Block 3 Honors Civics SY23-Martinek 007 Assignments

Friendly Reminder that CPS will be hosting a districtwide Student Voice Leadership Institute July 24th and 25th. Please share with peers. This is a great opportunity for students to continue to develop leadership skills!


https://docs.google.com/forms/d/e/1FAIpQLSfclpddA0Dqajna6DaWhua9_KF8EXjdoazGZcbub8b-G6xwbg/viewform

Remember, if you have Civics tomorrow, you will have an awesome guest speaker about real estate investing. Students in 5th block thoroughly enjoyed the presentation today. Remember 5th Block students, this is homework. No choice. Everyone else, you really won't have time in class so you should also do it for homework.

Now that the Democracy Showcase is over, remember to bring me your paper reflections, also be sure to complete this end of the semester reflection form.

Sign up for your shift during the Democracy School Showcase during AcLab on June 1st in the Cafeteria.

You will help with any project collections if applicable and answer any questions about our project display board.

Good morning!

The goal here is to complete a resume and cover letter for the passenger engineer trainee job with Amtrak. Review the job description. Review the guide and exemplars from Harvard University. Then use the provided templates to complete the resume and cover letter. For this project, it should be a mix of your own personal experience and the simulation. Your most recent experience should be that of your role in the simulation. You may be as creative as you wish with the details just for the scenario. Multiple individuals will review these cover letters and resume's. The best resumes and cover letters will be offered interviews for the job. The best interviews will get the job. The job pays $50,000 per year for our simulation. For your grade, everyone needs to complete a resume and cover letter. If you miss the deadline, you will not be considered for the position; and that will impact your grade.

SEL: Share with a partner one act of kindness that you have/will have bestowed upon others or has been bestowed upon you this week.

After you explore this site we will discuss and then shift our focus to a personal budgeting simulation.
https://www.futurebudget.org/


Now let's think about our personal budgets by engaging in the following budget simulation.

Day 1: When you are in your groups, you will need to complete the attached spreadsheet for your role in the simulation and collectively you will need to create a roommate agreement. Please put all names on the roommate agreement. We will reference these documents as we move forward through the remainder of the school year.


Day 2: Complete the income worksheet and  compare it to your expenses to see how much you might have left over, if any. Also we will conduct interviews for a new job. 

Day 3: Complete the adjustment worksheet and see how well you are able to cope with an unexpected budgetary trauma. We will continue to conduct interviews.


Day 4: Complete the adjustment worksheet for Day 4, then review Google classroom to ensure that everything is complete.  We will continue to conduct interviews this week.


If you are looking for more details for your role, look to previous assignments. Your car is from the car buying projects. Your savings are in your asset tracker. Etc.

Good morning activists!

Once you have set the agenda and helped write the inaugural address for the new mayor, use the attached Google Doc and the attached links to practice analyzing images and data from the Mayoral Election in preparation for the REACH performance task.

Complete the attached Google Doc as you review each other's investment research presentations.

Use the provided Investment Analytics Presentation template to research one asset for a $100 investment.

In your group of three, one student should research a company stock, one student should research an exchange traded fund and one student should research a digital asset. If you have a fourth student, that student may choose any category. You may choose any investment opportunity from within your selected category. Remember to explore the asset's official website and news about the asset from multiple sources. Consider the following analytics:

1. Fundamental analysis
2. Technicals analysis
3. Sentiment analysis
4. Pumpamentals analysis

We will complete the project next week by having your group present to each other and decide on the best of the presented assets for each of you to invest $100 into.

Standard: SS912ECFL2: Explain the importance of making informed financial decisions by collecting information, planning, and budgeting while accounting for individual circumstances that can limit access to capital.

Objective: Student will be able to read a stock chart and make a determination about whether or not a company is likely to be a good investment.

Procedure
Warm-up
Begin the lesson with a brief whole-class Q & A. Ask:
Amazon and Walmart are two of the largest retailers in the world today. While both started out as small businesses owned by one person, today they are large corporations owned by many investors.
How can that be possible?
Most corporations started out as small businesses with owners who have a bigger vision for the future.  Amazon, for example, was started at the beginning of the technology explosion and one of the first companies to take advantage of online sales.  Walmart began as a local store on the town square in a small, rural area of Arkansas and gradually expanded into other small towns.  It was one of the first companies to use technology to manage its inventory, allowing it to buy and sell at lower prices than its competitors.
What is a corporation?
A specific legal form of business that has a board of directors and shareholders.  While most people assume only big business are corporations, businesses of all sizes are incorporated.
What is a board of directors?
A group of people selected by the shareholders to provide oversight to a corporation.
What are shareholders?
Individuals who own “shares” or “stocks” in a corporation.  They are the legal owners of the corporation and may also be known as “stockholders”.
How does a person buy shares in a corporation?
The answer depends on the legal structure of the corporation.  Some corporations are publicly-owned and some are privately-owned. Publicly-owned stock is bought and sold through organized systems called stock markets; privately-owned stock is bought and sold by the company itself. Today’s lesson will focus on those that are publicly-owned.
Why would anyone want to buy stocks?
Stocks are a common type of long-term investment that can help people from all socioeconomic backgrounds gain wealth to meet their future goals, such as retirement.
Modeling
Tell students this lesson will help them understand the terms and resources used to buy and sell stocks.  Start the discussion by posing the following question: Suppose you want to start buying stocks.  How do you know where to start? Use the following information to help explain the terms and concepts presented in this lesson:
Suppose you want to start buying stocks.  How do you know where to start? Stocks are bought and sold in markets called stock exchanges.  There are two major stock exchanges in the United States:  the New York Stock Exchange and NASDAQ.  The New York Stock Exchange (NYSE) is the largest exchange in the United States and one of the largest in the world.  Located on Wall Street in New York City, the NYSE is open for trading during the day on Mondays through Fridays – except for holidays.  NASDAQ (which stands for National Association of Securities Dealers Automated Quotation System) is also based in New York City.  It is the leading trader in technology stocks and was the first exchange to utilize an electronic trading model when it opened in 1971.
Historically, the stock market has been a symbol of the economic strength of the United States.  The markets also provide opportunities for investors to increase their wealth and, more recently, have become an important tool for earning retirement income.  While the stock market is generally best for long-term investment, some people have attempt to use to “get rich quick”.  Those attempts are high risk and not recommended for the average investor. Getting started in the stock market is relatively easy for an investor.  A basic starting point, however, is understanding the language of the market.  The terms and concepts associated with the market will increase the potential for making good decisions about buying and selling stock.
There are two primary sources of information about stocks:  stock tables and stock quotes.  Stock tables are generally published after the close of the markets whereas stock tickers provide stock quotes in “real-time” while the markets are open.  Both provide important details to help buyers and sellers make informed choices about the market.  This lesson will examine terms used in both sources of information.
Distribute copies of NYSE: Definitions and Terms. In this handout, Part A shows the basic information found in stock tables.  A description of these terms is available on the YouTube video How to Read Stock Tables for Dummies.  Show the video to the class; instruct students to write in the definitions of these terms while watching it. 
Tell students that additional terms are generally used in stock quotes, especially those online resources used by investors.  Those terms are listed in Part B.  Use the GE Stock Quote to complete this section of the handout. No definitions are included on this website; however, they are included in the teacher’s version of the handout.  Use the NYSE: Definitions and Terms Answer Key to review Part B of terms with the class. Briefly review the terms in this section to ensure students have correctly recorded them on their handouts.  Ask if they have any questions about any of the terms.
Conclude this activity by reminding students that understanding the terms associated with the stock market is a good start but a savvy investor will be able to use them in making educated decisions about which stocks are their best option.  In addition, investors need to consider more than just a one-time snapshot of the stock performance.  It can be helpful to look at how the stock has performed over six months, a year, or even five years.  While the past is not a perfect indication of the future, it can help provide some insight to make a good decision.


