Death Penalty-Lots of Information

Now that you've looked at an individual case study and explored the law, it's time to examine the current status of the death penalty and how it operates. Please follow the steps below and blog your responses to the questions. Your responses should correspond to the individual bullet points. Make sure you are specific and detailed in your responses.  This is a required post.

• Read about the STAGES in a death penalty case. Be sure you understand all of the different steps involved.  You need to read about all of the subtopics prior to clicking the arrow to move to the next stage (i.e. read about all of the steps in the pre-trial phase before moving on to the guilt phase) If the full text is not showing up in the interactive interface, click on the "Print" button to read the text without the graphics.
• RESPOND-What aspects of the stages in a capital case are designed to protect the rights of the accused? Do you believe that this system is sufficient to guarantee that only the guilty are convicted?
• Read about the different METHODS of execution.
• RESPOND-Which of these (if any) are the most humane? Should any be considered “cruel and unusual” according to the 8th Amendment? If so which? Why?
• Look at this table comparing states. Then note;Which states have the most inmates on Death Row? Which states have no death penalty? Which state has the most inmates on death row? Can you hypothesize any reasons for the differences?  Now look at the murder rates on this MAP. Going back to the table, can you make any conclusions by using both sets of data?
• Explore the demographic data here.   Questions to consider as you explore include:  Are there more blacks or whites on death row? Which state has the most women on death row? Are more men or women on death row? Why aren’t there any statistics for juveniles on death row? Are there differences in number of executions by ethnicity?
• Look at the information on this MAP What is the most commonly used method of execution in those states that have the death penalty? 
• RESPOND-What sorts of conclusions can you draw from this data? What does the state by state data tell us about how the death penalty is used? What regional or other trends do you see? What might this data tell us about issues of equality, arbitrariness,and justice?
• Click on this document to read the former Illinois Capital Murder statute. RESPOND-How many aggravating factors are listed that might have led to the death penalty?  What do you think of them? ? Should the crimes listed have death as a potential punishment? Why or why not? Go to the HERE to see more about the current status of the death penalty in Illinois. Does the data tell you anything about why the Illinois death penalty is no longer in effect? If not, make an inference.
• Take a look at the updated CHARTS put out by the death penalty information center.  This is current as of 12/15/2014.  Make some conclusions based on this information.
• RESPOND-How does the information here influence your previous responses? What does this data say about the economics of the death penalty? What does the data say about the influence of race on the death penalty? What does the data say about public opinion for the death penalty? What does the data say about innocence?  About deterrence?  Looking at the information overall, what point of view would you say that the Death Penalty Information center has? Is it convincing? Why or why not? What additional information would you like?
• BONUS-For fans of the TV Show Dexter. Read the blogs posted here and here. RESPOND: If Dexter was caught, should he receive the death penalty? Why or why not? 

Death Penalty Arguments and the Law

Yesterday in class we discussed the four major arguments for and against the death penalty and finished filling out the charts from last week.
Today and tomorrow in class, we'll be looking at the law as it applies to the death penalty by reading THIS ARTICLE and responding to these QUESTIONS.

Death Penalty Arguments

Today we finished our discussion of the Execution of Clifford Boggess and began to look at the larger arguments both for and against the death penalty. Each student was assigned a side and then asked to read their respective positions in this READING PACKET. Students were also asked to take notes in this CHART as they read.
Students assigned to be in favor of the death penalty should read the arguments and testimonies for Deterrence and Retribution.  They should also read the rebuttals and testimonies to the counter arguments of Innocence and Arbitrariness/Discrimination.
Students assigned to be against the death penalty should read the counter arguments and testimonies for Innocence and Arbitrariness/Discrimination.  They should also read the rebuttals and testimonies to Deterrence and Retribution.

The Execution

We started our look at the Death Penalty by watching the Frontline Documentary, "The Execution" which follows the execution of Clifford Boggess, convicted of a double murder in Texas in 1986 and executed in 1998.  As we watched, we tried to keep track of aggravating and mitigating factors in the case. If you want information about the story and the film you can go to this WEBSITE.

Abortion Debates

Continuing in class.

Ferguson, Mo.

