Resources for teaching, learning, growing and to give {nonpartisan} Constitutional information to help everyday citizens craft better civil and civic arguments through education
It simply cannot be overstated. I could teach an entire semester on the subject, but alas I have a semester to get through the entire AP Government content.
For example, this morning I listened to “Justice Neil Gorsuch, Live at America’s Town Hall” and am currently listening to an audiobook “The Burger Court and the Rise of the Judicial Right” This is how I spend a quiet day while my family is out and about.
This week, I tried something new and after it all unfolded, I was elated with how it turned out.
After giving notes on the presidency, I wanted to really show students how it works in action today and historically. Here are a few ways I did so. I also discuss the American Presidency in another post. I used a block day and a day for these in total. If you are curious about my schedule, check this out.
Checks on the Presidency:
When looking at my binder and topic 2.5 I wanted to make sure I showed Supreme Revenge because it talks about the failed appointment of Robert Bork and how it changed the nomination process.
Supreme Revenge: this is an excellent look at the Senate’s role in confirmation hearings and how it’s changed since Robert Bork. *Warning- this does look at Anita Hill’s testimony as well as Dr. Blasey-Ford. It is graphic. Please watch this before you decide to show it in class. (CON-4.B.2)
This led to a great conversation about the role of factions in government, how much power the Senate can have, and the best question, ¨Can they do that?¨ It also introduces students to interest groups (Federalist Society), talks about Congressional leadership, committee work, and how a divided government causes gridlock. I often stopped the documentary to show key players throughout the discussed period (Bork´s nomination to Kavanaugh) that include current presidential nominees.
Expansion of Presidential Power:
After reading Federalist 70, we also dig into the War Powers Act and Nixon’s Veto. In order to prepare for a Socratic discussion (or a make-up argumentative essay) I asked students to find another time in history that a president interpreted or justified their formal or informal powers. Because of how we studied, my essay prompt deviates from the traditional structure because I require them to use 4 pieces of evidence in discussing the presidency, including how the Framers saw the president´s role, what the Constitution says, how the War Powers Act (and Nixon´s veto) looks at that role in war time, and contextualizing interpretation or justification of powers to another time in history.
Below is the prompt:
Using your documents, write an argumentative essay on the following prompt:
Develop an argument that analyzes the constitutionality of the War Powers Act.
Use at least one piece of evidence from each of the following documents: ● Federalist 70 ● Constitution ● War Powers Act ● An additional piece of evidence from a document you researched from another time in history that a president
Respond to the prompt with defensible claim or thesis that establishes a line of reasoning.
Support your claim with evidence and reasoning to explain why the evidence supports your claim or thesis.
Respond to an opposing or alternate perspective using refutation, concession or rebuttal. *You will be graded using the AP Argumentative Essay Rubric
There are so many ways to teach the presidency with the new curriculum! What are your favorite resources?
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.
Ideas for differentiated instruction
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.
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)
Reading assignments and processing 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.
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 differentiated learning in AP Government has proven to be a great challenge, but one that with community isn’t impossible.
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.
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?
We end our semester in AP Government with Civil Rights and Civil Liberties. Since this case was argued November 28, the media is fresh and there is a lot of information out there. It’s in the news, it’s on podcasts, it’s part of our everyday lives.
This is how the last week and a half goes:
Preface: I’ve given them case and assignment before to allow them to look it over and decide what they will want to do or what they will be successful at. I’ve developed these roles because I know students show their knowledge in different ways. It’s an ever developing project as I get feedback from my students.
Day 1/2: Listening to oral arguments and discussing what we hear. I started to write down the cases as they were mentioned, do a bit of research to see if they were worth a look by the students, and list them on the board. (I also get for graduation robes so the students can have robes and be a bit more official)
Related cases:
McDonald v. Chicago(HELLO required Supreme Court case)
Bennis v. Michigan
von Hofe v. United States
US v. Bajakajian
Austin v. US
Kokesh v. SEC
US v. Halper
Van Oster v. Kansas
Vocabulary to Know:
in rem
in personam
civil forfeiture
stare decisis
Day 3 (Block Day) Full practice exam– not related, but I want one last exam before they leave so I can see where they are at and personalize review assignments for the spring AP test.