Group Activity
Have students select a company that has been listed on a stock exchange for at least 20 years.  Tell students to research the historical price of that stock for the past 20 years and plot the average stock price for each year on a graph.  Have students investigate the reason for any substantial changes in stock prices and write a summary of their findings.  For example, did the price drop because it filed bankruptcy?  Or, did the price increase when the company discovered a new technology?

Assessment
Play the Kahoot! Game with your class. Divide the students into teams or play using 1-1 devices.


Moment of ILLUMINATIon:
Low risk
https://www.youtube.com/watch?v=63oF8BOMMB8


HIgh risk
https://www.youtube.com/watch?v=eynxyoKgpng

https://www.youtube.com/@J_Bravo


https://www.youtube.com/@CryptoCrewUniversity

First, complete the multiple choice quiz.

Then, respond to the prompt in standard essay format. Be sure to include ample evidence to support your advice. You may cite any materials from our class or additional research. If you finish early, check your work against the rubric.

Turn in your work at the end of the class block.

Moment of ILLUMINATIon:
https://www.youtube.com/watch?v=cxKU__jZl6g

1. Civic Engagement Check-in
2. Current event review
- Challenges to the US Dollar (BRICS threatens dollar hegemony) (Lecture Discussion)
- Student Protests in Tennessee (I will not beg for my rights.) (Civil Conversation)
- Chicago's New Mayor (How Chicago voted?) (Data Analysis)
3. Improved Peer Review

Remember that some of the easiest ways to be civically engaged this semester are to engage political campaign events.

Time is running out!

Here are links where you can get information on Mayoral campaign events from both candidates.

Rally with Bernie Sanders on Thursday 3/30
https://mobilize.us/s/B1Pj7E/a


Brandon Johnson Campaign Events
https://www.mobilize.us/unitedworkingfamilies/?fbclid=IwAR2PfHsGgK_ZALb8_z1el6O8G25rKjcfXjOBIdQKHJc72deS5mDurMLzZjg&page=1&per_page=25


Paul Vallas Campaign Events
https://www.paulvallas2023.com/wardtour


Also, please remember to VOTE if you are eligible and go with a friend or family member to vote if you are not! When we vote, we win.

Here is a link to the early voting sites by ward and their hours of operation.
https://chicagoelections.gov/en/early-voting.html


Here is a link to find your polling place on Tuesday, April 4, if you're all last minute about it.
https://chicagoelections.gov/en/your-voter-information.html


Here is a moment of ILLUMINATIon:
Congratulations 13th Ward Young Voters! You had the second highest youth vote in the city. Let's be number one on April 4th and steal that spot away from the 19th Ward and show the rest of your peers across this city how powerful they can be.
https://chicago.suntimes.com/elections/2023/3/28/23660638/young-people-in-chicago-arent-voting-heres-why?utm_medium=email&utm_campaign=032923%20Afternoon%20Edition&utm_content=032923%20Afternoon%20Edition+CID_36fec4e632090469b444e353b50b5802&utm_source=cst%20campaign%20monitor&utm_term=In%20her%20latest%20column%20our%20Lynn%20Sweet%20looks%20into%20why%20young%20people%20in%20Chicago%20arent%20voting&tpcc=032923%20Afternoon%20Edition

After reviewing the resources below and participating in the class lecture discussion, use the spreadsheet to select three assets for our investment tracking project.

Complete Columns A - E before the end of class. We will track these for the remainder of the semester.

Your Moment of ILLUMINATIon
https://www.youtube.com/watch?v=cxKU__jZl6g

In your Financial Literacy Binder, read pages 266-274. Then answer the questions in the handout.

Then read pages 290-299 and answer those questions.

Turn in your work when it is completed.

Directions: Read the article then write your rhetorical analysis in the document provided. Be prepared to peer review your work at the end of class.


SS.9.12.EC.10: Evaluate how government policies are influenced by and impact a variety of stakeholders.

Objective: Students will be able to make connections between economic concepts and public policy as well as use rhetorical analysis to analyze reviews of information, products, surveys or policies presented to them.

Prior Class Preparation:
Write and review rhetorical analysis of responses to the State of the Union.

