Live Blogging Rapid Fire Issues Topics, Stories, and Articles

 

Live Blogging Random Topics

 

Gun Control

As we watched the film Bowling for Columbine and then discussed a variety of articles related to the issues raised in the film, 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 and use them to identify key facts or details that help provide responses to the questions posed.  Fill out this chart (Period Eight, Period Three) 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 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.  You have the entire period to collaborate on this document.  Period Eight, you can look at the Period Three document to see what it should be when finished.  

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

Deadline Discussion (11/4)

Greetings Issues Scholars,
Apologies that I'm not there with you today.  I had hoped to be able to discuss the film in some detail in class today but since I'm out with a significant flu bug, I thought the easiest way to do so would be to do it via your blogs.  I've posted some topics and discussion questions in relation to the film below.  I've put you in groups based on those topics and questions.  On your blogs, please post a response to the film that incorporates responses to the questions.  When finished, go to the blogs of the other people in your group and respond to what they wrote.  Begin with the people that wrote about the same question as you and then move on to those with the same topic.  As the period goes on, return to your blog and respond to the comments that people have made. Think about this as a discussion so continue to comment on each others' blogs until the discussion runs out or gets repetitive.  If the discussion runs its course, go to some of the blogs of people doing other topics or questions.  This does NOT count as your blog for the week.

Race and Class (Abbie, Alex, Ash, Andrew, Ben, Carly, Chloe, David, Dia)

It is impossible to examine the system of capital punishment in the United States without considering the implication that race and class has on its structure.

• David Keaton was sentenced to death in Florida.  Seven years later, he was proven innocent of the crime, exonerated, and released. In Deadline, his brother says, “Growing up black in this state, you know, you really didn’t have a chance when it came to a crime. You know, they say that justice is blind, but justice really isn’t blind.” How would you respond to this statement? From watching the film, what role do you think race plays in capital cases? (Abbie, Alex, Ash)

• More than 80% of the people who have been executed, have been executed for the murder of white victims. How do you account for this? What effect might this have on perceptions of the justice system among people of color? (Andrew, Ben, Carly)

• Statistically, people of color and low-income people are more likely to be sentenced to death. Why do you think this is? How might vestiges of legal segregation and historic race-based policies impact the modern U.S. justice system? What measures could be taken to ensure a fairer system of justice? (Chloe, David, Dia)

Law and Politics (Elaine, Ethan, Jeff, John, Justin, Landen, Luke, Maddy, Marni, Matt G)

Deadline explores the death penalty in a political and legal context. The courtroom is one lens through which viewers can examine capital punishment. The role of politics, and in particular the strong role of Governor Ryan in this case, is also central to the issue.

• The film frequently references the 1972 Furman v. Georgia decision that the death penalty was in violation of the 8^th Amendment of the Constitution. The 8^th Amendment states: “Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.” How does this constitutional issue play a role in your opinions for or against the death penalty? (Elaine, Ethan, Jeff, John, Justin)

• There are currently over 3,000 men and women sentenced to death in the United States. Approximately 65 percent of American voters approve of the death penalty in states where capital punishment is legal. Why do you think the death penalty is so widely supported in this country? What forces do you think shape public opinion on the death penalty? (Landen, Luke, Maddy, Marni, Matt G)

The Bigger Picture (Matt W., Megan, Michael, Ryan, Sam M., Sammy F., Tali, Tasha, Zach)

Deadline explores the legal, political, and familial aspects of the death penalty within the context of the Illinois justice system. All of these issues can easily be expanded to a broader discussion of justice.

• Deadline depicts two inmates who were wrongfully sentenced and later exonerated (David Keaton and Gary Gauger), and other inmates whose guilt was not in question. Is there one position on the death penalty that you think is satisfactory in all cases? Do you think it is possible for a state to construct a foolproof capital punishment system where there is no risk of executing an innocent person? Is some margin of possible error acceptable?(Matt W, Megan, Michael)

• Some of Deadline’s most moving scenes consist of testimonials by murder victims’ families during the clemency hearings. What might you say to these family members, if given the opportunity? Where do you draw the line between justice and revenge? What place is there for the wishes and needs of victims’ families within America’s justice system? (Ryan, Sam M., Sammy F.)

