Welcome to Avenues: The World School and History/Humanities 8!
This is a fun homework blog that will contain student-friendly posts with information about homework and classwork. You can still consult the official school website at Avenuesnyc.org
and iTunesU, where I will upload documents. However, I hope this will help you see what you need more clearly for classwork each day....besides, you can feed the fish!
-- Ms. Allen
Finish the packet, "Young People and the Constitution." Answer the questions #1-3, p. 18, and #1-2, p. 19 (not the questions in the blue box.
Make a final decision about your specialization case. We will be using the laptops and doing some initial research on Thursday.
HERE IS THE BASIC PROJECT DESIGN FOR AFTER THE BREAK:
1. You will make an easy website using Google Sites, on which you will house the following items
-- all the sources/websites you are using (I'll give them to you)
-- your case description
-- case precedents and cases that came later
-- a list and description of landmark juvenile rights cases
YOU SHOULD HAVE LINKS FOR EACH OF THESE ITEMS.
2. Then, you'll do one of the following items for your specialization case, depending on your learning preference. You'll have to fully document it and make a link for it. It must be digital as well.
-- an analytical essay
or
-- a dramatic script depicting the events and Supreme Court case
or
-- a comparison of your case to another related case (you'll have to figure out the digital mode to use and how you'll make this as rigorous as the other two in consultation with me)
With my help and Ms. Zelechow's, you'll learn how to use Google Sites and have fully authorized and school-friendly gmail accounts. This will be a great chance to learn how to present a digital portfolio.
In the "Young People and the Constitution" handout, read pp. 15-17 and answer #1-3 on p. 17 about the First Amendment. We will finish the reading tomorrow.
If you did not turn in the blue sheet with your case rankings, please do so by tomorrow.
If you did not finish your Drug Research Project PowerPoint and put it in the folder in the network, please do so by tomorrow.
If you did not make the handout for the Drug Research Project and give it to me already, please give it to me by tomorrow.
Note: If LA projects are not finished, LA will be canceled on Wednesday.
Due Wednesday:
1. Finish editing your buddy/buddies' story(ies).
2. Write a letter(s) for your buddy(ies).
3. Bring a token of affection/little gift for your buddy to include with the edited story and letter. These items will be delivered to Ms. Mann at the end of the day on Wednesday.
Yes, you will get copies of the final stories to use for your research papers.
If you weren't here in class on Wednesday or want to share the "Not in our Town" movie clips with your parents, here they are (if you were absent, please watch them):
Thoroughly study all the five Supreme Court cases for Friday and make a firm decision. I will check your understanding, and you will turn in your decision sheets. You will be expected to be familiar with all five cases.
Tinker: freedom of speech
NJ/TLO: right to privacy
Hazelwood: freedom of press
Santa Fe: freedom of religion
Goss v. Lopez; due process
Due Friday, 12/3:
Fill in #1 of the blue packet on juvenile rights. Think carefully about these issues for an introductory discussion about juvenile punishment.
Item #2, which requires you to read the case studies on five Supreme Court decisions, is due on Wednesday, 12/8. Read each case description, highlighting main points and making notes in the margins about constitutional issues (these instructions are included on the blue packet). One of the cases is included in the blue packet, Tinker v. Des Moines, and the rest of the cases can be found throughout the CSG (you can highlight and annotate the CSG). Finally, on the last page of the blue packet, you'll find a list of these five cases with space for you to rank them 1-5. Write a reason for each of your rankings. Your reason should be clear and justify the ranking and not just "because I feel that way."
On Tuesday, 12/7, you will write an in-class essay, graded as a quiz, on a topic you already know about. Your job is to organize your thoughts in a timed session. You can use a note card so you don't have to focus on memorization. I have put the essay information below:
Choose one of the four questions. Write the question at the topic of your answer sheet. You may bring a 3” by 5” note card with you to the test for factual data to insert into the essay, and you may also research ahead of time or practice as many times as you wish. However, you may not “pre-write” the essay.
Unlike an ISEE test, will have the full 40 minutes since these are not personal essays and contain a great deal of historical and factual information. Because they are formal essays, do not use first or second person voices in your writing. However, part of the reason we are doing this now is to enable you to practice formal, timed writing before the ISEE test on December 11.
1.Are the Indian and Algerian struggles for independence more similar to or more different from the American Revolution of 1776? Be very specific.
2.How did European thought and history shape the U.S. Constitution, and what was most influential? Be very specific.
3.How does the U.S. Constitution maintain the concept of the “presumption of innocence”? Through amendments and court decisions, do the accused in America have rights? Use specific Supreme Court decisions as examples.
4.Why is the U.S. Constitution a “living” document? Provide examples from the Constitution and the courts to explain why it remains a viable basis for government after nearly 220 years.