Agenda:
1. Review of Rhetorical Writing: Clock of Rhetorical Engagement Analysis and Advanced SAT Rhetorical Analysis Rubric (10 minutes)

2. Reading: Brown's essay on the banking collapse. Read and annotate the text appropriately. (10 minutes)

3. Writing (40 minutes)
Now write your rhetorical analysis in the space below: Make an outline or bullet points below or on your own paper or doc. Make sure you are able to clearly explain the author’s thesis (This may be more challenging than usual.). Did the author make their point effectively? How did they do it or where did they fail? What rhetorical choices did the author make to lead you to this conclusion? Note their use of claim, counterclaim, evidence, word choice, transitions, rhetorical device and stylistic choices and other writing techniques.

4. Peer review exemplars (10 min)

5. Peer review with the rubric. (15 min)

6. Reflection Exit Slip and submission of work (5 minutes)

Directions: Read the article then write your rhetorical analysis in the document provided. Be prepared to peer review your work at the end of class.


SS.9.12.EC.10: Evaluate how government policies are influenced by and impact a variety of stakeholders.

Objective: Students will be able to make connections between economic concepts and public policy as well as use rhetorical analysis to analyze reviews of information, products, surveys or policies presented to them.

Prior Class Preparation:
Write and review rhetorical analysis of responses to the State of the Union.

Agenda:
1. Review of Rhetorical Writing: Clock of Rhetorical Engagement Analysis and Advanced SAT Rhetorical Analysis Rubric (10 minutes)

2. Reading: Megan McArdle's essay on electric vehicles. Read and annotate the text appropriately. (10 minutes)

3. Writing (40 minutes)
Now write your rhetorical analysis in the space below: Make an outline or bullet points below or on your own paper or doc. Make sure you are able to clearly explain the author’s thesis (This may be more challenging than usual.). Did the author make their point effectively? How did they do it or where did they fail? What rhetorical choices did the author make to lead you to this conclusion? Note their use of claim, counterclaim, evidence, word choice, transitions, rhetorical device and stylistic choices and other writing techniques.

4. Peer review exemplars (10 min)

5. Peer review with the rubric. (15 min)

6. Reflection Exit Slip and submission of work (5 minutes)

Please complete the attached quiz.

Use the data and forms provided to calculate tables 1, 2, 3, and 4. 

The slides will take you through the process step by step.

Then complete a 1040 tax return for Melinda Flowers. The slides will help you. A physical form will be provided in class or you can print one and turn it in when you return to class.

Think about why she still owes so much tax.

Let’s assume that you need a car in order to maximize your work and school productivity. Keep in mind that using public transportation in a city like Chicago is usually the more cost effective way to get around. Complete the DECIDE charts for three used cars. Assume for the first three that you are paying cash and have $10,000 saved for this purchase. For the following three charts, revise your purchase as if you are purchasing with credit. How will your criteria change?
For each car you find, include a link to the advertisement.
Then make a presentation reviewing your criteria for each vehicle and an explanation of your ultimate purchase decision.

Make sure that you and your friends participate in our Mock Election Today. 

Chicago is still counting over 15% of its votes due to mail-in balloting. Our voting will continue throughout the day on March 1st.

https://docs.google.com/forms/d/e/1FAIpQLSenwY-JTbMh4WQ5HaJ42mlEAM0-EJUhEAk0sYSdVwz0PpI3VA/viewform

Follow along with the lecture/discussion using the slide deck.

Please complete the attached form.

Create a Canva Poster for our CTA Safety Campaign. Try to create something that will appeal to your peers and encourage them to interact and actually report something. Everyone should submit a draft poster and we will vote on the best to publish and share.

Agenda:
*SE Check-in
*Writing practice: revision of previous work
*Turn, talk, share: Provide a real life example of scarcity or abundance from personal experience.
*Scarcity's Impact on Supply and Demand:
**Game system street value
https://www.theverge.com/2020/12/6/22155611/price-ps5-xbox-series-x-nvidia-rtx-3080-3070-3090-3060-amd-rx-6800-xt-scalpers-ebay
**Stock X
https://stockx.com/nike-kobe-4-protro-undefeated-san-antonio-spurs
https://stockx.com/a-bathing-ape-bapesta-college-dropout
**Banksy? NFTs
https://www.theartnewspaper.com/news/fake-or-appropriation-banksy-style-nfts-sell-for-usd900-000-but-who-is-behind-the-spin-offs
*ECONOMIC CONCEPTS Reading.
**10-15 minutes of sustained silent reading and thinking about questions in the text.
**Whole class discussion about factors of production
**Whole class discussion about capital
**Whole class discussion about opportunity cost
**Maria DECIDEs to go to college. Whole class application of DECIDE method, options and criteria.
*Extended Thinking: What are some big economic decisions like Maria's that you will be making in the next few years?
*Moment of ILLUMINATIon: Opportunity Cost
https://www.youtube.com/watch?v=MVJ5v1DRbYs

Read the following Financial Times Article. As you read, list three key takeaways.
https://www.ft.com/content/e63cbe88-6d46-4119-9067-e10a926c61c2


Read and list one key takeaway.
https://www.businessinsider.com/rising-racial-inequality-in-us-poses-credit-risk-to-country-2020-7



Read and post a key takeaway in the chat.
https://www.washingtonpost.com/business/2020/10/16/how-race-affects-your-credit-score/



Choose one graph and analyze it. Then explain how it connects to a the previous readings.
https://apps.urban.org/features/wealth-inequality-charts/



Moment of ILLUMINATIon.
Review video and graphics.
https://grow.acorns.com/how-credit-scoring-contributes-to-racial-wealth-gap/







Present findings to the class.