• What is your reaction to Stephen Bright’s quote about the exonerated prisoners?

“This was the third person released by the journalism students at Northwestern, and of course it doesn’t say much for our legal system when people spend sixteen years on death row for a crime they… didn’t commit. And that ultimately comes to light not because of the police or the prosecution, or the defense lawyers or the judicial system, but because a journalism class at Northwestern took it on as a class project to see whether or not these people were guilty or not. You know, if those students had taken chemistry that semester, these folks would have been executed.” Stephen Bright, Director, Southern Center for Human Rights (Tali, Tasha, Zach)

The 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 can be separate paragraphs or one larger integrated piece. Make sure you are specific and detailed in your responses.  This can count as your post for the week.

• Read about the STAGES in a death penalty case. Be sure you understand all of the different steps inolved.  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?
• Explore the state by state data found here. Click on each of the interactive maps to explore (Note: This data is updated as of 4/25/12).  Questions to consider as you explore include: Which states have the most inmates on Death Row? Which states have no death penalty? Which state has the most inmates on death row? 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? Which states currently do not have a life without parole option? What is the most commonly used method of execution in those states that have the death penalty? Which state has committed the most executions as of 4/25/12? Which state has committed the second most executions as of 4/25/12? Are there differences in number of executions by ethnicity? What method of execution is most common?
• 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 state by state data and click on Illinois 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 10/23/2013.  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 Dexter fans. Read the blogs posted here and here. RESPOND: If Dexter was caught, should he receive the death penalty? Why or why not? 

Debt Ceiling Explained

Here are a few articles that try to explain the crisis, they each have some sort of political bias but each does a nice job of trying to explain it simply.
Kahn Academy
Mother Jones
ABC News
BBC Video
Debt Ceiling Explained YouTube Video
Rolling Stone
The Atlantic

Instructions for Class on 10/9

Greetings Issues Scholars,
Apologies for my absence today.  As a result, here are the tasks for you to accomplish:

• Finish, prep, and practice your speech for the town hall meeting.  This will take place on Thursday (Per. 8) and Fri (Per. 3).
• Do your blog post for this week.  An open post.  Potential topics may include the government shutdown and debt ceiling debate.  Make sure you read or look at some sources prior to posting.  Sources may include newspapers (Chicago Tribune, NY Times, Wall St. Journal), blogs (Huffington Post, Salon, The Atlantic), or tv (Daily Show?).
• Comment on at least two other blogs from your colleagues in class.  Go to blogs that you haven't gone to yet.
• Begin reading your outside reading book quietly.

See you next class.

Drug Testing Comes to Deerfield?

ANNOUNCEMENT

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 between )October 8-10.

•  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 sources given (Links under the policy below) as well as prior Supreme Court precedent (the Acton and Earls cases).
• Each speaker should be prepared to answer questions from the school board.
• Each speaker will be assessed on their ability to convey their ideas, tone, speaking style, and their use of facts and details.
• OPTIONAL-If a speaker has a better policy or plan to accomplish the objectives set out below, he/she may present it. The sources listed by Gordies Call below may help.

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, and 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 18-21 of the student handbook.

Sources:
The Student Drug Testing Coalition #1
The Student Drug Testing Coalition #2
The ACLU

*Gordie's Call is an organization started by the family of a University of Colorado Student who died during an alcohol fueled hazing incident when he was a freshman.  We'll be looking at his story a bit more later in the year but some of the resources at the link may be interesting.

If you're looking for a topic to blog about next week, check out this story.

Ex NFL Player shaming the teens that trashed his house

Letter to the parents of the Stephentown 300

Brian Holloway's Website: Help Me Save the 300

Update to the story: Holloway is going to press charges.

