ones who volunteer to be lawyers.
I wrote about giving students choice in their projects which was a difficult thing for me to do. I don’t identify much with this type of learner, so giving students the wheel to create was out of the box for me but made me realize how capable students are to show you what they’ve learned.
All in all, the difficulties of reaching different types of learner in AP Government has proven to be a great challenge, but one that with community isn’t impossible.
I am curious, what ways do you engage different learners in your class?
As I scroll through social media, it’s hard to miss that Georgia and Alabama have recently passed the nation’s strictest abortion laws. So, naturally, when students walk in they want to know what I think.
I think that certain factions are trying to overturn Roe v. Wade (my standard response, which my students understand.
I’m not about to discuss my views because in my classroom, it’s not relevant.) I will not discuss this right at the beginning of my class because I need time to get to know my students. This is why I do my Civil Liberties and Civil Rights unit at the end of my class. When discussing the 2nd amendment or abortion case law as civil liberties, I need my students to know the procedures and be comfortable in the classroom. In my classroom, opinion is not relevant. You can have your opinion, but we aren’t about to debate gun rights or abortion. My job is to give you information about the Constitution, how to find relevant and trustworthy sources, and teach you how to develop an educated argument.
I’m going to assume that this issue will continue and have already started to consider how I will address it with my students next year. Here are some I have collected to help with #1 and #2 on the 5 ways to improve your practice. If you are curious about #4, I discuss it in The New York Times Op-Ed in AP Government.
This USA Today article gives information on the states’ abortion laws. The quantitative analysis could be a great warm up to discuss federalism (Unit 1)
How do states have the ability to pass laws that differ from others based on Supreme Court cases?
Discussing the sides of abortion in relation to factions and Federalist 10. Abortion will likely be a constant source of division because there are so many factions within the argument.
A great source for teachers to learn is Body Politic from Oyez. It features Roe v. Wade, Casey v. Planned Parenthood (and Justice O’Connor’s famous undue burden standard), Gonzales v. Carhart, and Whole Women’s Health v. Hellerstedt.
In my classroom, I skip over Gonzales because of the content. Roe v Wade is a required case, Casey sets a different standard, and Whole Women’s Health is the case I was at the Supreme Court for so I know a lot about it.
The Future of Abortion Laws: “Two leading voices from organizations on different sides of today’s biggest debates over reproductive rights and abortion laws—Catherine Glenn Foster of Americans United for Life and Dr. Kelli Garcia of National Women’s Law Center—join host Jeffrey Rosen to explore the key cases making their way up to the Supreme Court. Garcia and Foster also share their views on landmark abortion precedent like Roe v. Wade, Planned Parenthood v. Casey, and the more recent case Whole Woman’s Health v. Hellerstedt, and predict how precedent might affect the outcomes of challenges to pending abortion laws at the federal level and in states like Louisiana, Tennessee, and Mississippi.” The Constitution Center.
I love the Constitution Center so much. The podcasts show both sides and have a very educated discussion based on law.
This podcast goes through political ideology, polling, how cases go through the Court system, and the 2020 election. I would assign this to listen to at home or listen to it in class so that I am available to answer questions since I am the content expert.
First of all, I love this book. Secondly, pages 222-224 has a great explanation of abortion under the 14th amendment.
With all controversial topic, knowing your kids and having your kids know procedures in your class is super important.
I plan for the comments that get us off track or may be inflammatory. My standard response is, “I appreciate your opinion, but we need to stick to the facts and get back on track.” I may not appreciate their opinion, but I want to keep my classroom a place where students can make mistakes and learn.
How do you navigate controversial topics in your AP Government class?
Besides teaching AP Government, I also teach 8th grade. In one of my classes, I have 31 students and the other has 10. Every time we do class discussions, I have to really figure out how to vary the instruction to allow all students to talk and learn. This also allows me to try new techniques!
I’ve also been reviewing the year and my AP Government students just could not fully grasps really using evidence and reasoning. I loved this with my 8th graders and will incorporate it with AP next year, especially after reflecting on my practice as my students are currently sitting in their test.