Agenda:
SEL1C.4a. Identify strategies to make use of resources and overcome obstacles to achieve goals.
1. Successes and Obstacles Jamboard
*
2. Chat check-in (How are you feeling? Did you watch the Super Bowl? Were you pleased with the outcome? What commercial do you remember?)
*
SS.EC.FL.2.9-12: Explain how to make informed financial decisions by collecting information, planning, and budgeting
3. Whole group analysis of a Super Bowl Commercial (What are the primary and secondary strategies used to influence viewers in this ad?
https://www.youtube.com/watch?v=xrKAeOtjgK0
*
4. Apple 1984 ad. Does this Ad work today? Why or why not?
https://www.youtube.com/watch?v=VtvjbmoDx-I
*
5. Brand awareness: Why spend $5 million for 60 seconds? Chat call and response. Teacher names a generic product. Students list the first brand that comes to mind: Chocolate, Pop, Chips, Pizza, Cars, etc.
*
6. View the most popular commercials from this year's Super Bowl and analyze their use of rhetorical devices.

*
7. Then complete the attached chart analyzing the ad you found most appealing.
*
Enrichment: Here is your moment of ILLUMINATIon.
https://news.bitcoin.com/kraken-ceo-calls-on-congress-to-protect-us-crypto-industry-following-settlement-with-sec-over-staking-program/

https://fortune.com/2023/02/10/what-is-crypto-staking-sec-kraken-cryptocurrency-settlement/

Reflect on Malala's experience and the experience of others you learned about in our course, as well as your own lived experience. What motivated people you have learned about to become activists? What would motivate your to become an activist? (Or what has motivated you to become an activist already? Write down issues that would prompt you to become and activist. What social movements might you join or start? What method would you use to achieve your goals? What evidence and reasoning would you give to others to justify your activism? List as many arguments as you can.

Use the arguments you have developed to write a Personal Activism Manifesto where you present your best arguments for becoming an activist. You will be graded on your claim, evidence and reasoning.

Read the attached endorsement guide.
https://www.nbcchicago.com/news/local/chicago-politics/an-endorsement-guide-to-the-2023-chicago-mayoral-election/3063582/


Create a slide for your mayoral candidate that lincludes all of their formal endorsements.

Review the attached election guide. Choose a slide that is mostly blank and place your name in the Speaker notes. DO NOT PLACE MORE THAN TWO NAMES ON A SLIDE. The slides you choose will be your responsibility for the completion of this guide for our community. For this guide, we are going beyond the basic bios and evaluating what these individuals will likely do for our school community. The attached spreadsheet will continue to be updated and should help you with your research.

Harold Washington's achievements
 Increased the number of underrepresented groups in city government and city contracts
 Created an ethics commission
 Led the fight for ward redistricting to secure more black and Hispanic representation
 Opened the city’s budget process for public participation and scrutiny
 Encouraged more neighborhood projects and festivals
 Opened government with the Freedom of Information Executive Order

Create a link in the attached document which will connect me to your group's shared artifact.

Please complete the attached poll after viewing the candidate debate.

Good morning activists!

Take this opportunity to be a defender of democracy and make a difference in your community. Register to be a Student Judge of Elections with the Chicago Board of Elections for the citywide elections taking place on Tuesday, February 28, 2023. Remember, you must be a Junior or Senior, have a 3.0 GPA and be a full United States Citizen in order to participate in this opportunity.

Upcoming in December/January
Students who want to apply for the first time will be able to do so starting in mid-December. 
Parent/guardian consent forms for all students (new and re-ups) are due on 1/20/23
Students who served on 11/8 should have renewed their judge status by now. If not, you should reapply.
New student applicants will see this in the  pollworker.chicagoelections.gov portal

Good evening! I'm still putting together a list of activities for you to choose from regarding the upcoming election. You can bet that watching a candidate debate will be one of those things. Get a jump start on your Civic Engagement for Semester 2.


The first televised debate in Chicago’s mayoral election is tonight
 
All nine candidates will square off at ABC7’s downtown studio beginning at 7 p.m. Anchor Judy Hsu will moderate the 90-minute debate, which will be livestreamed online.

And things could quickly get heated. The debate comes as U.S. Rep. Jesús “Chuy” García, Cook County Commissioner Brandon Johnson and former Chicago Public Schools CEO Paul Vallas have closed the fundraising gap with Mayor Lori Lightfoot.

Here are some things I’ll be watching:

Will Lightfoot address lingering questions about her campaign’s attempts to recruit students through public school teachers, a potential ethics violation? 

How will García explain his ties to disgraced crypto king Sam Bankman-Fried?

With some polls showing Johnson lagging behind other candidates despite his support from the Chicago Teachers Union, how will he introduce himself to voters who don’t know who he is?

And how do Vallas and millionaire businessman Willie Wilson answer the Trump questions? Wilson previously supported the former president. And Vallas is endorsed by Chicago’s Fraternal Order of Police, which also backed Trump.

1. SEL:  Return from break check in activity.
2. What Would You D0? Video and discussion
3. Motivating headline
4. Black Twitter Video and discussion
5. Complete the Worksheet
6. Closure

Spend some time with this article and it's imbedded links over the break. It will help you set the stage for following the upcoming local elections. Think about who you will support in the upcoming election and how you can help those candidates succeed.

Marquette Park Field House Fridays, Dec. 23 and Jan. 6, from noon to 4 p.m.

Check the flyers for the RSVP QR code for Jan. 6th.

This is a great opportunity to meet and have fun with peers from across your community.

Please complete the attached form to share helpful ideas that you would appreciate seeing as part of an information campaign to improve public safety on the CTA. What do people need to know?

It's time to #BanAssaultWeapons.
The Protect Illinois Communities Act (HB 5855) has several measures to keep our communities safe from gun violence, including a ban on assault weapons and high-capacity magazines. Your legislators need to hear that you support a ban on assault weapons and high-capacity magazines. 

Use this link  to enter your address and customize your email to your State Representative and State Senator. Please note that this tool will show your current legislators, prior to redistricting, who may change in January. 

https://citizenaction-il.org/take-action/?eType=EmailBlastContent&eId=f21a9eca-1c9d-4fe1-b995-e483516f8400https://citizenaction-il.org/take-action/?eType=EmailBlastContent&eId=f21a9eca-1c9d-4fe1-b995-e483516f8400

 The platform provides you with a social media blurb to help spread the word!

Think about it: Read about how this legislation may be effected by the Supreme Court. If it is challenged in court, will it survive? What will supporter of this law need to do in order to make this law and laws like this a reality in our society for the long term?

