PICKING UP YOUR COMPUTERS

Hi everyone! I miss you all very much. Please fill out THIS FORM which we will start doing on a daily basis beginning 4/27.

Here is the information for SDUSD Laptop Distribution if you need a Chromebook.

On FRIDAY, APRIL 10TH, you can go to any of the following high schools to get your computer between 9 AM and 12:30 PM: 

• Clairemont 
• Crawford
• Hoover
• Lincoln
• Morse
• San Diego High
• Scripps Ranch 

The process:

• Please go to the school that's closest to your home. 
• Write your name and student ID number really big on a piece of paper (so it can be read from 6 feet away). 
• Try to wear a mask, scarf, or face covering. 
• You may walk or drive as there will be separate lines for people and cars. 

If you don't have internet at home:

• Your family can sign up for Cox internet. 
• Qualifying families within the Cox service area are encouraged to sign up for the Connect2Compete program offering free Cox installation and internet services for the next 60 days.
• Additional options will also be provided to you during your Chromebook laptop pick-up time.

Learning During School Closure

We can all be historians during this time away from school by journaling our observations and
keeping a record of what's happening through our eyes.

Daily Assignment: 

• Last week I sent you home with your journal. If you were absent on Friday, use lined paper or your phone notepad. 
• Your job is to chronicle the changes you observe as your community, the country, and the world respond to COVID-19. 
• Each day, take note of what you are seeing and hearing on the news, among your friends, within your family, and in your community. 
• Feel free to use video, written language, poetry, sketches, etc. as you document your experience during this global pandemic. 
• The questions below are to guide your thinking. You do not need to respond to all of them. And, you are encouraged to ask your own questions.
• When we return to school, you will be asked to turn in your journal of daily observations for extra credit. 

Guiding Questions:

• What did the government announce/declare/implement today?
• Does it make sense?
• Does it impact your life? Why or why not?
• How did your family respond?
• What is open in your neighborhood? What is closed?
• What does your neighborhood look like? Are people walking around?
• How is today different from yesterday for you, your family, our nation, the world?
• Do you see any examples of racism, privilege, and income inequality in any of the events that happened today? (Locally, at the state level, nationally, or the world?)
• Did you see anything today that gave you hope? Anxiety? Fear? (In person, in the news, or on social media?)
• What does your family need today that you might not have, have enough of, or have no access to acquire?
• What do you and your family have that others may need?

Your unique daily observations will serve as primary sources to the people in the future. 

We can create a book of our journals so that others can see the world through our eyes. 

Be authentic. Be honest. Be reflective.

As always, email me if you have any questions: cdaniel@sandi.net 

Source: 

Bryan Shaw, Mt. Diablo Unified School District 

Government Wrap-Up

Goal: Host a Socratic Seminar and reflect on course progress

Agenda: 
Journal
CNN 10
Wrap  Up
Socratic Discussion
Reflection

1. Journal 
How would you rate your progress in this class from last October to now? How have you grown as a student?

2. CNN 10
75 years ago Soviet soldiers liberated the Auschwitz concentration camp. Today is our final day watching CNN 10 together. Wow, time has flown!

3. Finishing Presentations
Omari and Joshua still have their presentations to give. Then I will give everyone back their feedback.

4. End of Course Wrap Up

• Recycle extra papers.
• You can take your journals with you and turn them in to a place to write your thoughts and feelings and favorite songs, etc. 

5. Socratic Questions

• I'm going to pose a few questions for you to discuss with each other about different topics covered throughout government. 
• Use Conversation Moves frames we've used before during discussion. 
• Make it a point to invite other voices in; it's not just about you. 

Reminders:

• Have a fantastic weekend and I hope to see you in a future class! 

Supreme Court Case Presentations

Goal: Present cases and review for Socratic discussion

Agenda: 
Journal
CNN 10
Case Presentations
Course Review

1. Journal
If you were on the Supreme Court for your case, how would you have ruled?

2. CNN 10
Here are ten minutes of today's news.

3. Case Presentations 

• You have been working on court case presentations in Google Classroom
• Today you will present them to the class. 

4. Course Review

• There are course review questions on Quizziz that we will take together - I'll give you a join code in class.
• You might see some of these questions on a final quiz tomorrow.

Reminders: 

• Look at your grades in Powerschool and make sure everything is caught up. 
• Today is the LAST DAY to request any regrades! 

Landmark Case Briefs + Written Response

Goal: Research a landmark Supreme Court Case and create a presentation based on it

Agenda: 
Journal
CNN 10
Case Presentations
RACE Response

1. Journal
Why is it important to have Judges who are impartial?  (Impartial = not biased)

2. CNN 10
Today's news speaks specifically about the role of the Chief Justice (John Roberts) in the Senate impeachment trial. Find out more here.

3. Case Presentations
Yesterday you chose one of these cases on which to make your presentation for the class (in Google Classroom). You should be ready to present your project tomorrow.