Hate Speech on Campus

1. Check out this story about an incident at Penn State University.
   http://www.msnbc.msn.com/id/21134540/vp/50100377#50100377
2. Next Go to the FIRE website and read their mission statement and what they are about. 
3. Look at the "What are Speech Codes?" article and "About Speech Codes" so that you understand how FIRE is defining them.
4. Go to "Using FIRE's Spotlight" in order to understand how to use their database.
5. Go to the database and select a college or university that you have an interest in.
6. 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?
• How might your university react to the parties that you saw in the images during class or on the Today show above?  Would you agree or disagree with their reaction?
7. Next, spend some time browsing FIRE’s website.  Explore their reports, articles, current events, projects.  Then continue your post.  What do you think of FIRE?  Do you agree with their perspective?  Do you agree with their definitions of what constitutes a speech code? Are the “restrictions” and codes they point out necessarily harmful or do they protect students?
8. Write a concluding thought.
9. Spend any remaining time looking at other class members' blogs.  Try to comment on at least two.

Syria

Over the last few days, we've been thinking about 9/11 which naturally brought us to a question that may be the most important to discuss in a democratic society: When and for what reasons should a country respond militarily to an action taken by a foreign nation?
On Tuesday of this week, President Obama made a televised address to the nation in order to attempt to convince the public that military strikes against Syria were necessary and warranted.  On that same day however, Russia advocated a plan that would put Syria's chemical weapons under U.N. control.  President Obama and his advisers indicated that they would be willing to look into that option as well.
Today, it is your task to gather some information about the Syrian crisis and then do a blog post that:

1. Reflects on changes in the United States' since 9/11 both domestically and in its international relations.
2. Engages in the question in italics above as it relates to Syria-should the United States take military action?

Before responding, please explore the resources below.  Start by watching the embedded video.  Then read the transcript of the President's speech (or watch the video).  You may also explore news links like CNN (Be sure to look at the articles in the sidebar) or the NY Times.  Of course, also feel free to look at additional sources.  If the sources you look at influence your opinion you should at least mention them in your blog post (if not cite them). After your response,  comment on the two blogs that come after yours on the list to the right.  When someone comments on yours, you must also respond to the comment.

9/11

March on Washington August 28, 1963-August 28, 2013

"On August 28, 1963, more than 200,000 Americans gathered in Washington, D.C., for a political rally known as the March on Washington for Jobs and Freedom. Organized by a number of civil rights and religious groups, the event was designed to shed light on the political and social challenges African Americans continued to face across the country. The march, which became a key moment in the growing struggle for civil rights in the United States, culminated in Martin Luther King Jr.’s "I Have a Dream" speech, a spirited call for racial justice and equality." (history.com)
Your task today is to consider the progress (or lack thereof) that has occurred between that day in 1963 and today.  Please browse through a few of the links below.  Take some time to read some articles or look at some of the sites.  Some reflect back on the events of 1963 and others provide information about today.  After you have explored several sources, write a blog post about your findings.  What was interesting?  What are you struck by?  What's your opinion about the issues that are raised?  What is the state of MLK's "dream" today in 2013?  
When finished with your post, explore what your classmates have said on their blogs.  Comment on at least 2 others.

50 Years After: Economic Gap Persists
Witnesses to History
Civil Rights Battles in Black and White
The Legacy-Let the Rolex commercial run and then watch the 7:00 video.  Also scroll down to see what else is there.
Race in America, 50 Years After the Dream
Stats and Polling on Race in America\
10 Signposts on America's Race Journey
The Voting Rights Act: 50 Years Later

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 2013, 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 is a blog?

What does a blog look like?

·        Time’s best blogs of 2012

·         http://www.bestblogs.org/

·         http://blogs.botw.org/

·         http://blogsearch.google.com/

·         http://www.blogged.com/directory

Let’s make a blog! (Note-first step will to be to create a google account using your school email address).

·         https://www.blogger.com/start

Some things to consider-

• Choosing a design
• Including gadgets
• Warnings before going too far
  • Audience
  • Privacy - no full names, personal information
  • Expectations - tone, respect, acceptable topics

Blogging

• Writing posts
• Commenting on posts
• Incorporating images, video, links

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 your first post.  The first can be about virtually anything-current events, a good movie you’ve seen recently, 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. Comment on someone else's post.