Last night, Prosecuting Attorney Robert McCulloch announced that the grand jury decided not to indict Officer Darren Wilson in the fatal shooting death of an unarmed African American teenager, Michael Brown.  Fires and protests erupted in Ferguson and elsewhere around the country as a result. Today, your task is to read about the grand jury's decision (what was the evidence that they considered? what did they find?), the violence and protests in response to the verdict, President Obama's message to the nation, and analysis and editorial opinion.  Look at a number of different sites.  Take note of how the story is being reported.  Consider whether there are different emphases from different news organizations.  After reading several articles, do a blog post reflecting on what you're reading.  Be specific about the elements of the story that are provoking your response (in other words, give some reasoning for what you're saying).  Discuss what it's like to see this story as a student growing up in Deerfield, Illinois (in that regard, you may want to check out this article from The Atlantic, this article may be interesting as well).  When finished with your post, read what others have to say on their blogs and respond.
Some sites to look at:
CNN
Fox News
Huffington Post
The Atlantic
NPR
The New York Times
Chicago Tribune

Abortion Contd.

Instead of beginning the mini-debates today, we watched the first part of the documentary, The Last Abortion Clinic which we will finish tomorrow. The mini-debates will take place when we return after Thanksgiving.
The film is available online HERE.
There is no blog post due for Thanksgiving week.

Abortion Debates

Today we will begin to consider questions that the nation continues to debate in regard to the issue of abortion.  Period 1-use this document to gather your information.  Period 8 use this document to gather your information. You should finish and print this document for class on Monday 11/24.

Intro to Roe v. Wade

1st Period: Today we read the articles and documents found HERE and answered the incorporated questions in order to be grounded in the law as it relates to abortion.
8th period will do this tomorrow in class.

Abortion

We've been watching clips from the film, Unborn in the USA: Inside the War on Abortion and discussing the methods shown as well as trying to determine the intent/thesis of the filmmakers.

Upworthy

For 8th period today, we'll be exploring the site, upworthy.com to see what kinds of issues are raised for discussion.  As you browse, please paste a link to any discussion worthy topics/videos from the site in the comments to this post.

Outside Reading Partners

Below are your partners for the outside reading assignment.  Remember the requirements for this assignment:

• At least 3 posts (These are IN ADDITION to your regular weekly blog posts).  You should consider doing one soon after you start reading; one while you’re engaged in the main body of the book; and a final one after you’ve finished reading.
• Posts should contain enough detail and information to show a thorough reading of the book.
• At least 3 comments on your partner’s posts. (You can make more than one to a single post or a comment on each of their posst)
• A responding comment to every comment made on your blog

The idea behind these requirements is for you to discuss the ideas that you are exploring in your books.

I've tried to give you a partner (or partners) who either have read the same book or have a related topic. In a few instances the topics may only be tangentially related (in some they may hardly be related at all)-if that's the case, please do your best to still engage in discussion about the topics that are raised in your partner's posts.  Some of you may be partnered with someone from a different period and some of you may be in a group of three. If you are a group of three, make sure you determine who is going to comment on which posts so that everyone receives comments.  

If your name is not on this list, that means you have not signed up for a book yet. Please do so on the form in the Course Info link above and email me your choice ASAP.

Gun Control/School Shootings Josh G. (1st) Seamus (1st) Dani (1st)	War Johnny (1st) Dustin (1st) Lily (8th)	Technology (or lack thereof) Jack B. (1st) Zach (1st) Jack G. (8th)	Body Image Madison (1st) Eva (1st) Claire (1st)	Abuse... Robin (1st) Natalie (1st) Gloria (8th)
Tracking and College Admissions Matt B. (1st) Brendan (8th)	Internet Privacy, Global Warming, Pharmaceuticals Seth (1st) Dylan (8th) Jacob L. (1st)	Corruption and 2008 Recession Marc (8th) Evan (8th)	Racial Discrimination Marty (8th) Colton (8th)	Racial Discrimination Joe G. (8th) Yael (8th)
Kidnapping, Rape Madeleine (8th) Charlie (8th)	Kidnapping, Rape Allegra (8th) Carolyn (8th)	Kidnapping, Trafficking Tim (1st) Erica (8th)	Concussions, Hazing, Winning at all costs Jake O. (1st) Andrew (8th) Alex P. (8th)	Portrayal of girls and women in the media Liz (1st) Lizzy (8th) Sara (8th)
Racial Discrimination Jacob B. (1st) Adam (8th)	Criminal Justice System and the Death Penalty Mike (1st) Josh S. (8th)

Gun Control Mini Essay

While we finish up our debates on gun control, we will be putting our information to use in a short essay that is described HERE

Gun Control Debates

In class today, you will be divided into teams and posed a randomly chosen question about gun violence, gun control, and/or Bowling for Columbine.  With your team you will use the facts on the charts linked below to craft an argument to support your side.

