Turn in late logs 2.1-2.6.
Climate trial - US Govt, US Consumers, Developing countries, Fossil Fuel Corps, Capitalism
Graded participation – Raise hands to ask/answer questions. Listen and don’t repeat questions or ask to repeat questions. Be prepare if called on to respond. Respond with accurate facts.
12 minutes on each group. If there is time at the end, we will open to any remaining questions for any group.
Jury (absent with no role) - Log 3.1 take notes on each group and prepare to give judgment on role play.
HW- Trial verdict (from your perspective, not your role): Who and what were ultimately and most responsible? How should this guide response to the climate crisis and injustice?
Step out of role and write about the issues, NOT THE ROLE PLAY. Consider criteria for judgment (who/what had most influence, power, gained the most, etc.) and facts about each group’s historical responsibility in causing the climate crisis (not what people said in role play). Include a paragraph on your criteria for judgment. Write at least one paragraph on each group, explaining the percentage of responsibility they should have, with supporting reasoning and evidence. Feel free to do more research but check on reliability of your sources and cite them.
Assignment Log
Log 3.1 Trial prep
Log 3.2 UN Climate Agreements
HW Log 3.3 Trial verdict
Turn in late logs 2.1-2.6.
Debrief climate trial -Who and what were
ultimately and most responsible? How should this guide response to the climate
crisis and injustice?
Politics, the Green New Deal and Carbon Pricing https://www.youtube.com/watch?v=JDcro7dPqpA
Do all 3 questions in reading https://www.morningsidecenter.org/teachable-moment/lessons/what-green-new-deal
Local govt version of a Green
New Deal - Portland Clean Energy Fund
https://news.streetroots.org/2019/07/12/portland-clean-energy-fund-takes-bold-action-climate-justice
https://www.wweek.com/news/state/2019/04/26/oregon-clean-energy-jobs-bill-has-mixed-support-from-environmental-justice-groups/
Assignment Log
Log 3.1 Trial prep
Log 3.2 UN Climate Agreements
HW Log 3.3 Trial verdict
Log 3.4 Green New Deal
Log 3.4 Green New Deal
Portfolio review – get feedback and help to improve your
work before units are due, plan to improve work
Rollback
of environmental regulations under Trump
Revolving doors between govt and lobbyists and conflicts
of interest with govt policy
Climate
and constitution – Reading: Democracy, climate and
future What
is the tension between the past, present and future for democracy? Is this problematic?
Explain.
Constitution rights/lawsuit
Energy policy: subsidized oil
production vs renewables https://www.youtube.com/watch?v=g6_gWPUiKAE
Unit 3 logs due Thurs.
Assignment Log
Log 3.1 Trial prep
Log 3.2 UN Climate Agreements
HW Log 3.3 Trial verdict
Log
3.4 Green New Deal
Log 3.5 Democracy and climate
How did we become expand popular sovereignty and more democratic? Not from original constitution –Social movements and protests leading to 13th, 14th, 15th, 17th, 19th Amendments and 1965 Voting Rights Act
Impeachment inquiry https://www.morningsidecenter.org/teachable-moment/lessons/impeachment-inquiry-begins
Is there a valid basis for an impeachment inquiry now?
Is the Trump administration obstructing justice? Explain.
How should we understand and
handle different points of view and disagreements about controversial
issues?
Bias? Point of View?
Beliefs? https://en.wikipedia.org/wiki/File:Graham%27s_Hierarchy_of_Disagreement.svg
Turn in logs 3.1-3.6
Assignment Log
Log 3.1 Trial prep
Log 3.2 UN Climate Agreements
HW Log 3.3 Trial verdict
Log
3.4 Green New Deal
Log 3.5 Democracy and climate
Log 3.6 Impeachment
Turn in logs 3.1-3.6
What is constitution? Articles of Confederation? Declaration
of Independence ?
Federalists vs Anti-federalists
Amendments? – purpose and context vs mythology
Questions on reading- We
the people?
A history of the constitution with a class lens. http://www.isreview.org/issues/16/constitution.shtml
1 How does the plan for government
in the constitution compare with Pennsylvania’s and Massachusetts’ state
constitutions?
2 Why was Shays’ Rebellion
important?
3 How are the framers of the
constitution portrayed?
4 What were the major
compromises of the framers?
5 How was a Bill of Rights
eventually adopted?
Get your textbook and compare with chapter 2,
pages 48-58.
https://www.snopes.com/news/2019/10/02/donald-trump-impeach-this-map/
Democracy
May Not Exist, but We'll Miss It When It's Gone, Astra Taylor
Consider
the Senate. The principle of equal state representation, Alexander Hamilton
pointed out in 1788, “contradicts the fundamental maxim of republican
government, which requires that the sense of the majority should prevail.” A
scant 2 percent of Americans, residing in the nine smallest states, hold the
same power in the Senate as the 51 percent who reside in the nine largest; some
votes are worth up to sixty-six times more than others, and urban migration
trends mean that this problem will only become more extreme. This imbalance
partly explains why gun control is such an intractable issue, as the majority
of the minority of Americans who live in households that own lethal weapons
(over one-third of the population) reside in low-population, high-value-vote
states, which helps make amending or restricting the constitutional right to
bear arms unreachable. In Senate elections, “one person, one vote” may hold
true technically, but not all votes are equal. (page 133)
Assignment Log
Log
4.1 We the people
Turn in logs 3.1-3.6.