The set up: We just finished our economics unit and I needed a transition to our final exam, which is a Moot Court on a current case (the students haven’t yet decided which one and yes, I do Moot Court with my 8th graders) Our DBQ is from Voices of History from the Bill of Rights Institute (requires a log in but is free and an amazing resource, including eight of the required cases). We chose to do Kelo v. New London. Let me tell you something, it’s a beast! It also lends PERFECTLY into an argumentation essay.
Day 1: read and annotate the background essay and have a small class discussion to ensure understanding
Days 2-3 (depending on time and length of documents) I split the handouts into sections for groups of 4-5 (depending on class size). In those groups, the students become ‘experts’ in those documents. They answer the questions and think about how to use that evidence to answer the question provided, in this case “Evaluate the Court’s ruling in Kelo v. New London”
Day 4- Four minute Socratic seminars:
Students within their groups will have a Socratic discussion regarding their assigned documents and the overall prompt. There are leading questions within the DBQ.
I give 4 minutes for the discussion within the group. The rest of the students are taking notes. In my classroom, I have 6 groups, but this can be adjusted for any number of students.
For my class of 10, I will have each of them become an expert on a set of documents and talk us through them as I record the evidence on the board.
I took notes during their Socratic seminars
It’s very simple and can be adjusted to accommodate any classroom. I was able to sit with some groups and help them with some of the meatier pieces. After this round of Socratic discussions, students should be well equipped to write an argumentative essay. My kids killed it because we read AND discussed before they wrote.
If you are doing this with your first DBQ, it’s a great time to introduce the argumentative essay rubric and discuss what is expected of them. At this point, students will write their argumentative essays. (Oh, and the famous Brutus 1) After the first one, you can lessen the time in class needed as the process has been established. For me, the Socratic discussion is the most important part to do in class.
Here’s the clincher- Students either get all the points OR a Z. I learned about this from a college professor. Earning a Z means you aren’t quite done yet. You have the rubric and have seen what you’ve earned, but you also see what you haven’t earned and you have an opportunity to go back and adjust your writing to earn those point. The purpose for this is to get them to a point where they know they have an opportunity for feedback and revision. The end goal is to ensure they know how to write an argumentative essay and how to understand the rubric to get all of the points. Depending on your schedule, you can give up to two weeks (or for me, the end of the unit) to submit their revisions. I realize this will be a lot of front loading, so I may do it as groups to start with. Luckily, I start school in July so I will be able to test it out before many of you are in school.
As someone who has been a department chair for over 12 years, I have interviewed a lot of different candidates for jobs ranging from 6th -12th grade. I love the interview process because it fills a bit of my teacher bucket, exposes me to new people, and reminds me how lucky I am to work with such incredible people that so many want to be a part of our team! Throughout this process, I have often thought to myself how people prepare and have a few tips from the other side of the table.
First, you have to land the interview. I look through every social studies application that comes through our system. I immediately put ones that misspell, forget to capitalize, or leave questions blank in a discard pile. Answer each question! Double check everything! Make sure you have a professional sounding email. (This one gets me every time. I’ve had some pretty awful and unprofessional ones come across my desk. That’s an automatic no, thank you.) Have a professional, easy-to-read resume. Be someone on paper we want to meet in person. And make sure your online profile is something you want your potential employers to see.
One you land the interview, know the school that you are applying to and why you want to work THERE. This is a question I often ask people. I want to see that your genuine interest is to work at MY school, not in the district or because it’s close to your home. Do your research! Saying, “Because it’s a great school” is like saying that ice cream is good. It’s not the answer your interviewers want to hear. I know I work at a good school.
Be precise with your answers. DO NOT drone on or lose focus because then we stop listening. Use the jargon you are most comfortable with. Be passionate about your work!
Vary your answers. I have been in a lot of interviews where the candidate gave me the same answer for a few questions, just formed in different ways.