Per. 1 Facts Chart

Per. 8 Facts Chart

Gun Control

As we began our discussions about the school shooting in Washington and then watched the film Bowling for Columbine a number of questions about the overarching theme of gun control emerged.
These include:

• Are rules and guidelines created over 200 years ago still applicable today?
• When a greater number of people in our society own guns are we safer or more at risk?
• Should the federal government be able to dictate gun laws in individual states?
• How accurate is this statement, “The only thing that stops a bad guy with a gun is a good guy with a gun”?
• Will increased gun control laws help to save lives? (consider trigger locks, background checks, etc.)
• Are stand your ground laws necessary in order to provide people a means for self-defense?
• Should people (including students) be allowed to carry guns on college campuses?
• Should teachers or other personnel be armed in schools?
• Should the assault weapons ban be reinstated?
• Do laws permitting concealed weapons ensure or decrease public safety?
• Should online sales of firearms be allowed?
• Should assault weapons be banned?
• Should there be a national waiting period for handgun purchases?
• Should there be increased penalties for providing guns to juveniles?

Your instructions are to explore  the links below (some of them will require you to click on the links embedded in the articles) and use them to identify key facts or details that help provide responses to the questions posed.  Fill out this chart (Period One, Period Eight) as you identify key facts.  You are collaborating on this document, NOT making a new one individually.  Add rows to the chart as needed (Any time you fill in a fact in response to a question, you should add a new row-only one student and one fact per row).  You may use information to answer more than one question.  You should look at all of the links and answer multiple questions using a significant number of facts.  In other words, everyone should add at least five rows to the document during the course of the period.  You have the entire period to collaborate on this document.  

Links:

Loaded: The Duel over Gun Laws

Gun Rhetoric v. Gun Facts

The Murder Map of the World

Mass Shootings in America

Concealed Guns (Pro v. Con)

Opposing Viewpoints I

Opposing Viewpoints II

9 Potential Massed Shootings that could have been stopped v. Do Armed Civilians Stop Mass Shootings

Town Hall Meeting Prep

Today in class we continued to prep for the town hall meeting on drug testing.  Here is the RUBRIC that I will use to assess your speech.

Drug Testing Comes to DHS

ANNOUNCEMENT

As a result of rising illicit drug use amongst teens (see sources below), The Board of Education is debating whether or not to institute a strong drug testing policy for the district.  
The Board of Education of the Township High School District #113 hereby invites all interested parties to air their views on the new drug testing policy (*See below) at a town hall meeting to take place on October 21-23.

• Each speaker must create a typewritten outline to be turned in prior to their opportunity to speak.
• Each speaker will be limited to two minutes and is expected to have a firm grasp of the issues.  
• Each speaker is required to demonstrate their understanding of the issues by using facts and argument from at least one of the sources given (see below) as well as prior Supreme Court precedent (T.LO. Acton and Earls cases).
• Each speaker should be prepared to answer questions from the school board.

Township High School District #113 Policy:

The objectives of the District’s drug policy are:

• To educate children and adults as to the serious physical, mental, and emotional harm caused by the use of drugs.
• To provide a deterrent to the use of drugs by students of District #113.
• To give students a valid reason to resist peer pressure to use drugs.
• To provide and maintain a safe, secure school environment, free of drug use and its effects.
• To eliminate the negative impact of drug use on the safety of students and others while traveling to and from school as well as throughout the school day and during school activities.

In order to meet the objectives of this program, all students and their parent/guardian are asked to sign a consent form agreeing to be part of the drug testing program for Township High School District #113.  During initial implementation, all students will take a mandatory drug test. Further, all students will be involved in random testing equivalent to a minimum of 10% of the group per month.  In subsequent years, incoming ninth graders will take a mandatory drug test, and all students, grades nine through twelve, will be involved in random testing at an equivalent to a minimum of 10% of the group per month.  Students entering the district after the first day or who had not been part of the initial mandatory testing will be given the test at the next random testing date.  Testing requires students to provide a urine sample, which is collected by an independent lab and screened for signs of tobacco and alcohol use, as well as for illegal substances.  If any of these substances are found as a result of the drug test, consequences will be imposed according to the policies listed on pages 15-18 of the student handbook.