USE TUTOR TIME AND LUNCH FOR HELP AND MAKE UP WORK.
What are the most important causes of factional conflicts?
James Madison’s Federalist Papers #10 – arguments for the
framework of government in 1787 constitution (before amendments) and a
blueprint for the future of the US, to get 9 out of 13 states to ratify
constitution.
Madison’s views- Cause of factional conflicts and how to deal with it in the constitution and a
federal republic with large territory with strong central govt.
Republican is not same as republic. Democrat is not same as
democracy.
Contrast with purpose of govt in Declaration of
Independence.
How did we become expand popular sovereignty and more democratic? Not from original constitution –Social movements and protests leading to 13th, 14th, 15th, 17th, 19th Amendments and 1965 Voting Rights Act
Assignment Log
Log
4.1 We the people
Log
4.2 Federalist Papers
ABSENT/OUTDOOR SCHOOL
STUDENTS- CHECK IN ABOUT MISSED WORK
Factions - Inequality in income and wealth
Group activity - How much wealth inequality is there?
How should wealth be distributed?
Draw pie charts for the richest 20%, middle 60%, poorest 20%
Concentration of wealth at top - 1%, .1%, and .00025% - Reflection
on the reality
Is political equality compatible with extreme economic
inequality? Whose interests gets represented?
Democracy, oligarchy, plutocracy
Interest groups, PACs and lobbying to influence public
policy http://www.ushistory.org/gov/5c.asp
For background info, see
pages 196-202 in textbook
Money in politics
– https://act.represent.us/sign/money-politics-problem/
Assignment Log
Log
4.1 We the people
Log
4.2 Federalist Papers
Log
4.3 Wealth inequality
Log
4.4 Money in Politics
ABSENT/OUTDOOR SCHOOL
STUDENTS- CHECK IN ABOUT MISSED WORK – tutor time and lunch
Ideals of democracy, the black struggle
for political equality and the constitution – right to vote?
Draft of 1776
Declaration of Independence https://www.blackpast.org/african-american-history/declaration-independence-and-debate-over-slavery/
Reconstruction and Race Riots –
progress and reaction not remedied until the Civil Rights Movement
1898 election in Wilmington,
N Carolina and a White Declaration of Independence
What does Wilmington, before
and after the massacre, reveal about the US? Is it merely a freak
incident from the past or an example of deep contradictions between ideals in
the US and issues we still struggle with today? What does this history inform
us about the US as a multiracial democracy?
Logs due Mon
Assignment Log
Log
4.1 We the people
Log
4.2 Federalist Papers
Log
4.3 Wealth inequality
Log
4.4 Money in Politics
Log
4.5 Wilmington
Who are “We the People”? Expansion
of constitutional rights through the black freedom struggle and 14th
Amendment – Bill of Rights only applied to federal govt and not states before
What is a corporation? Should
they have rights as people? https://www.investopedia.com/terms/c/corporation.asp
14th Amendment, the
Supreme Court and rights of corporations vs African Americans
Supreme Court’s interpretation
of the constitution
How did the Supreme Court give corporations
constitutional rights of persons?
What do you think about these corporate rights,
considering how the 14th Amendment has been applied to African
Americans?
Turn
in logs 4.1-4.6
Assignment Log
Log
4.1 We the people
Log
4.2 Federalist Papers
Log
4.3 Wealth inequality
Log
4.4 Money in Politics
Log 4.5 Wilmington
Log
4.6 14thAmendment
TURN IN LATE WORK logs
4.1-4.6
End of the Quarter Portfolio
self-evaluation – assessment. You can use unit 4 too.
Write an informal and honest
letter about your work this quarter.
Base this on your own judgment not on the grade you
received. Review the syllabus and sheet
on using supporting details to remember the goals for the course.
1) Review your portfolio and
readings and choose several pieces of work that you feel reflects your best
work. Find several specific examples from your work that demonstrates
(you can also write about how you could improve in those examples):
- How you develop a clear understanding of
important political and economic issues or ideas/concepts.
- How you are able to analyze, synthesize,
elaborate on and/or explain ideas with accurate supporting details.
- How you read and think about information closely
and critically.
- How you support your conclusions or opinions with
factual claims are that are accurate and precise (specific and not
exaggerated or too broadly generalized).
2) Also write about your
class participation this quarter. How
have you participated in class (role-plays/simulations, discussions, sharing
ideas and writing, asking questions, etc.). Provide specific examples of
when and how you participated. How did
it help thinking and learning for you and other people in class?
3) How have you grown in your
skills and understanding of political and economic issues so far? What are
things you can do to improve your learning next quarter. Be specific. What specific steps will you take to do this?
OPTIONS FOR HELP AND MAKING
UP OLD WORK – WEEKLY LOG CHECK INS DURING LUNCH/TUTOR TIME, SATURDAY SCHOOL,
ETC.
Assignment Log
Portfolio self-evaluation 
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