Clemency Hearings 2015

Today, after reading about last night's execution of Brian Keith Terrell, Mr. Kramer introduced the project that we'll be doing to close the unit, a series of clemency hearings where students will be making arguments about whether death row inmates should be executed or should be granted clemency of some sort.
Clemency Arguments Assignment
To help facilitate your argument, the following resources will be helpful:
http://www.capitalpunishmentincontext.org/
http://deathpenaltycurriculum.org/node/90
http://www.deathpenaltyinfo.org/

Your first task is to complete a preparation sheet, that is a required part of this assignment.
Prep sheet for state/victim
Prep sheet for defense/inmate
You'll then work with your partners to outline and divide the parts of your presentation.

Here is a link to the RUBRIC that will be used to grade your argument.

Groups and case assignments are posted below:

Period 1	Inmate	State
1 Wuornos	Ashley/Josh	Jamie/Nick
2 Graham	Claude/Brittany//AJ	Rachel/Noah
3 Porter	Will/Billy	Hillary/Kyle
4 Gosch	Annie/Lizzie	David/Ben/Bijan
5 Mcmillian	Sara/Becca Horwitz/Emily	Isaac/Dylan
6 Garza	Morgan/Becca Hyland	Evan/Dillon/Jake

Period 6	Inmate	State
1 Wuornos	Lindsay/Kyle	Sophia/Britney/Nick
2 Graham	Jared/Nathan	Isabel/Caroline
3 Garza	Rosie/Ryan	MacKenzie/David
4 Porter	Justin/Tommy/Riley	Alex/Michael
5 Mcmillian	Lexi/Max	Will/Jovan
6 Gosch	Marnie/Lizzie	Noah/George/Lucy

Death Penalty Info Contd.

Today in class, we'll continue our work gathering information from the sources listed yesterday.

Death Penalty Information

Now that you've looked at an individual case study (Clifford Boggess), explored the law and read about the basics of the arguments for and against the death penalty, it's time to examine its current status 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 and may count for this week.

• 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 this LINK 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.   Make sure you click on both the number of inmates on death row as well as the number of executions. 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 HERE to see more information about the death penalty in Illinois prior to its abolishment. 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 FACT SHEET put out by the Death Penalty Information Center.  This is current as of 12/2/2015.  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

Today we discussed the Execution of Clifford Boggess by debating the aggravating and mitigating factors in his case. Then we began to look at the larger arguments both for and against the death penalty. Students were assigned to read the arguments and take notes about both sides as they read this READING PACKET.  Students in Period One did the reading in class on Thursday. Students in Period 6 will do the reading in class on Friday.

The Execution

Today we took a quiz on the Constitutionality of the Death Penalty and then began to watch the documentary, The Execution. We took notes during the film by trying to keep track of the aggravating and mitigating factors in Clifford Boggess' case.

The Death Penalty

Today we introduced the Death Penalty by watching this 60 Minutes Report. For the next class period, you must read this article about the Constitutionality of the Death Penalty. You should use these questions to guide your annotations or notes (you may be quizzed on your responses).

Upworthy and Beyond

Today in class your tasks are twofold:
1) Prepare for class tomorrow-Rather than start a new unit, we'll take the opportunity on the day before the Thanksgiving break to open up for some discussion about current events; either stories that are prevalent in the news or perhaps, some that should be. Thus, your task for tomorrow is to come prepared with two items to discuss. One should be a story from a main stream news source or blog about something important going on the world. For the second story, you should explore this site: upworthy.com (scroll down to see the most shared and newer items and also notice the topic bar at the top of the page) and identify a story or video that you want to share and discuss to (as the site's mission statement says) draw attention to a story that matters. When you find something worthy to share, please post a link to it in the comments to this post.

2) After completing #1, you may have any remaining time to revise or edit your abortion paper.

Taking Over the Supreme Court

As you've read, the Supreme Court is going to hear the case of Whole Woman's Health v. Cole. As experts in the moral and legal issues surrounding the issue of abortion that is at the heart of the case, you've been asked to submit a brief to the Court, advising them as to how they should rule.  In their ruling, the Court will be answering the following question:
Whether, when applying the “undue burden” standard of Planned Parenthood v. Casey, a court errs by refusing to consider whether and to what extent laws that restrict abortion for the stated purpose of promoting health actually serve the government’s interest in promoting health. 

You should use information from your study of the issue (Unborn in the USA, The Last Abortion Clinic, Roe v. Wade, Planned Parenthood v. Casey The Chicago Tribune Editorials, research for mini-debates) in order to answer the question.   A minimum of three sources is required and they should be properly footnoted using Chicago Style.