Here are your tasks:

1) Read and annotate the Board of Education v. Earls case.  Use the link or the hard copy is in your packet.  Be sure you can identify the Court's ruling as well as the reasoning they used to arrive at that ruling.

2) Use the sources below to develop your argument.  Some are legal briefs written in support of one side or the other in the Earls case and some are pamphlets developed by organizations on one side or other of the debate.  They are long.  Do NOT print them out.  Begin by clicking on each and deciding which you would like to look more carefully at.  Notice who or what organization prepared the source-this might influence which you choose to read.  Then, once you've selected one, look at the table of contents, then skim through them, finally, read carefully the sections that seem to be most helpful to your argument.

3) Make your outlines.

4) Practice and prepare your speech.

Sources

CURRENT STATISTICS
From the Chicago Tribune
Newsweek
National Institute on Drug Abuse

IN FAVOR OF DRUG TESTING:

Student Drug Testing Coalition

1) http://www.studentdrugtesting.org/SDT%20does%20it%20work%20article%2008.pdf

2) http://www.studentdrugtesting.org/2008%20Resource%20Manual.pdf

National School Board Association

3) http://supreme.lp.findlaw.com/supreme_court/briefs/01-332/01-332.mer.ami.nsba.pdf

U.S. Department of Justice

4) http://supreme.lp.findlaw.com/supreme_court/briefs/01-332/01-332.mer.ami.usa.pdf

Washington Legal Foundation

5) http://supreme.lp.findlaw.com/supreme_court/briefs/01-332/01-332.mer.ami.wlf.pdf

AGAINST DRUG TESTING

American Academy of Pediatrics, et. al

6) http://www.aclu.org/FilesPDFs/earls_aap.pdf

American Civil Liberties Union

7) http://www.aclu.org/FilesPDFs/earls.pdf

8) http://aclu.org/images/asset_upload_file598_23514.pdf

Juvenile Law Center

9) http://supreme.lp.findlaw.com/supreme_court/briefs/01-332/01-332.mer.ami.jlc.pdf

Today in Class

We looked closer at the VERNONIA v. ACTON case as we worked on this WORKSHEET which is a required component of this unit.

10/9 and 10/10 in class

(Use the hyperlinks to get to the readings)
1st Period-Today we continued work on the N.J. v. T.L.O. case focusing on the chart on the first page.  HW for next Wednesday is to read and annotate the Vernonia v. Acton case.

8th Period-Today we read and discussed the N.J. v. T.L.O. case, focusing on the majority opinion and spending a little time on the chart on the first page.  During class tomorrow on 10/10 we will be reading and annotating the Vernonia v. Acton case and if time, completing Exercise 5.3 which follows the opinion in the packet.

10/7-1st Period, 10/9 8th Period

Today, 10/8 will be a work day for both periods.
On 10/7 (1st Period) and 10/9 (8th Period) we took a look at the N.J. v. T.L.O. case, discussing the facts of the case and reading and discussing the majority and dissenting opinions.

Today in class

We discussed the pre-homecoming assembly and then started our exploration of the issue of student privacy with a focus on drug-testing in high school.  If you were absent, make sure you ask someone in class about the discussion.  No hw this week as you should be working on your "T-Shirt Paper".

Friday, 10/7

8th Period: Signed up for turnitin.com (instructions in Course Info Tab above); fixed settings on blogs to include a follow by email gadget, allow for comments, and eliminated word verification;  worked on T-Shirt "Legal Briefs".  Make sure that you look at T-Shirt Paper Brainstorming Sheet in Student Rights Tab above.

Today in Class

1st period: Signed up for turnitin.com (instructions in Course Info Tab above); fixed settings on blogs to include a follow by email gadget, allow for comments, and eliminated word verification;  worked on T-Shirt "Legal Briefs".  Make sure that you look at T-Shirt Paper Brainstorming Sheet in Student Rights Tab above.

8th period completed activity posted on 9/30.

Per. 8 in class today

See post from 9/30

Speech Codes on Campus Per. 1 10/1-Per. 8 10/2

Over the last few days, we've explored issues of hate speech on college campuses.  Now that you have a general understanding of the laws, it's important to see how those might be applied in settings that you may experience as you head into your college years.  To do so, please follow the instructions belos.