Background: Please reflect upon the ways in which you have been able to engage your civic life during the past semester. There have been instances where we were able to bring the outside world into our classroom as well as numerous opportunities to apply our learning outside of the classroom. Beyond the classroom we had opportunities to sign up to serve as election judges, meet with or write our elected officials, attend community meetings on various topics, simulate a congressional hearing, engage in political discourse, celebrate and build our community and much more. These opportunities and others increased our ability to read and write power with awareness of events and political structures and engage in conversations with others about important issues and campaigns.

Part 1 Directions: You should be able to reflect upon at least 10 hours or three instances in which you engaged your civic life beyond the classroom, Describe your activities in detail. (Who? What? Where? When? Why? How?) Explain the outcome of your actions. (Did you influence others or yourself? represent others or yourself? defend the rights of others of yourself?) Lastly, explain the impact of what you did. (Did this action or actions unite us, build our power, and make us stronger?)

Rubric:
100 - Exemplary: Student can clearly identify and explain MORE THAN 10 hours or 4+ separate actions of civic engagement that extends outside the classroom. The reflection makes more than three connections to the Civics course content and possibly other course content and provides an explanation of how these experiences made an impact and will impact the student's civic engagement in the future.

88 -Proficient: Student can clearly identify and explain at least 10 hours or 3+ separate actions of civic engagement that extends outside the classroom. The reflection makes three connections to the Civics course content and provides an explanation of how these experiences made an impact and will impact the student's civic engagement in the future.

76 - Emergent: Student can clearly identify and explain close to 10 hours or 3 separate actions of civic engagement that extends outside the classroom. The reflection makes at least 2 connections to The Civics course content and provides an explanation of how these experiences made an impact and will impact the student's civic engagement in the future.

64 - Beginning: Student can clearly identify and explain at least 5 hours or at least 2 acts of civic engagement that extend outside the classroom. The reflection makes at least one clear connection to the Civics course content and provides an explanation of how this experience made an impact on the student's civic engagement. (This score requires pre-approval from the instructor.)

Good morning!

Please complete the attached survey regarding the University of Illinois Simulation Learning Conference taking place on March 24-26, 2023. The conference schedule and accommodations are linked below. Additionally, we will travel by Amtrak train, meet up with Hancock alumni who are now attending UIUC, and experience the university campus and surrounding community. This is an awesome opportunity to creatively engage in learning with students from across the region.

The Simulations we know about so far include:

The United States Senate
NATO (The North Atlantic Treaty Organization)
United Nations General Assembly
Theranos: A Joint Crisis Committee

Once we have our numbers and register for the conference, we will be assigned roles for these simulations from which you may choose. By completing the survey, you will help us communicate your interests to the organizers.

There will be an informational meeting on Thursday, December 15th at 3:30 p.m. If you cannot attend this meeting we will still follow up with you.

Good morning activists!



Standard: SS.CV.5.9-12: Analyze the
impact of personal interest and diverse perspectives on the application of
civic dispositions, democratic principles, constitutional rights, and human
rights.


Objective: Students will know how and be able to write an effective letter to an elected official.




Agenda:

Today we are taking a look at one of the most effective ways to interact with your elected officials, writing a letter.


Here is what I would like you to do.


1. Choose an issue that you care about in your community.


2. For now just address your letter to "elected official" as we will determine at a later date who will be the recipient.

3. Share your story with your elected officials. Please write this with pen and paper. Follow the format described by Omar Ahmad in the Ted Talk video.

Video
https://www.ted.com/talks/omar_ahmad_political_change_with_pen_and_paper?language=en

*Your letter must have a polite and helpful tone that acknowledges and appreciates the work of the officials while offering to support whatever policy request you are making.
*Your letter should be no less than 3 paragraphs and no more than 4 paragraphs and should fit on one piece of paper.
*Your letter should tell YOUR story as it relates to the policy issue and make a specific ask for action by the official.
*our sign-off should acknowledge your role in the community.

The video and a model letter are attached. Later we will peer review each other's letters and analyze them for their likely effectiveness.


Homework: Finish the fist draft of your hand-written letter to an elected official.

Consider our SMART Goal Ideas and the attached article and the attached City of Chicago policy resources to complete our Service Learning Project Policy Analysis. You will need to make a copy of the SLP Policy Analysis to turn in.

IDEAS:

*An information campaign including caution posters and tips on how to protect yourself
*Cameras and caution posters
*More security personnel
*Personal protection devices like pepper spray
*Train station metal detectors
*Railings for track safety
*Police officers on the trains and buses
*Emergency buttons at stations and on vehicles

Good morning activists!

There are 7 classes left this semester!

Use the attached guide or the printed guide given in class to work with a partner to determine a policy that would be created or managed or interpreted by the layer and branch of government represented in each box.

Then read the Pollution Case Study and work with a partner to answer the questions.

If you are playing from home, especially if you are not attending class virtually, you may need to work through this on your own.

Good morning activists!

There are 7 classes left this semester!

Use the attached guide or the printed guide given in class to work with a partner to determine a policy that would be created or managed or interpreted by the layer and branch of government represented in each box.

Then read the Pollution Case Study and work with a partner to answer the questions.

If you are playing from home, especially if you are not attending class virtually, you may need to work through this on your own.

Complete the attached document to demonstrate your understanding of policy and the enduring understandings of this unit.

During the Thanksgiving Break have a one on one conversation with someone you would like to know more about. Follow the Story Corps model. See examples linked here.

Complete the attached Google form. Use this opportunity to identify what you will reflect on at the end of the semester and what more you need to do.

Complete the WBEZ Survey and read the article about CTA Riders being attacked. Are there connections between our class brainstorming and these resources that could lead us to an actionable SMART goal. Make a public comment that acknowledges such a connection and suggests an action for our class.

Our brainstorming ideas:
*An information campaign including caution posters and tips on how to protect yourself
*Cameras and caution posters
*More security personnel
*Personal protection devices like pepper spray
*Train station metal detectors
*Railings for track safety
*Police officers on the trains and buses
*Emergency buttons at stations and on vehicles

1. Do Now: Peer Review prior assignment.

2. Explain Prompt and Rubric: The results of the November 8th Midterm General Election were favorable/unfavorable to our community. How will these results influence public policy?

