1. Starting Class Each Day / Lesson 1.Log into google classroom & open “C&E Journal” document. – Classroom.google.com – Insert a line / create separation from previous lesson – Write down the lesson # We’re in the second day of our intro unit, so put 0.2; yesterday was 0.1 and next lesson will be 0.3. The fifth lesson of Unit two will be labeled: C&E 2.5 – Write down the essential question (you’ll need to be able to answer this) – Do warm up activity – HINT / HEADS UP: You can find the EQ, vocab, and PERFORMANCE task for each lesson on the handout I give at the start of each unit. THIS SHOULD BE DONE BY THE 7 th minute of class – In minute 8, we will move on 1.Once the bell rings, I need you seated and working so that I am free to take role; I will be back focused on your needs and learning activities after attendance is taken

2. Civics & Economics: Introductory Lesson 2 WELCOME Back LESSON ESSENTIAL QUESTION (write down): What is more important: individual freedom or the common good? WARM UP: – Warm up computer &… – Discuss with your partner: When is it OK for a police officer to stop and frisk a person on the street? When is this not OK? Lesson Vocabulary: Individual rights Civil liberties Common good Selective service & military draft Patriot Act Constitution Gun control Key skills this lesson: – Do guided secondary research – Identify and organize arguments – Construct and defend an argument

3. What is a Performance Task? Each lesson, there is an activity or assignment I’ve designed to see how well you understand and can apply the material and skills I’m teaching – This is called a “performance task.” it might be: A skit, a drawing or poster, a written assignment, a debate, or just about anything else that fits the topic When we start each unit, I’ll give you a GUIDE with: – Topic and essential question for each lesson – Key vocabulary for each lesson – The performance task for each lesson & the rubric

4. Intro Unit: Demographics, Hot Topics, & Representatitive Gov’t Lesson 2: Hot Topics – Individual Liberty vs. the Common Good Lesson 2 Performance Task: Students will construct an argument on a controversial topic and hold a debate about that topic. Each topic involves a debate over what the “common good” is, or over whether individual freedom should be sacrificed in order to achieve the common good. Possible topics include: – 1) mandatory vaccination; – 2) gun control v. gun rights; – 3) universal health care; – 4) immigration; – 5) the role of standardized testing in schools; – 6) the social security system Class Website: – www.mrggcivivcs.weebly.comwww.mrggcivivcs.weebly.com DEADLINES & HOMEWORK: Lesson One: PT 0.1: Already Complete Lesson Two: PT 0.2 August 28 th Lesson Three: PT due August 29 th BEGIN UNIT ONE: August 31

5. What is the “common good”? Common good – – the idea that we should act in ways that benefit our society as a whole, even if it might not be the best for certain specific people Some people believe individual rights and freedom are more important than the common good – They often believe that each individual is more important than society as a whole Others think we should act for the common good, but disagree about what is “good” for society

6. Discussion Topics Evens tell odds: – If I own a drone, should I be allowed to fly it over my neighbor’s property? Why/why not? – Should the government raise taxes on the rich to pay for health insurance and food stamps for the poor? Why / why not? Odds tell evens: – Should the government be allowed to use torture to get information out of people they think might be terrorists? – Should business owners have to pay a minimum wage, or should they be free to pay what they want? Should the government be able to force people to serve in the military?

7. Controversial issues What makes people feel strongly about a topic? Why is it important to talk with each other about things we disagree about?

8. How do you convince people of something? Make an argument Use evidence – Examples of evidence: Statistics and other data Quotations Case studies LISTEN to other people and directly respond to what they are saying – You cannot persuade someone if they don’t think you care enough to listen to them

9. Graphic Organizer: T-Chart We’ll use this graphic organizer to sort out arguments on both sides of your assigned topic Let’s try it with a topic: – “to ensure the common good, police should have power to stop anyone at any time and search them.” PRO (supporting arguments)CON (opposing arguments)

10. Brainstorming With your partner, think of times when the individual rights and the common good might be in conflict with each other. – In your opinion: is the common good more important than individual freedom?

11. Topics & Research Each of you will research a controversial topic, take a position on it, and participate in a debate. – You will do research using www.procon.comwww.procon.com Please go to that site now – You will organize the arguments and evidence you find using your graphic organizer. I’ll show you an example now of how to do this.

12. Topic Selection Get started by letting me know your preferred topics. Go to this link to enter your preferences: – http://goo.gl/forms/EUxfyU0Yqn http://goo.gl/forms/EUxfyU0Yqn After you do your research, you’ll develop an argument and participate in a student debate – Go ahead and get started! Read and research for 20-30 minutes; I’ll come around and help See the rubric on the unit guide I distributed at the start of class

13. What to do now 1.Research your topic on www.procon.comwww.procon.com 2.Use graphic organizer to sort out arguments 3.Decide what you think and identify the strongest arguments on both sides 4.Prepare a short “opening statement” that explains what the issue is and why you take the position that you do

14. Debate Guidelines 10 minute limit for each topic Students debating each topic will come to front of room – The class will give them a “whoosh” to help them get started (it’s corny but it helps!) When speaking, address the whole class – When listening, pay attention to other arguments so you can counter them; OR let us know if you are convinced by an argument someone else makes When seated in the audience, listen attentively, take notes, and be ready to ask and answer questions

15. Debate Order gun control v. gun rights mandatory vaccination universal health care Immigration the social security system the role of standardized testing in schools

16. In your C&E Journal: Assess the debate: 1.Which issues were most interesting to you and why? 2.What were the most convincing arguments you heard? 3.Do you believe the common good is of greater value than individual rights? Support your answer with two reasons or examples. 4.Do you feel you did a good job advocating for your position? What can you do better next time?

17. Civics & Economics: Introductory Lesson 2 WELCOME Back LESSON ESSENTIAL QUESTION (write down): What is more important: individual freedom or the common good? WARM UP: – Warm up computer &… – Discuss with your partner: When is it OK for a police officer to stop and frisk a person on the street? When is this not OK? Lesson Vocabulary: Individual rights Civil liberties Common good Selective service & military draft Patriot Act Constitution Gun control Key skills this lesson: – Do guided secondary research – Identify and organize arguments – Construct and defend an argument