1. Go to the FIRE website and read their mission statement and what they are about. 
2. Look at the "What are Speech Codes?" article so that you understand how FIRE is defining them.
3. Go to "Using FIRE's Spotlight" in order to understand how to use their database.
4. Go to the database and select a college or university that you have an interest in.
5. On your blog, write a post that responds to the following:
• Describe your chosen university's speech codes (or lack of them).  How do your university’s policies or restrictions on free speech impact you as a prospective student? Does it influence or change the way you view the school? Do you believe that your university’s speech codes are legal or do they infringe on your rights to free speech?  Make connections to the description of the law that you read for class today.
6. Next, watch this story about an incident at Penn State University.
   http://www.msnbc.msn.com/id/21134540/vp/50100377#50100377
7. Then read these stories that provide context for the images that are posted here.
8. Then read these stories about controversy surrounding a "Tacos and Tequila" party at the University of Illinois.
• Now, in a continuation of your post that you began above, consider how the university you explored in #5 above might have reacted to these parties on their campuses?  Work to apply their speech codes to these incidents.  Would you agree or disagree with their reaction? 
9. Next, write a concluding thought.   Do you agree with FIRE's definitions of what constitutes a speech code? Are the “restrictions” and codes they point out necessarily harmful or do they protect students? If you went to a university with a speech code how would you feel; safe or restricted? 
10. Spend any remaining time looking at other class members' blogs.  Try to comment on at least two.

9/30 Today in Class

Per. 1- Finished Hate Speech Seminar-if you were absent, make sure to get notes from someone in class.  The homework for tonight is to read THIS ARTICLE.

Today in class

I assigned the unit ending paper which is posted in the Student Rights tab above.  We then watched a portion of a law school seminar about hate speech on college campuses.  You will need to get notes from someone in class if you missed the start.

Student Speech Updates

8th period-Today we finished the chart about online speech cases in class. We'll be working on the following in class on Friday.
1st period, we did the following activity today in class (Jack B and Dani will be partners and comment on each other's posts).

Today in class we are going to continue to explore and discuss the current state of the law as it applies to student speech both inside at outside of school.  Thus you have a few tasks to complete today.

First, choose three of the following stories to read (you should read one from each group)
Group (A)

• Student claims she was disciplined for facebook post...
• How far may schools go in restricting student speech in the interest of school safety?
• Supreme Court declines to hear student internet speech cases

Group (B)

• Court upholds expulsion for off-campus threat of school violence
• Cyber-bullying: Disruptive conduct or free speech?
• NY top court says cyberbulling law violates free speech

Group (C)

• Censorship of "boobies" bracelets continues
• When Students protest abortion can schools draw the line?
• High School basketball player sues after getting cut from the team

Next, write a blog post that does the following for each article:Titles it Student Speech Updates; Defines the issue raised in the story;  Identifies the key facts; Lists the potential legal questions that exist;  Suggests your opinion about the issues raised in the story;  Asks an open-ended question about the article and the issues it raises.

When each member of your group is finished write a comment to their posts that responds to the questions they raise.

This activity does NOT count as your blog post for this week.
If you are looking for something to write about for your weekly post-check out  this article:
Denver Area Students Walkout in Protest.

Speech in Schools contd.

Today we discussed the Morse v. Frederick opinion and then began to look at cases about online speech involving high school students.  You can find these cases at the back of your Tinker Packet.
Please fill out this chart as you read through these cases.

Outside Reading

Today in class we received the outside reading assignment.  It is posted in the Course Info tab above.  Please make sure that you identify your book and fill out the google form by next Wednesday, 9/24.

9/12 and 9/15-Today in Class

Finished 7 Days in September.

9/11-Class today and this week's blog post

In class today we took a bit of a detour from our discussions about free speech in school and began the film 7 Days in September in order to commemorate and consider the anniversary of the attacks that occurred on September 11, 2001.  For your blog post for this week, please consider the following:

1. Any thoughts, reflections, commentary on 9/11 and the film we watched in class.
2. Watch President Obama's speech from last night regarding military engagement with ISIS.   
3. Consider that the United States has been a nation at war for most of your lives.  What does this mean?  How has it impacted your lives or your vision of what America is?  What issues are raised as a result?  What do you think of the plans that President Obama outlined in his speech? Do you support them or not?  Why not?