3. Timed writing Unit 2 Assessment
4. Peer Review Assessment
5. Make corrections
6. Enrichment: Explore Polling article

Teacher Note: This is a continuation of the lesson using The Sort lesson and the Unit 2 Interim Assessment. It is a short class.

Standard: SS.CV.5.9-12: Analyze the impact of personal
interest and diverse perspectives on the application of civic dispositions,
democratic principles, constitutional rights, and human rights


Objective: Students will know the reasons why some people don't vote and the policy solutions to those reasons as well as be able to refute a counter-argument to their claim.


Essential Question: How will I participate in elections?


Enduring Understanding: The right to vote and ways in which individuals and groups participate in elections have
changed over time and continue to evolve.

Agenda:

1. Starter Activity: make-up assignments and The Sort
2. Open a document and use your notes to refute the argument of either Tania Davis or Nate St. Pierre. Be as detailed as possible
3. Peer review your work with a partner using the attached Rubric. 
4. Use the Rubric Document and peer feedback to complete the attached reflection form.

For those playing at home: You will need to complete the steps in the attached handouts and then complete a self-review of your work.

Homework: See if you can find a way to civically engage beyond the classroom. Complete your polling research.

1. Read the attached speeches. What makes them model concession and victory speeches.


2. A twitter conversation.  @RadVoter: Another election and another loss. Can’t keeping looking at people pick the wrong
candidate. Done voting #votefail
@YoungCitizen: Wrong candidate? She speaks for a lot of people and I like her good ideas on
making things better. Looking forward to her honoring her promises . #sorrynotsorry
@RadVoter: Live it up while you can. Every election it’s promises at the beginning and disappointment at the end. #realtalk #SameStuffDifferentDay
@YoungCitizen: You mad? ¯\_(ツ)_/¯ I believe our problems can be fixed and am optimistic. We
got her in and I can relax from here and watch what’s next.  


3. Review a speech.

Be certain to participate in our school-wide mock election and encourage your friends at all grade levels to participate as well. Use the attached voting guides and the ballot form to help you.

Step 1: Read and annotate the background guide for this Congressional Hearing Simulation

Step 2: Use the Spreadsheet to select your role in the upcoming Senate Hearing simulation. PRO roles favor the Constitutional Amendment. CON roles are against the Constitutional Amendment.

Step 3: If you are a witness, you need to write a position paper, which will act as your testimony before Congress. In addition to this statement, you will be asked question of the Senators. Post your statement here. A position paper should introduce the issue, explain what you support and why you support it. In this instance, you should also provide a brief background of the issue. Each student with the same witness role will be expected to write and turn in a paper. However, you may collaborate on this work with other members of your group. It is encouraged that different members of the group be responsible for emphasizing different aspects of the argument in favor of or against the proposed constitutional amendment. Use the witness handout in the packet to guide your work.

Step 4: If you are a Senator, you are responsible for asking questions of the witnesses during the simulation. Complete the Senator role handout in the packet, then create two questions for each witness. If the witness is from an opposing point of view, remember, your mission is to trip them up. If the witness agrees with you, your mission is to support them in their testimony. Develop questions accordingly. Post your questions here. Each Senator is expected to develop a set of their own questions. However, Senators representing a specific point of view are encouraged to strategize together who will ask which questions of which witness.


Step 5: Role Play the Simulation
Remember, if you are on a witness team, you need to prepare an opening statement and be prepared to answer questions from the Senators. It is acceptable to get questions in advance from friendly Senators. It is NOT acceptable to get them in advance from unfriendly senators. Be prepared to respond to the core argument of the other side. You will be graded on your performance during the simulation.

Remember, if you are on a pro or con senate team, you will be expected to ask a question during the simulation. You should assign one witness team to each Senator. You should prepare friendly questions for friendly witnesses and challenging questions for opposing witnesses. 

Remember, if you are an undecided senator, you need to determine what is needed to convince you one way or the other. What do you need to hear from each side? What questions will you ask to encourage that answer? 

You will be graded on your performance during the simulation.


If you are a journalist, most likely, you were absent during our preparations. Your mission is to take notes on the proceedings and write a news article about the outcome of the hearing and the arguments made during the hearing. 
Additionally, here are some more video examples of congressional hearings. 
I'm including the Stephen Colbert clip on Super PACs. This can be helpful for issues of transparency and dark money.
I'm including another clip of Senator Cruz continuing to interrogate Mythili Raman on the issue of campaign finance violation enforcement.
I'm also including a 12 minute video summary of the recent crypto currency hearings. These won't be that helpful with regard to content; however, there are some excellent examples of the type of back and forth between Members of Congress and hearing witnesses.

It's Election Season!

Our community needs your help figuring out who to vote for.

Choose a candidate to research for our digital guide. Then start to complete the one pager about that candidate.


Start here to see if the candidate has provided a brief overview to Ballot Ready. 
https://www.ballotready.org/

Next see what some of the already published voter guides are saying.
Chicago Votes
https://chicagovotes.com/votecenter/
WBEZ
https://www.wbez.org/stories/heres-your-voter-guide-for-illinois-midterm-elections/7d3fff41-d757-47e4-b04a-1d4e61317ede

Chicago Sun Times
https://chicago.suntimes.com/elections/2022/illinois-general-voting-guide

Next, go to the candidate pages and see if you can find their policy beliefs, particularly about issues relevant to our community.
Finally, see who is funding their campaigns.
https://illinoissunshine.org/search/

When you are done, copy and paste your page into our voter guide document.

Good morning activists, here is your agenda for the day.

1. Be certain that your response to the prompt from the last class is complete.
2. Share that document with a partner.
3. Use the form and rubric below to peer review your partner's work.- BE CERTAIN THAT YOU COMMUNICATE YOUR RESPONSES AND SUGGESTIONS FOR IMPROVEMENT TO YOUR PARTNER - You can make comments on their work.
4. Based upon your partner's suggestions, improve your work and resubmit is for a final grade.