Sell yourself. Show them what you have to offer them and what your plan is. If you plan to go get a graduate degree or a National Board Certification, let your interviewers know. It’s key to show that you are willing to continue to grow and adapt to new educational ways of thinking! Don’t be afraid to show them what you can offer and how passionate you are about education! Confidence is key! Don’t be afraid to show who you are as a person and be comfortable with that. Teaching isn’t a profession you perfect, so we want to see that continual strive to be better, no matter how long you’ve been teaching.
And on that, dress in something that makes you feel good. That goes a long way in confidence!
Never, ever say “I don’t know.” If you get stuck, take a deep breath and say, “That’s a good question.” If you don’t understand what they are asking, ask them to repeat,rephrase, or clarify. It’s ok! We work with students all day who need the same thing. I want to make sure you understand the question I am asking you!
Be prepared for anything. You never know what you are going to be asked, but a cool, calm demeanor can get you far. Things at a education change and I appreciate someone who can go with the flow and do what is best for students. Practice with a colleague, a friend, or a mentor.
Ask questions. My favorite part! I LOVE talking about my school, ways to be involved, how great it is to be a part of my department. I feel very turned off if the candidate has no questions. It makes them seem unprepared or uninterested. One of your questions should be about the timeline for hiring.
Each situation will be different. Every admin and department chair has what they want, so don’t be discouraged if you aren’t a good fit. I did leave out bringing a teaching portfolio. If you want to bring one, it never hurts. For me, I am more interested in who you are as a person rather than who you are on paper. It tells me more.
Regardless, as we move into the summer and interviews, I wish you the best of luck!
This past weekend, I was granted the incredible opportunity to go to Charlottesville, VA for a weekend seminar with Teaching American History on Thomas Jefferson, which included some time at Monticello, my third favorite home of a Founder. It also didn’t hurt that UVA was in the Final Four and won that Saturday!
Let me start off with the fact that my degree is in Early Childhood Development and Education. I got a Masters in Secondary Education with a History Emphasis, but my knowledge of documents, content, and all around history knowledge has come about differently in my 16 years of teaching as opposed to a history major.
I am also a firm believer that before I assign something to my students, I need to have done my homework. It easier when you have experiences like this!
This is my second weekend seminar, the first being a few years ago at Montpelier. You can actually access the readers from the one day or weekend seminars through the site, even if you don’t go!
Reasons you NEED to apply for these seminars (weekend, one days, etc):
You will be exposed to readings you may have not seen before. Not only will you read them, but you will be able to discuss them!
Hearing from other teachers. I always think this is the best PD, knowing what other teachers are doing and thinking. This group of teachers was one of the best!
The ability to travel to the locations!
The professors that facilitate the discussions are amazing. I never feel wrong. I am able to ask questions to truly understand what I’m reading.
Because of these seminars, both weekend and one day, I am better at analyzing documents and creating lessons
I start to lesson plan in my head, or think of questions to prompt my students to think of other ways to look at documents.
I may have started to understand the juxtaposition of Jefferson’s stance on slavery and the fact that he owned slaves. May have being the key word there.
APPLY FOR THESE SEMINARS! I am a better learner and teacher because of them. I’ve gone to some one day seminars here in Phoenix knowing next to nothing about what I’ve read and I always learn so much. Don’t be shy!
Every teacher has their own ways to teach FRQ writing for AP Government. When I taught APUSH with my team of 2 other teachers, I was the writing coach. It’s just something I’m good at. The other two gentleman are crazy content experts who would come in and wow the kids with their knowledge of every.little.detail, and I gave my strength to the team with my knowledge of writing. Now, APUSH writing is so different, but I took some of it, as well as my year of AP reading experience to determine what worked for my class. I also ask my students what works and what doesn’t, and moved on from there.
This is something that works for us and that kids really got.
For my students, just writing FRQ’s isn’t enough. They need the practice in a setting that allow them to discuss and understand what they are doing, as well as how to fix errors. Just writing the FRQ and turning it in for grading doesn’t work for us. I don’t want mountains of papers to grade and they want immediate feedback. I adapted this from a Kagan strategy I used when I taught 8th grade.
