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!)
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.
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!
“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?
I absolutely love podcasts! I can listen while I’m driving or out for a walk. I love having my students listen to them as well. I often assign them outside of class, but sometimes we will listen to them if they are short and meaningful. It’s also helpful for my auditory learners or for students that just need a bit of extra information to really “get it”. The green are ones I listen to in class or assign for extra knowledge on a subject! The red are for my own personal knowledge and growth.
Here are my favorite podcasts for AP Government!
Constitutional– I use this one in class and for my personal knowledge.
We the People– I have to admit, I love Jeffrey Rosen. And when he followed me on Twitter one day, I about died. THIS is a podcast I have my students listen to because it presents both sides from a scholarly view point. It has been especially amazing for the redesign. I highly recommend this!
The Daily– I listen to this daily. Each day on my way to work. Like clockwork.
Teaching American History– with titles such as “How to Read Federalist #10” , many AP teachers jump for joy. Let’s be honest, we all need to brush up on some of our document knowledge. This is a great resource for teachers who don’t want to be caught unaware!
PBS News Hour- quick, easy, informative, and part of my Alexa morning routine.
Ain’t No Free Lunch– I met Danielle at my Street Law summer and really loved listening to her talk. Her and her friend, Taikein look at current/past issues. I appreciate hearing different points of view because it makes me a better teacher and better citizen. Plus, I am working on expanding my resources so that all students feel represented. And my students love the back and forth.
Slow Burn– Nixon’s Watergate. Clinton’s impeachment. So enthralling and something I listen to so I can strengthen my history knowledge.
Up First– The news from NPR in 10 minutes. I recommend to students who want to listen to the news and keep up. They can listen to it on the way to school or work.
The Wilderness– I started to listen to Pod Save America awhile ago on the recommendation of a friend, but soon found it to be not up my alley. I decided to give this a try because of it’s look at what happened to the Democratic Party in the 2016 and what they need to change. It’s like an autopsy and it’s refreshingly honest. This is a podcast I listen to for my own personal knowledge. From the website: “The Wilderness is a documentary from Crooked Media and Two-Up about the history and future of the Democratic Party. Pod Save America’s Jon Favreau tells the story of a party finding its way out of the political wilderness through conversations with strategists, historians, policy experts, organizers, and voters. In fifteen chapters, the series explores issues like inequality, race, immigration, sexism, foreign policy, media strategy, and how Democrats can build a winning majority that lasts.”
Tell me, what are your favorite podcasts and how do you use them?
John McCain has been the Arizona senator since I have lived in the great state of Arizona. Senator McCain is one of my favorite people, not only because he has had a cameo on Parks and Recreation, or that he’s a hero in my eyes, but because he is one of the people in Congress that I truly admire. His ability to have and maintain friendships across the aisle, his humility and ability to say he’s imperfect, and his dedication to his county is second to none.
I encourage you to watch For Whom The Bell Tolls on HBO. It shows an age of politics that is slowly becoming extinct. This is evident in his speech to the Senate on July 25. John McCain gave his life for the service of this country. In my eyes, he is a true American hero.
My AP class is wrapping up Congress and as an Arizona citizen and teacher, I felt that closing it with the speech is the best tribute to our Senator. The prompt I wrote is also a good lead into the Presidency.
This speech is incredible, and it fits in with so many of our standards and a FRQ practice fits in nicely.
1. Argumentative Essay Prompt:
Senator John McCain addressed a full Senate in July of 2017. Some have compared this speech to Washington’s Farewell address. Defend or refute the statement that John McCain’s speech to the Senate was the modern day Farewell Address. (John McCain read Washington’s Farewell Address to the Senate on February 16, 1987 in a tradition that is carried out each year by a different Senator)
At my APSI this year, we talked about the importance of federalism. Even though I only have a semester, I wanted to make sure that my students had a hold on it.
This was my week.