Use the attached document to guide you and your group through this process. Everyone will be responsible for turning in their own work.

If you are working from home today, you will be excused from the SAC process; but will still be expected to use the evidence from the previous lesson to respond to the prompt. You will be graded according to the rubric with a focus on the research standard but all three standards may apply. Use the outline on the last page of the rubric as a guide.

The prompt is.

America should have more voter ID laws. Agree or disagree?

Teacher Note: Move the first half of this lesson earlier in the calendar to align with the principles of democracy lesson.


Standard: SS.CV.5.9-12: Analyze the impact of personal
interest and diverse perspectives on the application of civic dispositions,
democratic principles, constitutional rights, and human rights


Objective: Students will know the basic background of the voter ID law issue and be able to make connections to a text on the topic as they read.


Essential Question: Who has the power to influence elections?


Enduring Understanding: The right to vote and ways in which individuals and groups participate in elections have
changed over time and continue to evolve.

Agenda:


1. Teacher will introduce the bell ringer and the resources of the lesson.
2. Form groups of four and write summaries for expert corners.
3. Move into expert corners to create a peer reviewed response.
4. Return to groups to share responses.
5. Read and annotate the background guide for our upcoming SAC on Voter ID Laws.
6. Peer review annotations. If you were present in class and completed the peer review you have completed this agenda. Still conduct some independent research as stated in the homework section and bring that with you to class.


For those playing at home: Either print and annotate the Voter ID Background Guide and self reflect on your work using the attached rubric or read the background guide and take interactive notes.


Homework: Independently find at least one article of your choosing, preferably with a local angle, regarding voter registration and identification.

Standard: SS.CV.1.9-12: Distinguish the
rights, roles, powers, and responsibilities of individuals and institutions in
the political system. (20%)


Objective: Students will be introduced to the enduring understandings of unit 2, develop questions to guide their inquiry throughout the unit, and be able to connect policy consequences to election outcomes.


Essential Question: How can my participation in elections impact/influence the issues I care about?


1. FOCUS: Introduce the enduring understandings and have students work in groups to develop questions that can help us reach those understandings.
2. LISTEN: Groups report out their questions.
3. LISTEN/ORGANIZE: Human Graph or Stand and Declare. (MOVEMENT)
> Voting is the most important right and responsibility of citizens in a democracy. 
> It doesn’t really matter who wins any election because the candidates are essentially all alike. 
> I would love to run for office when I am older. 
> Money plays too large a role in U.S. elections. 
> Taking part in elections is one way I can influence the issues I care about. 
> Even if you are not a citizen, you can participate in elections in ways other than voting. 
> Free and fair elections are essential to democracy. 
> We always have to be ready to defend the right to vote  

4. LISTEN: Read and Annotate a case study text.
5. ORGANIZE: Work in small groups to answer provided questions about a case study.
6. WRITE: Write a summary of the case study and its consequences. Group scribes report to the class.


At home players: Choose one of the case studies attached to this post. Read the case study. Answer all of the questions. Then provide a brief summary of the case study and the policy consequences resulting from the election being considered.


Homework: Continue to research your Service Learning Project goal.


CRT: Leveraging Student Advocacy – Culturally responsive teachers and leaders will support and create opportunities for student advocacy and representation in the content and classroom. The culturally responsive teacher and leader will:
1) Emphasize and connect with students about their identities, advocacies, and self-interest. 
2) Offer guidance to students on how to develop a self-advocacy plan to inform decisions and choices. 
3) Include students in the creation of an inclusive learning community with more opportunities for student expression. 
4) Help students identify actions that can be taken to apply learning to develop opportunities and relationships for alliances. 
5) Create a risk-taking space that promotes student advocacy. 
6) Research and offer student advocacy content with real world implications. 
7) Communicate high expectations to which all students can be held and urge students to lead as student advocates appropriate to the students’ age and development 
8) Give students space to solve their own problems, negotiate their advocacy needs, and present their perspectives.

Quickly read the attached articles. They relate to both our Summative Assessment Prompt and our Service Learning Project.
Then answer the prompt. 
Remember to make connections to the foundational concepts of our course.
We will assess both claim and evidence standards with this assessment.

Work with your partner to create a SMART Goal for our Service Learning Project Topic
Block 1: Mental Health Focusing on Violence Prevention
Block 2: Addressing Homelessness
Block 3: Public Safety Particularly on the CTA
Block 5: Gun Violence Prevention
Specific
Measurable
Attainable
Relevant
Time-based


Review and refine  the draft SMART goal and assign action items.

Homework: Conduct independent research that can help advance our work toward this goal.

Good morning activists:

Here is your agenda.
1. Be certain that your one-minute statement from the previous lesson is complete and turned in. 
2. Complete the attached Google Doc and turn it in before class is over.
3. Make sure you have adequately explored/applied for opportunities to participate beyond the classroom.
4. Take some time to explore the previously posted enrichment activities.

SEL Standard: 2C Use communication and social skills to communicate effectively with others.


Standard: SS.CV.1.9-12: Distinguish the rights, roles, powers, and
responsibilities of individuals and institutions in the political system


Objective: Students will articulate a definition of power and the ways in which we participate to unlock that power as well as be able to advocate for a particular style of participation.
ESSENTIAL QUESTIONS: 
What is power? 
What is democracy? 
Why does power matter in a democracy? 
How can my participation in our democracy
influence/impact issues I care about?  
ENDURING UNDERSTANDINGS: 
1. All societies construct ways to order and govern themselves. 
2. Democracy is a system of government based on the ideas that the power of government
comes from the people and that the informed participation of the people is essential. 
3. In representative democracy, people delegate some of their powers to the government. 
4. Many factors impact how much power people have and how they use their power. 
5. People’s varying ideas of what is important in a democracy affect their participation. 
6. Democracy is based on a set of core values though the ideal may not always be
realized/actualized.  
Agenda:
1. Homework and current event check-in
2. Focus: What do you think of when I say we are going to study POWER?  Consider the Unit one Essential Questions and Enduring Understandings. Have students brainstorm with a partner to create a more focused question which may lead us to our enduring understanding before leading a class discussion. You can have student pairs count off one through six and assign one enduring understanding to each pair for consideration. Have students share one question for each understanding.
3. Listen: View Eric Liu's TED Talk about power. Play twice for students to get all the notes and identify their favorite quotes. 
4. Organize: Have students complete the note-taker and share with their table partner their favorite quote and why.
5. Listen: Have students read through the three types of participants. Have volunteers sum up each type and how they compare to the others. Reinforce that all of these types are equally important and that we cannot be all types on all issues all of the time. 
6. Organize: Students complete the pros and cons activity in small groups. 