Set-Up:
Depending on the FRQ you give, have students organize into groups of 3-5 with nothing but the following:
Paper
Blue or black ink pen (pencil smudges)
What you need to have prepared:
Printed copies of the FRQ ( I used to put them on the board or overhead, but the students like to have copies to write on)
Grading pens (different color. I used purple so I can see it)
A timer
I have students put phones/backpacks/etc away because our sole focus is writing FRQs in an environment that mimics a testing environment. I divide the class into “rounds” and have the direction on the overhead.
Round 1: Take 3-5 minutes to read the FRQ to see what it’s asking of you. Underline the verbs (see below), circle any numbers, understand the question is asking of you. This is the #1 reason I saw that students didn’t get points. Their answer was right, it just didn’t answer the question.
2018 FRQ
Reminders for the students before Round 2:
stay politically neutral, you are not writing an op-ed, you are a political scientist answering a question.
if a question asks for 2 examples, provide 3. Give yourself a back up or 2.
for any question that asks you to explain, determine what you need to show you understand prior to explaining. For example, in the 2018 example above, make sure the reader sees that you directly understand WHAT gerrymandering is before you explain how electoral competition is affected by it or WHAT a single member district is before you explain why they make it difficult for third parties to win elections.
Round 2:
Each student answers part A without talking (4-5 minutes depending on the question) They will have plenty of time to talk once we are done. Once the timer goes off, have them trade their papers to the left.
Round 3-5 (depending on the length of the FRQ)
Continue writing and trading to the left.
Once you are finished, each member should have a completed FRQ with each piece written by a different person. You can time your students depending on their level of comfort. I usually give 4-5 minutes.
Round 6:
With the FRQ in front of the student, have them put away their pen and grab the grading pen. In this round, the individual student (still no group talking) can make ANY edits to the FRQ that is written. They can add or subtract. I like the different pen because I want to see their thinking.
Round 7:
This is when students get to talk. In this round, the group will decide which FRQ they will submit for grading. This part is the most collaborative and allows them to talk about the FRQ. This is my favorite part! I love to walk around and formatively assess students’ understanding of the FRQ. Once they decide, they staple the one to grade on TOP of the others. I do want all the FRQs turned in.
Round 8:
Grading. This is when we go through the FRQ as a class and discuss the rubric. You can do it all together OR give each group a rubric. I do have them switch with another group to allow them to see other’s writing. This is the part where we really dig into what was being asked and what acceptable answers are.
**Remember, students can write down something that is correct, but doesn’t answer the question. If it doesn’t answer the question, it doesn’t get a point. Period.
Once students are finished and all questions have been answered, I have students do a reflection because I need to see how this went and where we need to go from here.
Using the reflections, we also did a FRQ in a group and I graded them on the spot to give immediate feedback. That’s for another post 😉
I can do one FRQ in my normal 55 minute class period without feeling stressed or pressed for time.
To start, my class is a semester long. This semester, I have 17 less instructional hours than I did from last semester. I am grappling with field trips, college visits, and most recently a threat to the campus that left me with about half of my classes. I’m making a calendar for my 1st semester kids as a guide to study. I also have a two week break coming up, which sounds amazing, but I also have a May 6th AP test at 8am.
That small voice inside me says, “You can do it!” The logical part of me is having a panic attack.
The hardest part of the redesign for me is really taming the content dragon. What do they need to know? What vocabulary is needed? Will I spend too much time on something and have it not be on the test (like the Supreme Court cases last year… yeah, I’m looking at you CB) Is Albert.io helping or hurting? WHY IS THIS SO DIFFICULT? WHY IS THERE SO MUCH INFORMATION?
I wish I had some amazing perspective, or some incredible insight. I don’t. All I have is this:
I am in the same boat as you, friends. And my arms are tired because I feel like I’m paddling without an oar, upstream in thunderstorm. I have so much help and there is so much information and great ideas that I feel like I’m drowning in information.