• Dred Scott v. Sandford, 1857
• Issue: Does Congress have the constitutional power to prohibit slavery in free territories? Also, does the Constitution give African Americans the right to sue in federal court?
• Brown v. Board of Education, 1954 
• Issue: Do racially segregated public schools violate the Equal Protection Clause?
• Miranda v. Arizona, 1966
• Issue: Are police constitutionally required to inform people in custody of their rights to remain silent and to an attorney?
• Loving v. Virginia, 1967
• Issue: Did Virginia's law against interracial marriage violate the Equal Protection Clause of the Fourteenth Amendment?
• Tinker v. Des Moines, 1969 
• Issue: Does the First Amendment prohibit public school officials from barring students' from wearing black armbands to symbolize anti-war political protest?
• Roe v. Wade, 1973
• Issue: Does the Constitution prohibit laws that severely restrict or deny a woman's access to abortion?
• Obergefell v. Hodges, 2015 
• Issue: Is same-sex marriage valid across all 50 states, or just in the 37 states that allow same-sex marriage? 
• Fisher v. University of Texas 
• Issue: Does the Equal Protection Clause of the Fourteenth Amendment permit the consideration of race in undergraduate admissions decisions?

4. RACE Response
There is an assignment in Google Classroom called "RACE Response: Supreme Court Cases in Daily Life." This should be turned in by tomorrow. (For help, use your group slideshows and the article, "How Will the Justices Rule?" from last week)

Reminders: 

• Look at your grades in Powerschool and make sure everything is caught up. 
• Tomorrow is the LAST DAY to request any regrades on late or missing work. 

A Historic Supreme Court Decision

Goal: Research a landmark Supreme Court Case and create a presentation

Agenda: 
Journal
Finish DACA Documentary
RACE Response
Choose a Case
Read About It
Create Case Presentations

1. Journal 
What kinds of cases does the Supreme Court hear? Explain your answer.

2. Finish DACA Documentary
Last week we finished watching the background on the DACA Supreme Court Case. Today we will finish the last twenty minutes. Be prepared to cite evidence from the documentary in a written response.

3. RACE Response 
There is an assignment in Google Classroom called "RACE Response: Supreme Court Cases in Daily Life." This should be turned in by tomorrow. (For help, use your group slideshows and the article, "How Will the Justices Rule?" from last week)

4. Choose a Case 
Choose a case from this list of cases that you find interesting:

• Dred Scott v. Sandford, 1857
• Issue: Does Congress have the constitutional power to prohibit slavery in free territories? Also, does the Constitution give African Americans the right to sue in federal court?
• Brown v. Board of Education, 1954 
• Issue: Do racially segregated public schools violate the Equal Protection Clause?
• Miranda v. Arizona, 1966
• Issue: Are police constitutionally required to inform people in custody of their rights to remain silent and to an attorney?
• Loving v. Virginia, 1967
• Issue: Did Virginia's law against interracial marriage violate the Equal Protection Clause of the Fourteenth Amendment?
• Tinker v. Des Moines, 1969 
• Issue: Does the First Amendment prohibit public school officials from barring students' from wearing black armbands to symbolize anti-war political protest?
• Roe v. Wade, 1973
• Issue: Does the Constitution prohibit laws that severely restrict or deny a woman's access to abortion?
• Obergefell v. Hodges, 2015 
• Issue: Is same-sex marriage valid across all 50 states, or just in the 37 states that allow same-sex marriage? 
• Fisher v. University of Texas 
• Issue: Does the Equal Protection Clause of the Fourteenth Amendment permit the consideration of race in undergraduate admissions decisions?

5. Read About It 
Read the page linked above and Google other information about it. Some more helpful sites you can consider using are:

• USCourts.gov: See more detail on your case 
• Supremecourt.gov: See the actual opinions written by justices
• Oyez.org: Look up each case

6. Create a Case Presentation 

• There is a slide template in Google Classroom called "Landmark Supreme Court Case"
• Use the template to inform the class about the case you chose. 
• You are working independently.
• You will be presenting these out loud to the class on Friday.

Reminders: 

• Look at your grades in Powerschool and make sure everything is caught up. 

PBS Frontline: Supreme Court Cases

Goal: Finish case brief presentations and watch a documentary on one of the ones closest to home

Agenda: 
Journal
CNN 10
Present Case Brief Presentations
Written Response in GC
PBS Frontline

1. Journal 
How long is the term of a Supreme Court justice? Explain.

2. CNN 10
Today's CNN 10 Report focuses on the life and legacy of Martin Luther King, Jr.

3. Case Brief Presentations 
We still need to hear from the blue team and the yellow/purple team today:

• Red Team/Orange Team: Will young undocumented immigrants be subject to deportation?
• Check out their slides here
• More info on this case

• Green Team: Must a jury be unanimous to convict someone in a criminal case?
• Check out their slides here
• More info on this case

• Blue Team: Does federal law protect people from getting fired for being gay?
• Check out their slides here
• More info on this case

• Yellow Team/Purple Team: Will the Court expand Second Amendment rights?
• Check out their slides here
• More info on this case

4. PBS Frontline

• I am going to show you a PBS Frontline documentary on one of the Supreme Court Cases we've discussed. 
• It's very important and relevant, especially to us in the context of San Diego. 
• Look out for the facts from the case and form your own opinion on how the justices should rule. 
• If you're interested in checking the bias from our source, check this out. 

5. Supreme Court Written Response
There is an assignment in Google Classroom called "RACE Response: Supreme Court Cases in Daily Life." I'm extending this deadline through next week, because I have a few more sources I want to show you on the Supreme Court.

Reminders: 

• Check Powerschool to see where you need to be. Make sure you aren't missing assignments.
• We have no school Monday thanks to Martin Luther King Jr. Do your research and enjoy the day, but make sure you're informed on why we celebrate his legacy.