Day One:
{after we reviewed Brutus II and Federalist 51}
We started off with the Crash Course on Federalism. Students were visibly upset that it wasn’t John Green, but quickly got over it. I like to use this video to introduce the topic because it gives them a frame of reference. Then, I set the goal.
Our goal this week: knowing and understanding the issues that divided the Federalist and Anti-Federalists, understand how the relationship and powers between the state and federal government has developed.
We had some housekeeping stuff to do, so afterwards I assigned a reading on Federalism for them to peruse and take notes. {We still don’t have our textbooks in…} The nice thing about federalism is that I can continually touch on it throughout the course as it relates to Interactions Among Branches.
Day Two: Notes
I belong to a Facebook Group for AP Government Teachers and I love that I can grab ideas from other teachers. I found notes that worked well for me and lectured. The notes I used are NOT of my own creation, so I won’t post them. I lectured quite effectively today {thanks to a generous dose of caffeine). I expect students to already have the notes written since they are available online because the best use of our time is not waiting for students to write every.single.word down. If they do not have their notes done? It becomes evident on their assessments. I pay special attention to McCulloch v. Marylandbecause it’s a required case and because it’s instrumental in understanding implied powers, and the supremacy clause.
I like this reading because it hit the following cases/laws in just a few pages:
Gibbons v. Ogden
Hammer v. Dagenhart
The New Deal
US v. Lopez (required Supreme Court Case)
US v. Morrison
Gonzales v. Raich
NFIB v Sebelius
Now, you may be looking at these and wondering what some of them are. I am here to tell you, IT’s ok! I had to look up some information. It’s part of teaching… learning! This is a quick read and discussion.
I did a quick check for understanding. I had students stand up if the case expanded federal power and squat (or sit if you have room) if it rejected the expansion. Mostly, I just needed them to get up a move. Block days can be long!
Once we finished, we had time to view Constitution USA- Episode 1 (I paid for it on YouTube) I skip to 4:30 for the sake of time. You can always forgo this, but I think it wraps federalism up nicely! There is a guide available on the website, but I like to allow my students to watch while making connections to their notes.
Day Five Writing prompt:
(A) Explain how federalism reflects the dynamic distribution of power between the national and state governments.
(B) Contrast the evolution and devolution of federalism as defined by the Supreme Court in the following cases:
Gibbons v. Ogden
Hammer v. Dagenhart
OR
US v. Lopez
Gonzales v. Raich
NOW… I’m not actually going to have them write this. They are going to make a rubric for it in groups. In doing this, I hit two skills. One, the ability to read the question and know what it’s asking and two, to know what SHOULD be written about. I want them to get into this mind frame. I want them to see the value of being able to “see” the rubric before they write.
The reason for this is I participated in the AP Read this past year. I wrote myself notes to remember, and the one that stuck out was to have the students create rubrics based off the questions. My students need to REALLY understand WHAT they are being asked to do. I noticed a trend of students during the read who answered what they thought the questions was, and didn’t get points because they didn’t answer the question. Their answers were not wrong, they just didn’t answer the question asked.
Notes from the AP Read
In reflecting on this week, I really like how everything went. I feel like I really tied in Unit One (I spent 3 weeks on it). There were a few things I didn’t touch on, but I will tied them into Unit 2, which for me will be Interactions Among Branches. So, I will spend time on Federalism in Action (1.9) as I go through the branches as well as 1.6 Principles of American Government. I also need to cut myself a break and stop trying to be a perfectionist. One can wish…
I also think that I will do more practice on Albert.io for Unit One. We spent so much time reading documents (which I have no regrets) and I needed to do more practice on content.
My students killed it. I am so impressed. I am also so tired! We all became best friends with the trifecta we worked with, even if some students were reluctant at first.
We capped off the week with Federalist_No._51 excerpts, and will begin next week with a comparison of a quote from Brutus 2 and Federalist 51 (listed on page 3).