In addition to answering the question presented, your argument must include an assessment of abortion law overall and determine whether the Court should reconsider the rulings in Casey or Roe, either maintaining the current standard, changing the standard, or eliminating the right to privacy overall.

Thus your argument should include an introductory paragraph that sets the context of the case, introduces your assessment of the current state of the law and ends with a thesis which is your answer to the question above (make sure it includes a why or because).
Your body paragraphs should all begin with topic sentences that make an assertion connected to your argument.
A conclusion that summarizes your argument and tells the Court what the consequences of following (or not following) your advise may be.

Papers should be 2-3 pages, single spaced, use Times New Roman 12 pt font, and be free of errors (remember, the Supreme Court is reading this)!
Papers are due to be submitted to turnitin by class time on Tuesday, 11/24.

If interested, here is a link to the regulations for Ambulatory Surgical Centers in Texas

Abortion 2015

Today in class we'll finish up the mini-debates on abortion. For the rest of the week, you'll be constructing a letter advising the Supreme Court how to rule on the Whole Women's Health v. Cole case that they recently decided to hear. In order to prep for your work, please read this article providing background to the case: Supreme Court Takes Up Major Challenge to Abortion Restrictions.

Abortion Debates

After watching the film The Last Abortion Clinic (Per. 1 on 11/10, Per. 6 on 11/12) and prior to our closer look at the Supreme Court's current decision on whether or not to review the Texas abortion cases, Currier v. Jackson Women’s Health Organization and Whole Woman’s Health v. Cole, it will be important for us to continue to work to understand the issues regarding abortion that are still vexing the nation. On Thursday 11/12 (per. 1) and Friday 11/13 (per. 6) we will begin preparations for a series of short debates/discussions we'll be having on these issues.  
After being randomly assigned one of the questions below, you should use the linked research sheets to keep track of the information that you find that helps to answer your question. Your preparation is due on Monday because on Monday and Tuesday of next week, you'll be asked to share the information that you find. 

Per. 1 make a copy of this sheet.
Per. 6 make a copy of this sheet. 

1. Should the morning after pill be allowed to be sold over the counter?
2. Should a man have any rights in regards to his partner’s decision to have an abortion or not?
3. Should parents be notified if their minor child wishes to have an abortion?
4. Should people have the right to protest outside abortion clinics?
5. Should partial birth or late-term abortion be banned?
6. Should women be required to have an ultrasound prior to getting an abortion?
7. Should there be a waiting period prior to getting an abortion?
8. When do fetuses feel pain and how does that impact the question of when life begins; conception, viability, or birth?
9. Should a fetus be considered a person that has legal rights and thus do feticide laws protect an innocent life or are they harmful to the health of the mother?
10. Should the government be required to pay for abortions for those that can’t afford them?
11. Should government health plans be required to provide coverage for abortions?

Abortion Regulations

After finishing and discussing the film, we'll finish looking at the Roe v. Wade and Casey v. Planned Parenthood decisions that you can find in this LINK.
We'll then begin to consider how the Casey case is being applied and what an "undue influence" might be by first looking at question 4 in the questions to consider in the packet above and then looking at this activity about informed consent.

Abortion Contd.

We'll be spending time discussing the film, Unborn in the USA: Inside the War on Abortion.

Abortion

Today we began our discussion of the issue of abortion. After sharing first thoughts and questions, we began to read this PACKET that discusses the history and the law. Students should read, annotate and answer all questions from the start of the packet until the 3rd question to consider after "The Casey Case: Roe Revisited?" article.  Work is due at your next class period.

Taking a Stand Contd.

Today in class we worked on our "Gun Control Letters" (see previous post).  Your letters should be in the following format (obviously change based on whom you are responding to).  Your name and address in the upper right hand corner.
Then on the left should be the date, the name and address of the person you are writing to, then your letter. Your letter closes with your name and signature.

Your Name Deerfield High School 1959 Waukegan Rd. Deerfield, IL 60015 (the date) President Barack Obama The White House 1600 Pennsylvania Ave NW Washington, DC 20500 Dear Mr. President: (your letter)Blah blah blah Blah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blahBlah blah blah Sincerely, (your signature) (your name)

Taking a Stand

Currently, as a result of the gun violence that continues to plague our country, newspapers, politicians and ordinary citizens continue to discuss potential solutions and reactions to the issue. To finish our exploration of the topic, it is now time for you to formally become part of that national discussion.
To do so, you must complete ONE of the following tasks:

1) Do some research to find a current editorial or op-ed piece (there were two in yesterday's Chicago Tribune alone.

