Framing/Objectives for today
Today we are going to dive into the 3 branches of the government and look specifically at the President's powers during wartime.  This is important to understand in order to evaluate past and present Presidential decisions during times of war and to ensure they're acting within the bounds of the Constitution!

Starter 35: 

• What do you know about the 3 branches of the US government?   What are they? What are their main powers? How do they check each other? 
• Some comic relief (How does this Onion article satirize Congress? What societal attitudes might it reflect?)

Agenda
We'll watch this Crash Course on US History about the Three Branches of Government. You should take notes in the table on page 5 (Unit 1, Part 2).

Complete the second half of page 5!

1. After we watch a Saturday Night Live skit on Obama’s Executive Order regarding illegal  immigration, jot down your ideas on what an executive order is.  Does it seem like it violates the separation of powers our 3 branches of government are designed to protect?
2. Add more notes that add to your understanding of executive orders from the youtube video, “What are Executive Orders”

Unit 1, Part 4: Presidential Powers During Wartime (Pages 6-11)

1. Read the introduction on the top of page 6 and then complete the table at the bottom of the page
2. We'll share out answers to compare. Continue to add to your chart and then answer Question #2 on page 7.
3. Examine the excerpts from the U.S. Constitution (listed on page 9 of your notebook) regarding the powers of the president and legislature in war (located on the next page of this notebook) and answer the questions listed under #3 on page 7.
4. What powers should the president really have during wartime? While the U.S. Constitution may appear clear in the way it divides power, in practice, there have been questions over whether presidential actions in wartime were constitutional. You will read about three Supreme Court cases in this vein, located on the next page of this notebook. 
   • You will be assigned situation #1, 2 or 3 described on pages 10 and 11 of this notebook.  Read the question on the first page for your situation and then read the full summary on the second page.  Discuss your reactions as a group. Then, in the space provided on page 8, individually write a detailed response explaining your answer to the question posed on the first page pertaining to your assigned Supreme Court case/situation.
5. Share your ideas with a new group!  Summarize your “situation” and explain your personal response to the question.  Should the president have the power in wartime to do as he did with your situation?
6. Debrief as whole class
   

Homework:  Continue Zinn/Schweitzer reading and response.  If you didn't finish today's work, be sure to have completed pages 5-8 in the notebook.

Welcome back!   I hope you all had a great Thanksgiving break!

Starter:  Take 5 minutes to share a few highlights from your break with your neighbors

Agenda
1. Intro to the "Korematsu v. US Supreme Court Case Historical Background and Important Content" Notebook (pdf version)

• Ashley will pass the notebook out (Feel free to work on this digitally by downloading this word document)
• We'll go over the learning objectives and schedule for the next two weeks listed on page 

2. Please complete "Review" on page 3

3. We'll discuss your review answers

4. Watch "Manzanar" a film about one of the Japanese Internment camps and take some notes on the following questions that we'll discuss afterwards: 

• What did you learn about the Japanese immigrant experience? How were people's identities affected by this experience? 
• How did the US government's and media's use of propaganda fuel the growing fear and hysteria and affect Japanese Americans?
• What does shikata ga nai mean? 
• What questions about this time period or the internment camps themselves did this film raise for you? 

5. Ashley's lecture on key vocabulary and constitutional terms relevant to Japanese Internment camps (complete pages 3-4 as I talk)

6. Time to get started on homework reading if time!

Homework
Complete pages 3-4 if you didn't in class.  Begin reading the Zinn/Schweitzer readings I passed out in class today.  Annotate as you do so and take notes on page 14 of your notebooks for FRIDAY's class discussion!

Starter 34:  What was your general reaction to Osama bin Laden's letter? What was most interesting, surprising, or disturbing about the experience of reading Bin Laden's letter?

15 minutes to finish the rhetorical analysis group work from yesterday

Whole Class discussion

1. How did he justify the attack on America?
2. What are his criticisms of the US?  To what extent do you agree with his criticisms? Which ones?
3. T-Chart Analysis:  Similarities and differences between Bush and bin Laden's writings?