A few things students noted:
It was helpful for me to go over annotations AFTER they had a chance to read it. Since I already showed them how to annotate with the DeclarationofIndependence(which many were familiar with), they wanted to do it themselves and then have me review the document.
They liked the progression of the documents because they saw the cause and effect.
They appreciated being able to come back with questions. I did have them complete a Summary (3) on Federalist 10, but I made it due the next day at the END of class so they could ask clarifying questions.
The ultimate goal at the end of the week
Things I liked:
I liked giving them a focus each day. Example, for Fed 10, I wanted them to focus on Madison’s response to Brutus and the superiority of a large republic in controlling factions (CON-1.A.1)
I really liked working through the documents with them and seeing the moments of realization.
I appreciated the fluid state of the week. I know where I wanted to end by Friday and it gave me more license to work to get the students to really get the messages. You can see how I progressed via my online lesson plan book.
Things I will change or look more closely at:
Next semester, I will do a bit more of a background on the Federalist and Anti-federalists as homework instead of using class time.
I want to develop a reader that goes along with Brutus I to help the students through the document.
I also want to develop a “Call and Response” to help students compare Brutus I and Federalist 10. {Basically give a Brutus argument and then what Madison’s response was}
I want to have enough time to do a Socratic seminar and really allow them to ask questions and work through it in a bigger group.
I am going to make a reader for this unit with focus questions {stay tuned} so that we can have the above mentioned Socratic and I can assess them on their knowledge this way.
*As a post script, I was absolutely blown away by the response to my post about Brutus I. I love the collaborative nature of teaching and the ability to share everything and have great discussions. If there is anything you’d like to see from this blog or specific questions you may have, please feel free to comment or contact me!
As I’ve started to work through the redesign, as we all have, I’ve noticed how document heavy the first unit is. I warned my students this week that it was Document Week {like Shark Week but less scary… and with donuts}. We are hitting the trifecta of Brutus I, Fed 10, and Fed 51.
Today is Brutus I. To be fair, I’m still working my way through this document. I have not spend as much time on the Anti-Federalists as I have the Federalist papers. I worried about giving this whole thing to my students. Once again, I was wrong. My students continually surprise me.
Prior to this, students have had their knowledge from APUSH or US History. I show them a quick graphic on the Federalist vs. Anti-Federalist the day before in their notes on ratification.
It looks scary at 11 pages, but there are annotations which take up half the page. I gave the students a quick reading at the beginning of class (15 minutes) from their textbook so they have a solid background on the Anti Federalist point of view. (I used the high school We the People books, pages 92-96 because of it’s sole focus on the Anti-Federalist. I also have the 2016 Presidential Election Edwards book. That’s a quick read on page 44-45)
Students worked in groups using Brutus I and guiding questions (from Bill of Rights):
Which form of government (a large national republic or a confederation of small republics) is more likely to preserve and protect personal liberties and why?
Can a larger republic, based on the principle of consent of the governed, sufficiently protect the rights and liberties of the individual states and people, or is a confederation the only method of securing such liberty?
Should the federal legislature be able to repeal state laws in order to impose federal laws for the purpose of promoting the general welfare or common defense of the nation? If so, why? If not, why?
Brutus argues that in a republic, “the manners, sentiments, and interests of the people should be similar…if not, there will be a constant clashing of opinions and the representatives of one part will be constantly striving against the other.” Should a republic be made up of a small group of like-minded people? Or, is diversity of opinion beneficial to the success of a federal government?
I wanted them to do this in class so that they could have classmates to discuss with, and to also have the content expert (me… most days) to help guide them through it. For my students, giving this to them to take home would not have the same value as working in groups in class.
Having annotations already helped the students to further annotate and dig deeper into the document.
A few tips:
Have the students preview the questions before they start to dig into the document.
We had a 56 minute class period. I gave the remainder of it for homework with the caveat that any questions need to come back to class tomorrow. I want a firm understanding of what Brutus was getting at before we move on to Madison.
