Tag: Constitution

Assessment, Civil Rights and Civil Liberties, Political Participation, Professional Development, Projects, Required Documents, Teachable Moments, Teaching Tips

Teaching Controversial Topics… like abortion laws

Elizabeth Schley, NBCT

 

Love is a much needed emotion in today’s world and it is always welcomed. It is a great way of cashing in on your own moral savings. Many people donate to charities that they are passionate about, they also donate to

 

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.
  • FiveThirtyEight Politics
    • 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.
  • The Words We Live By by Linda Monk
    • 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?

 

Assessment, Civil Rights and Civil Liberties, Projects, Required Documents

Tyson Timbs and a 2012 Land Rover LR2 v. State of Indiana… A Moot Court

Elizabeth Schley, NBCT

It has begun. We’ve started our week of deep diving into Street Law’s Winter SCOTUS in the classroom case, Tyson Timbs and a 2012 Land Rover LR2 v. State of Indiana. This is the final exam for my AP Government class as well as my accelerated 8th graders. I have discussed how I do this in a previous post. This is how I’m doing it for this year!

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)

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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

 

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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.

 

Things I will change for next semester:

  1. 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.
  2. 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}5th hour
  3. 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.
  4. 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!

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We had to pack a Court because of class size. 
Assessment, Civil Rights and Civil Liberties, Interactions Among Branches of Government, Projects

Supreme Court Hand Turkeys

Elizabeth Schley, NBCT

It’s the day before Thanksgiving and our school is hosting a blood drive. This means sparse classes and excited students. Yesterday, I assigned them a Supreme Court case from the list I made so they could prepare for Supreme Court Dating next week. {My students loved the Bureaucratic Speed Dating we did and last year appreciated the Supreme Court speed dating because they were able to get a lot of info from it!} With the new cases, I want them to have a firm understanding of the case. It’s an easy assignment, it’s fun, and it’s awesome to see what they create! Hand Turkeys assignment.

To really get the cases, we will draw them, talk about them (Supreme Court speed dating), and write about them. I loved the way these turned out! 

  • US v. Nixon
  • Tinker v. Des Moines
  • Mapp v. Ohio
  •  
  • Shaw v. Reno


    Have a wonderful Thanksgiving holiday! 
American Political Ideologies and Beliefs, Civil Rights and Civil Liberties, Teachable Moments

Teachable Moments- Birthright Citizenship

Elizabeth Schley, NBCT

Today, I was reminded why it’s so vital that we teach what we do. The day was going along as I assessed the media unit, and assigned the Supreme Court Speed Dating cases to students because some will be gone tomorrow before the Thanksgiving break. 3rd hour, students came in heated and angry from another class because of a conversation on birthright citizenship. There were tears, there was anger.

I allowed students to tell me what happened with leaving out names, because that information is neither hear nor there. *This is where I tell you to know your class. We called a family meeting because I know my class, and I know what we can/cannot do. Based on the political ideologies we did at the beginning of the year, this will be a good conversation. 

We keep this up all year to remind us that we all have different ideologies. We need to keep it Constitutional.

I listened to the frustrations and boiled it down to the student was upset because the opposition didn’t have as much knowledge (because they haven’t taken Government yet) and therefore, wasn’t making Constitutional arguments.

Immediately, students started to look at the 14th amendment and make their arguments to me. I gently pushed back, trying to explain the other side. And then I had a moment of genius. I asked the class, “Is this something you want to further explore? I have articles and a podcast we can listen to tonight and discuss tomorrow.” That, my friends, was a moment I am proud of because there was emphatic yeses. I put the following links on my Planbook for the students:

Essay from Constitution Center

Breaking Down the Birthright Citizenship Debate

Does the Constitution Require Birthright Citizenship? Podcast

Plyer v. Doe (discussed in the podcast)

The Constitution Center is all in with the new redesign and I love that they have both sides presented in a civil manner. In the current political climate, it’s not often we see respectful, educated disagreements. It’s very important to me that we model this is many ways in our class.

Yes, the College Board standards are important and it’s my job to prepare them for the AP test in May. Yes, I only have a semester to teach. Sometimes, going off the lessons is important and valuable. And when you’re unsure, there’s a mountain of available resources just waiting for your students and you to help dissect the information.

When in doubt, get medical with it (as I explain in an earlier post) 

Stay calm, and teach on.