Small group work (Groups of 4-5) Evaluating Anti-Muslim sentiments in US society today

1. Clarification: What is the difference between Islam and Muslim?
2. Brainstorm:  Come up with a list of all of the different ways that anti-Muslim sentiments appear in society, media and politics today. For example, politician's rhetoric, social media posts, hate crimes. THINK BROADLY HERE!
3. Research:  Assign each student one of the examples you came up with in the brainstorm.  Find an example!  For example, if you are researching politician's rhetoric, find an actual video clip of a politician's speech.
4. Share out:  Take turns sharing out your findings!  
5. Digging Deeper:  How might these attitudes affect our society?  Our political realm?  Our laws/policies both at home and abroad?
6. Action/Solutions:  What actions/solutions do you think our leaders, our government and WE as individuals should take to address these sentiments? 

Whole class debrief:  Thoughts? 

• Fox News report from YESTERDAY about Trump's proposal for a Muslim registry leaning on Japanese American Internment camps as "precedent" for such a policy.

Time to write appreciations for today's Thanksgiving feast

Share out Thanksgiving break plans

Starter 33:  What are two thought-provoking OR clarifying questions you have for our discussion of "War and Liberty"? 

CLASS BIZ
Ashley's thoughts about Part 4 grades
​
Today's Goals (there are a lot!)

1. Evaluate to what extent the US has limited liberties in the name of national security during war time
2. Consider how you feel about the balance of liberty and security during war
3. Analyze Osama Bin Laden's rhetoric  and perspective and compare it to President Bush's rhetoric/perspective after 9/11 
4. Analyze anti-Muslim sentiments today and how those sentiments may impact our society and our nation's politics. 

WHY, Ashley are we learning all this? 
We are going to soon make a leap back in time--- to when anti-Japanese attitudes and war hysteria after Pearl Harbor led to severe restrictions on US citizen's liberties and civil rights.  Were those actions justified?  What lessons can we learn from our past and to what extent are these lessons applicable and relevant in today's world? 

"War and Liberty" Class Discussion

• What is the goal of his book? (read aloud 1st page)
• What are your questions?
• 4 corners on 2 of the scenarios on page xv?
• What other events did you highlight as examples of infringements on our liberties during times of war? Let's discuss to what extent those are justified and/or if you are personally willing to cooperate in that way, etc....
• Question to debate on page 129
• Review the court cases outlined on page 133
• Should suspected terrorists receive due process of the law?
• Page 141-- why does Stone say it is dangerous for the government to censor political gatherings, etc..?

Osama Bin Laden's Letter to American People Rhetorical Analysis

1. Who was Osama Bin Laden? What do you know?
2. Read and annotate Osama Bin Laden’s letter

 
Small Group Discussion Round 1  

1. What was most interesting, surprising, or disturbing about the experience of reading Bin Laden's letter?
2. Rhetorical Analysis of Osama bin Laden's open letter to America.

Whole Class:  T-chart

• What are the similarities and differences between Osama bin Laden's and George Bush's rhetoric?

Announcements

• No school on the Monday after Thanksgiving
• Sign up for a dish for the Thanksgiving potluck on Friday during lunch: See special schedule for Friday--PLEASE ADD YOUR CONTRIBUTIONS TO SIGN UP SHEET for feast!
• Sign up for your Osprey Week choices by the end of today!
• What is mandatory reporting?  Teachers are mandated reporters. This means that a teacher must report to either a parent, social services, or the police department if a student is in imminent danger. The three times a teacher must make a report include--if a student is being harmed by an adult, if a student has intention to harm themselves (includes extreme substance use) or others. If a student is not in imminent danger then a teacher can use their best judgment to determine how to support the student.     

Agenda
1. Grade check

• Complete the new action plan sheet and staple it to your current "packet"
• Complete the graph
• Email your parents and cc-me

2. Check in on Advisory Olympics planning

• How are the t-shirts and logos coming?
• Team banner/flag?
• Scoot routine?
• Team chants/cheers?

 Class Biz

• Take the Osprey Week survey today!
• War and Liberty reading due tomorrow

Starter 32:  REVIEW!