9/9-What we did in class

Discussed Free Speech in Schools via a "card" discussion.
Assigned Tinker v. Des Moines packet:

• Annotate Background Summary and answer questions 1,2,4
• Classifying Arguments
• Annotate Excerpts from the majority and answer questions 1,2,3
• Annotate Excerpts from the dissent and answer questions 1,2

9/8-What we did in class today

We discussed the Texas v. Johnson decision that you prepared for homework.
We did a response in our notebooks to the following questions (these will serve as basis of discussion tomorrow):
1) Describe a time in school when you exercised your freedom of speech.
2) Describe a time in school where your freedom of speech was restricted (either if you wanted to say something and you couldn't or when you received consequences for speaking-don't worry, this part will be anonymous).
3) What changes would you make to your right to speak in school?  Are there any changes that you would make to school rules in regard to speech?

9/5 What we did in class

Per. 8-Explored the issue of flag-burning.  Read the Texas v. Johnson case that is linked in the Unit One Tab above.  Read and annotated the majority and dissenting opinions according to the questions to consider that follow.

9/4-What we did in class today

Per. 1: Explored the issue of flag burning.  Read the Supreme Court Opinion Texas v. Johnson which is linked in the Student Rights tab above.

Per. 8: Continued to explore the principles of the First Amendment and the corresponding Case Studies. The handouts are linked in the Student Rights tab above.

Let's Blog!!

Today you will all become part of what has become known as the blogosphere, a modern day adaptation of the public square.  In a tradition that has it's roots in early American society, the public comes together to explore the interesting and provocative ideas of the day.  In 2014, that universe has expanded to allow anyone's ideas to be put into the marketplace for the world to see or hear.  Today, you will set up your blog that will allow you to do just that.

What does a blog look like?  Explore the following sites to search for blogs and get a sense for what they look like and what issues and topics they cover.  As you'll see, they can be about almost anything. 

• Time's Best Blogs of 2013
• Best Blogs Directory
• Best of the Web Blogs
• Daily Tekk's Best Blogs of 2014
• Google's Blog Search

So, let’s make a blog! (Note-make sure that you are signed in with your school gmail account).  We are going to use Google's Blogger platform to create our blogs.  Find it in your Google Apps or you can click here.  Note-it may ask you to create a Google+ profile which you may (although this takes longer) or you can continue with a limited blogger profile (I would start here and then upgrade to Google+ later) Then:

1. Click the button to create a new blog. 
2. Decide on a catchy title for your blog.
3. Identify an available URL for your blog.
4. Choose a template to begin (don't worry, you can customize this later)
5. Then click "Create Blog" 

Some things to consider as you begin to blog

• Choosing a design-many different templates and ways to customize  Click on the Template link on the left side to choose.
• The layout tab allows you to change the layout of your blog and add gadgets-gadgets allow  you to post links, add pages, have newsfeeds, etc.
• Click on the settings tab and then language and formatting to change to Central Time Zone.
• Warnings before going too far
  • Audience
  • Privacy - no full names, personal information
  • Expectations - tone, respect, acceptable topic

Blogging-so now that your blog has been created, you are ready to post.  You can create a new post from your blogger dashboard or from your blog itself (as long as you are signed in).  Remember, anyone can see and comment on your post so consider your audience.  You can also incorporate images, videos, and links in your posts.  As we continue to blog this year, I will show you how to do this.

Need help?     

·         http://www.google.com/support/blogger/

So, here are your ultimate tasks for today (and the weekend if you don't finish in class):

1.  Create a blog!
2.  Think of a catchy title.  Make sure you add a description of what you want your blog to be or to express.
3.  E-mail Mr. Kramer with the name of your blog and its URL address.  He will create a link to it on the class blog.
4. Write a post that introduces yourself and your ideas to your readers.  The first can be about virtually anything-current events, a good movie you recently saw, the first day of school, etc.  Spend some time with this.  It will be the first time for your followers to get to know you and your ideas thus you want them to have a good sense of your voice.
5. Next, write another post that follows up on our conversation about Ferguson, Mo.  What issues seem to be simmering for you?  What concerns or questions do you still have?  Be sure to include details from the articles you read to support what you say.

Welcome

Greetings Issues Scholars!

Welcome to the blog for Mr. Kramer's Issues in Modern America classes. Here you will find information about the class, as well as helpful resources and links to your own blogs. It's also where you may find conversations begun, or continued about the wide variety of topics and issues we will discuss in class. In essence, this is the clearinghouse for our "marketplace of ideas". Both in class and out, I look forward to helping you to continue your journey towards responsible citizenship.  Your first assignment is to find and read two articles from credible news sources about the situation in Ferguson, Mo.  One article should give background and information to the story and the other should be an editorial viewpoint.  Please print out the articles, read, and annotate them for class tomorrow.

Sincerely,

Mr. Kramer