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.
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:
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