•  Write a letter to the editor that comments on the piece that you read and offers your own solution that is based on the facts from the resources we added to our chart in class.

2) Do some research to find the plans to deal with gun violence from a current candidate for president.

• Write a letter to that candidate's campaign that agrees or disagrees with his/her plan. You should support your argument with facts from the resources we added to  our chart in class. If you disagree with the candidate's plan, make sure that you offer alternative solutions (again based on facts).

3) Do some research to find plans to deal with gun violence that are being offered by either President Obama or members of Congress.

• Write a letter to the President, Senator Dick Durbin, Senator Mark Kirk, or Representative Bob Dold supporting or arguing against one of the plans that you read. You should support your argument with facts from the resources we added to  our chart in class. If you disagree with the plan, make sure that you offer alternative solutions (again based on facts).

All letters will not just be graded as the assessment to end this unit but also actually be sent. Thus, you need to be sure that you use proper formatting for a formal letter and that it is as polished and clear as it can be. All sources must be properly cited.

It will be your responsibility to find the snail mail or email address to use to send your letter. If you are using snail mail you must bring a hard copy of your letter and an addressed stamped envelope to class. If you are using email, you must show me a screen shot of your sent mail file. 

Your letter is due on Monday, 11/2.  You will have one work day in class next week.

Gun Control

Today, we'll begin class by discussing the OUTSIDE READING assignment. Then, we'll continue to examine issues related to gun violence in the United States.
As we began our discussions about the school shooting in Oregon 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:
1) Read Gun Control Explained
2) Then, explore the other 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 Six) 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 and use information from at least three of the sources below. 

Links:

How They Got Their Guns
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

Gun Violence

In light of the recent school shootings in Oregon (as well as the continued gun violence in Chicago), we are going to begin to look at the issue of gun violence in our society. Yesterday we discussed what we knew about what happened in Oregon and then read A New Way to Tackle Gun Deaths by Nicholas Kristof. After responding to the article in writing, identifying points that we agreed or disagreed with and raising questions for the author, we continued our discussion.
Today in class we began to watch Bowling for Columbine which we will continue in class during your next class period.

Speech Codes on College Campuses

Per. 1-9/24, Per. 6-9/25
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, recall the images that we began our discussions with  here and read these stories that provide some additional detail about them.
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.

NOTE-This does NOT count for your weekly blog post although you may decide to continue to explore this issue in your blogs over the weekend.
NOTE 2-Please look at the Unit One Tab above for important information about the unit assessment.

Free Speech on College Campuses

Yesterday in class we began a discussion about hate speech on college campuses by looking at these images.  We then continued our discussion by "virtually attending" a law school seminar about the topic. As we watched the video we took notes by identifying the facts in the scenarios being discussed, responding with our opinions, and then writing what the experts on the panel said. If you missed class yesterday, you should be sure to get notes from a fellow class member.

During the next class period, we'll continue watching the seminar and then reading the article Hate Speech & Campus Speech Codes which must be finished by our the last period that we meet this week.

Note-part of our conversation in first period today discussed questions about how to identify hate speech which brought up the issue of anti-Semitic speech on college campuses. There has been a lot of discussion in the media about antisemitism on college campuses as a result of a few incidents that took place last spring. Here is a thoughtful commentary on the issue for your consideration.

Catching up with the blogs

First, complete this QUIZ pertaining to the Texas v. Johnson that you read for homework today.

After completing your quiz, spend some time exploring the news. See what happened in the Republican presidential candidate debate last night; get an update about the Syrian refugee crisis; identify any other news stories that seem significant.  Then, take some time to do your blog post for this week. When finished, look at the blogs of the people in your assigned group below. Read a few of their posts and then choose one recent one to post a comment on. Your comment should be at least a few sentences long, agreeing or disagreeing with the post, explaining why and posing a question.

Period 1

Evan Brittany Bijan	Ashley Josh	Elena Lizzie	Claude Rebecca (Horwitz)
Nick Billy	Isaac Rachel	Will Annie	Sara Emily
Morgan Dylan	Dillon Kyle	David Ben	Jamie AJ
Jake Noah	Hillary Becca

Period 6

Lindsey Justin	Jovan Tommy	Nathan Kyle	Jared Lexi	Rosie Ryan
Max MacKenzie	Marnie Alex	Sophia David	Isabel Will	Lizzie Noah
Caroline Nick	Riley Britney	Michael Ricky	George Lucy