• What does  "Habeas Corpus" mean?
• When in history has it been suspended?
• Bonus: What is the literal translation from Latin?

AGENDA
Watch President FDR's speech after Pearl Harbor and make  note of his ethos/pathos/logos

Individually: Read Bush's Speech (see documents below and/or hard copy of the text in class) and annotate  it as a piece of rhetoric- what are the similarities in pathos/logos? What ethical appeals to they make?  What strikes you as interesting?

1. Video of President Bush's Speech:  September 20, 2001
2. Full text of Bush's speech 
3. Full text of FDR's speech (for you to review for the group activity below)

Group Work: Rhetorical Analysis of FDR and Bush's speeches
When you are done reading Bush's speech, form a group of 3-4 to complete the analysis document linked above. 
  
Full Class Discussion/Debrief/Share out
 
Power Point Lecture: Pearl Harbor and Japanese Internment Camps  

​If done early: Time to read War and Liberty

​

Today's Goal:  

• Empathize with the survivors, victims and witnesses of 9/11
• Consider how fear and hysteria affected American society and public support for the "War on Terror"

Starter: What changed after 9/11 in American society/politics? What major event(s) occurred as a result of 9/11?

Class Biz: 
1. Your DP Updates were due beginning of class!
2. A bit about the reading assignment DUE THURSDAY:
--> We are reading the preface and the chapter on Bush’s administration in the wake of 9/11
--> I skipped pages 135-140 and I ended the ch. early so note the weird page numbering.
--> Read and annotate carefully for our class discussion on Thursday and be sure to note:

• — What is the “goal” of his book?
• —Highlight 3 events that strike you as examples of U.S. government actions during war that may have violated individual liberties
• —Jot down questions you have as you read (both clarifying and seminar-type questions)
  

Agenda:
1.  Discuss the starter
2.  Watch In Memoriam: New York City, 9/11/01
3.  Discuss the film
4. Time to read and annotate "War and  Liberty" AND...

• Please come to class on THURSDAY with thought-provoking questions and your reactions to this reading for a c lass seminar.
• Also be prepared to answer explain what the “goal” of his book is
• Lastly, have highlighted 3 events that strike you as examples of U.S. government actions during war that may have violated individual liberties

Today's Goals: 

• Understand basic direction of our next project
• Examine how the U.S. government has balanced individual liberty with national security during times of war
• Understand what the Writ of Habeas Corpus is

Starter 30:  Security v. Liberty in times of war
Do you think it is justified to make US citizens give up some liberties during a war? What sorts of liberties can you think of that would be legit?

Class Biz

1. Honors: Bibliography due today!  
2. Deadlines this week-- let's scope out the Homework page!

Intro to Project #2: Korematsu v. U.S. (1944) Supreme Court Case Mock Trial 
1. Making sense of images: Group Activity 
​Directions: In your group, look through the packet of images and quotes and attempt to tell the "hiSTORY" of these images.  Your "story" should be as historically accurate as you can make it and must attempt to answer the following questions and meet the following requirements:

• —When does this “story” take place?
• —What is going on socially and politically during this time period?
• —How does the quote relate to the events in this “story”?
• —What is the setting and who are the major “characters”?
• —Try to somehow incorporate one of the quotes into your "story".
• —It should have some sort of plot.

2. Brief overview of the project​

• Total length ~ 5 weeks, ending January 19th if all goes as planned

3. Lecture: War on Terror and Habeas Corpus Overview + Reading Assignment (due Thursday)

Time to work on your MPJ DP Update and Project Reflection (due before class starts tomorrow. Send me you link when it is done!)

Goal: 
Reflect on your learning experience so that you better understand yourself as a learner, demonstrate critical thinking not just on WHAT you're studying but WHY you're studying it, and so that you can help Ashley refine the process for future students.

Starter 29:  Describe your exhibition experience.  What did you like most about it? What would you like to see changed?  What was the most interesting, thought-provoking or challenging conversation you had?

Debrief exhibition as a class

End of Project Survey 

DP Update and Project Reflection guidelines