I’ve already modeled how to annotate at this point with the Declaration of Independence, so they know what I expect from them as opposed to just highlighting the entire document. Here are my annotations that I go over for Declaration of Independence.
I let my students know in advanced that this document was challenging and that we would work though it together. I don’t want my students to think that I expect them to know absolutely everything.
In 2016, I attended the Founder’s Fellowship sponsored by the Bill of Rights on Liberty and the Constitution:Federalists and Anti-Federalists which allowed me to go over the documents. Teaching American History had one this year on The American Founding, which went over the Declaration, Federalist 10, and Federalist 51. They have a good stash on the Anti-Federalists.
Do your homework too. This was the first time {yikes} that I really dove into this document.
For the next day, we dove right into Federalist 10 to see Madison’s response. I’ve stressed that I want them to see the connections between Locke, the Declaration, Brutus, and Fed 10 because that will be a part of their Unit assessment.
Well, you should care. Even George Washington cared. I mean, not all factions are political parties, but all political parties are factions. And let’s be honest. Factions are a huge source of discontent in our nation today.
Faction: a small, organized, dissenting group within a larger one, especially in politics.
{Can we swoon over G’s writing for a second?}
“The alternate domination of one faction over another, sharpened by the spirit of revenge, natural to party dissension, which in different ages and countries has perpetrated the most horrid enormities, is itself a frightful despotism. But this leads at length to a more formal and permanent despotism. The disorders and miseries which result gradually incline the minds of men to seek security and repose in the absolute power of an individual; and sooner or later the chief of some prevailing faction, more able or more fortunate than his competitors, turns this disposition to the purposes of his own elevation, on the ruins of public liberty.”
Let’s all take a second with that. George knew his stuff (or whomever wrote it for him since he was SUPER insecure about his “smarts”. He was military, most of the people he knew were University) September 19, 1796 was far from November 23, 1787 but he saw the discontent in his cabinet. Famously between Hamilton and Jefferson. (SHEG has a great lesson on this, check it out)
I’m getting ahead of myself here. Let’s go back to the Federalist 10 argument.
This is a highly quoted piece of the 85 essays. Most notably, “Liberty is to faction what air is to fire, an aliment without which it instantly expires,” {God, I love James Madison… so much}.
Usually, when I teach this, there is a short video to go through the basics of the piece. It helps students to know what they are going into. It’s helpful to have them try to digest it outside of class. Giving the students an introduction to the whole of the Federalist Papers sets the scene. I give them my annotated Federalist 10. I did this when I was the Bill of Rights Institute Founders Fellowship on the Federalist and AntiFederalist Debate. I like doing this to show them that I’ve already looked at the document myself. We start with a first look, usually just a quick scan of the document, noticing the annotations or quotations that sound familiar. We write down questions and really become friends with the document. Depending on the class, you can send the document home for further annotation. The next day, a small group setting can help students share what they saw, the questions they had, and the summary of what Madison was trying to get to in this specific paper with their peers.
I don’t think going into long lessons is necessary with this document. What is necessary is an understanding that students can refer to throughout the course. What is necessary is helping students break down Madison’s argument. This can be done via jigsaw, in small groups with excerpts, or as a whole class depending on what YOU think is best for YOUR class. (You can jigsaw with Brutus 1)
The end goal is an understanding of the document so that students can move forward in the curriculum using that as a base, as well as a reference.
This can naturally spiral into debates over current divisive political issues that are current to students. At this point, it’s up to you where you let it go. I generally don’t let it go anywhere because that’s not the point of the lesson. However, this could easily transition to…
Lesson Ideas!
Writing Prompt OR Discussion- Describe how Madison’s Federalist 10 can be explained using a modern day issue. (past 5 years)
Compare and contrast Federalist 10 with Brutus I (I like this version because it’s annotated and has guiding questions to help focus).