All I can say is this. I’ve been focusing on the skills. The thinking, writing, and making sure they have a base knowledge to answer questions. I’ve come to the conclusion that yes, I want them to feel ready for this test, but what I really want is for them to be informed citizens. I know that I can’t teach everything, but I can hope that they leave that test feeling that I prepared them. I cannot possibly teach every piece of content.
In conclusion, my friends, it’s not easy being an AP Government teacher, but it’s sure fun! And I wish I could call myself Elizabeth of the House AP Government, Slayer of Content Dragons, Mother of FRQs, Relayer of all information relevant and pertinent to the test.
But for now, I’ll just call myself Ms. Schley 😉
What are your best ways to slay the content dragon?
If you have ever heard of or considered National Board Certification, I urge you to read the latest blog post from the Standard written by yours truly entitled Push Past the Boundaries.
I cannot overstate how much this process changed me. It let me become the teacher I have always wanted to be by opening doors, both professionally and personally. I have my Master’s, which helped my pedagogy, but this took it to another level.
I highly encourage anyone to look at this process and challenge yourself to become the teacher you’ve always wanted to be.
“He shall from time to time give to the Congress Information of the State of the Union, and recommend to their Consideration such Measures as he shall judge necessary and expedient…”
Well, this State of the Union address has been mired by the government shutdown and a disinvite to the chambers by the Speaker, so at this point I wonder when and if it will happen. Regardless of this, I wanted to think of an extra assignment that students could participate in that would require them to apply their knowledge.
In my younger teacher days, I have been guilty of giving a bingo card with just words, which in it’s own right it fun, but I wanted something this year that would require them to show what they know, not just check off a box when they hear the word. I also want to keep this as scientific as possible, and less political.
In the past, my students have used Twitter and our class hashtag. So this year, I’ve decided to plan a SOTU Twitter party. You can also do this in class without technology as you watch a SOTU speech. Since the current year is up in the air, teachers can use older speeches and paper BINGO cards.
Objective:
Students will watch the State of the Union (current or past) and find examples of the main concepts of the unit to show understanding of current application of the concepts from Unit One: Foundations of Democracy. {This can also be done with basically all other units from AP Government}
Concepts: (You can use more or less depending on where you are in your units. I teach semester classes so we just finished Unit One) Students can fill out their own BINGO sheets.
Participatory democracy
Pluralist democracy
Elitism
Federalism
Popular sovereignty
Check and balances
Separation of powers
Limited government
Enumerated powers
Implied powers
Inherent powers
Reserved powers
Fiscal federalism
Mandates (funded or unfunded)
Grants
Two examples of each
Examples from Brutus I
Examples from Federalist 10
Examples from Federalist 51
On the back, reflect on observations from the speech. Where there times some people stood and some did not? Who was there and who was notably absent? What was the tone of the speech? What is important to the President and how do you know that?
During the SOTU address, students will check off boxes as they write down the example of the concept mentioned. For the Twitter Party, students will use our class hashtag and #SOTU. We will do a live tweet so as soon as they hit a BINGO, they can claim it! (for extra points) This gives students opportunities to participate in a positive social media experience. I will set guidelines for our class hashtag, as I learned my lesson last semester.
Tweets will look like this: Checks and Balances, the President mentioned his veto power over the federal budget because he ultimately approves or vetos laws Congress makes. #sotu #apschley19
*You can do this in class as they watch or with a live SOTU. The possibilities for engagement are endless!
As an assignment, I will give it the week because not every student can watch the speech live. I’d like to have a whole class discussion once this is done to ensure students see different examples from
LBJ Library
My hopes for this is it allows students to take a non-partisan look at the speech and be scientific about their observations. If you have a particularly political area you teach in, taking an old speech may help. This is the first evening televised speech by LBJ or you can have students choose their own. The main point here is to find examples that illustrate the concepts.
*** Update February 5***
Since we were able to go over the roles of the Presidency, I updated the assignment to reflect. This can be used in class with any assignment and changed to not include social media.
How do your students interact with the State of the Union speech? What has worked for you in the past?