Organize students into three groups with each group focusing on one kind of participant/citizen.
7. Write: Students complete the quote activity and write a one-minute statement in support of one of the types of participation.
8. Reflect by having volunteers share their statements (at least one for each of the three types of participation)


Homework: Explore your community and look for examples of power and participation in your daily life. Try to bring in a news article about an issue you are passionate about solving. Provide encouragement for public speaking.

Writing Prompt


Hancock High School builds trust and community with freshman students. 
Provide a claim. 
Support your claim with evidence from class discussions and own experience.

Standard: SS.CV.5.9-12: Analyze the impact of personal
interest and diverse perspectives on the application of civic dispositions,
democratic principles, constitutional rights, and human rights


Objective: Students will know the basic differences between liberals and conservatives and be able to better identify and explain their own political identities.


Essential Question: How can I exercise power by participating in our democracy?


Agenda:
1. Check-in about happenings in the commnity
2. FOCUS: Community Quote Analysis
3. Pew political survey done as a whole group (others are homework)
4. LISTEN: Jonathan Haidt video on liberals and conservatives https://www.youtube.com/watch?v=sPho0bpoKm8 with Students completing the multimedia question generator
5. ORGANIZE: Students complete Haidt's moral foundations political survey
Homework: WRITE: Complete surveys and paragraph analyzing the results.

SS.CV.1.9-12: Distinguish the rights, roles, powers, and responsibilities of individuals and institutions in the political system and analyze the marginalization of multiple groups and perspectives in the political system



Objective: Students will know what a community is and be able to use the multi-media question generator to help them analyze a primary source about the differences between liberals and conservatives in our democracy.


Essential Question: How can I exercise power by participating in our democracy?

Agenda:
Focus: News of the day and homework check-in
Listen: What is Community quote analysis. Use the attached worksheet to read and break down the main ideas from the Suzanne Goldsmith quote about community.
Listen: How do we define ourselves and our community politically. Listen to conversation about the differences between liberals and conservatives.
Organize: Identify main ideas in the Goldsmith Quote. Complete a Multi-media Question Generator for the attached video
Write:  Begin work on our class constitution.


Homework: Complete your part of the class constitution.

Take about 10 minutes to free-write about an issue that need to be addressed in our community. Then answer conduct the research that follows.

SEL Standard: 

2C.5a. Evaluate
the application of
communication
and social skills in
daily interactions
with peers,
teachers, and
families.

Civics Standard: SS.IS.1.9-12: Address
essential questions that reflect an enduring issue in the field.

Objective: Students will develop a deeper understanding of the course and their classmates and be able to address an envelope.

Agenda:
1. Nameplates: Students will make nameplates with their preferred name and pronouns and an image of something that reflects who they are. Have students share.
2. Envelopes: Students will address an envelope to their parents after watching a brief tutorial and teacher exemplar on the white board. https://www.youtube.com/watch?v=7I7c67KM4FAHuman Scavenger Hunt (Handout)
3. Human Scavenger Hunt (Handout)
4. Learning Predictions: Students will use the curriculum prediction form to reflect upon their own civic engagement and consider what they may learn in each course unit. (Handout)
5. Syllabus Highlights: Teacher will review essential questions and course standards and grade calculation with students.

Homework: Syllabus Contract: Signed by student and parent and connect parent to our Google Classroom
Continue to think about Service Learning Project Topics. Be prepared to present your idea in an upcoming class.

For those of you playing along at home:
Please bring a nameplate (printer paper folded into thirds), completed survey, envelope addressed to your parents (To the parents of...) and a signed syllabus contract upon your return to class.

SEL Standard:  1B.5a. Implement a
plan to build on a
strength, meet a
need, or address a
challenge.


Civics Standard:   SS.CV.1.9-12: Distinguish the rights, roles,
powers, and responsibilities of individuals and institutions in the political
system.



Objective: Students will clarify the strengths and resources they will contribute to our class and collectively contribute to the development of a classroom constitution, clarifying our rights and responsibilities in this course.


Agenda:
1. Stand in agreement activity. Stand if you agree with each of the following. Be prepared to discus why you agree or disagree with each statement.
> Individuals have power in our democracy. 
> People in my community have power in our democracy. 
> Young people have power in our democracy.
> Everyone can participate effectively in our democracy. 
> Participating effectively in our democracy depends on knowing who to work with and how to
work with them. 
> Participating effectively in our democracy depends on the skills you bring to the table. 
> It’s okay if some people don’t participate in our democracy.  


2. Students will watch a video or listen to a pod cast about local teen activism. https://www.wbez.org/stories/the-rise-of-chicago-teen-activists-the-voices-of-youth-are-very-powerful/e9ae1433-82c2-4611-ae4a-3ad3f0982d0e


3. Turn and talk with a partner about key takeaways from items 1 and 2. Follow up with a whole class check in about power and participation.


4. Students will draft a brief learner statement which will  be posted to the class on our Google Classroom. Students will share their statement with a partner for constructive feedback. Posting the comment on this Google Classroom post will be homework.
1. How do I learn best? (Your preferred learning style.)
2. What is my background in civic engagement? (The ways you already participate or plan to participate.)
3. How can you best contribute to this class? (The skills you bring to the table.)


Homework. Post your learner statement as a comment on THIS Google Classroom post. Also, be sure to return your syllabus contract and continue to develop service learning project ideas.