Day 4,5: Research case, amicus briefs (example from SCOTUSblog), related cases, etc. I like to do a few days in class so they have each other and me, the content “expert”. There is also a podcast from First Mondays called “8,000 pounds of shark fins”. (Even though the actual case is called United States v. Approximately 64,695 Pounds of Shark Fins. Yes, that is real. There is also a John Oliver clip, however I don’t show it in class because… well, we all know John Oliver…
Day 6: Finalize papers and turn in. Run through what to expect with Moot Court. I look through all papers that night to ensure quality before the moot court date.
Day 7: Moot Court (It’s our final exam day and we have 90 minutes)
I will update as we move forward, but wanted to give an overview of what I’ll be doing the next few weeks!
Update:
Man, this was fun! I even had a student come up with their own media company to live tweet the case.
As much as I trust my students, there was an issue of misuse of technology and a student tweeting something with inappropriate language tied to our class hashtag. I had it immediately removed, but it taught me a valuable lesson. Next time, I will review appropriate use of technology as it relates to using class hashtags and have a set punishment for. It is the unfortunate byproduct of using social media in a classroom. Lesson learned.
Because I had my 8th graders do this as well, they came up with the idea to write a newspaper as they watched! {Twitter wasn’t an option}
One class got off topic and the Justices were asking irrelevant questions. I need to be better at preparing them as to what to ask.
The Justices in a few classes were on a mission to be tough. Next semester, I will be more specific with what they need to do. I caught one class and reminded the Justices that they are to let the lawyers answer their questions and to not try to trick them.
All classes were unanimous in their decisions and had so much fun!
I had decided to really challenge my 8th graders (who are in an accelerated program) and have them read the entirety of the Letter from a Birmingham Jail. We were in the midst of our Civil Rights unit (I taught them pre-APUSH), and we had already read, annotated and discussed What the Black Man Wants by Frederick Douglass. This set the stage for the bigger discussion on all of the documents culminating with Letter from a Birmingham Jail.
Now, I know this year that I will not have the luxury of time with my seniors, so I am shortening the sequence but I want the outcome to be the same.
I started this with the Letter to Martin Luther King from A Group of Clergymen. This is an easier document that students can read at home. I do this to set the stage for Dr. King’s letter. I don’t think that the document should be a stand alone. The letter to King, published in a newspaper, is a quick read and I require students to write down what the clergy are asking of Dr. King. This letter basically says, “Don’t tell me how to clean up your backyard.” King wasn’t from Birmingham, and the clergy didn’t feel like and outsider should be able to come in and tell them how to deal with their racial issues. A note that it was also written on Good Friday.
King’s response? It’s OUR backyard. He starts off with “My dear FELLOW clergymen” to off the bat show that it’s an “us” mentality. This document is long, but let me tell you, I gave the 8th graders 4 days to digest it and they knocked it out of the park. I wish I could say I had an amazing lesson plan, but I didn’t. I let it all happen organically and with 8th grade accelerated students, it was magic.
For my seniors, I gave them the assignment on a Friday for homework, and gave them Tuesday after our Civil Rights notes to work on it.
Prompt: Discuss key points that Dr. King discusses in response to the Letter to Dr. King. Explain how this has translated into modern day civil rights.
The purpose of the Socratic seminar was to gain a deeper understanding of the documents.
I broke the students up into two groups. Each got 20 minutes to discuss and since we did this on a block day, I gave an additional 20 minutes to discuss as a whole. Students had so many incredible comments. There were discussion about this being a redress of grievances, as MLK discusses Jefferson and the Declaration a few times. Discussions of Standing Rock, Black Lives Matter, LBGTQ+, Flint, and Kaepernick showed students ability to connect the themes to current events.
Questions arose: Was MLK’s optimism born out of necessity? Does the world lack empathy?
Students reflected on the document after the discussion: Discuss the legacy of the Letter From A Birmingham Jail.
I appreciate the time struggle of the semester crunch, as I only have a few more weeks. However, as with every other document, I attempted to get students to understand the whole document’s themes and connecting it with other parts of political history. And it as assigned mostly at home.
How has your interaction with this document played out in your class? What have you found to be successful?
