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 * Textbook Survey—Social Studies **

As you peruse your content area textbook, please complete the following activities and/or questions. You may place your response on this page.

1. Write a bibliographical entry for the book using APA format.

Zevin, Jack. //Social Studies For The Twenty First Century.// (2007). Lawrence Erlbaum Associates.

2. What is the author’s background in education?

High school teacher in Chicago and Middle school teacher in Michigan

3. Skim through the Preface and the Personal Prologue. What are 2 things that you learned about the book or author?

His opinion is that the only subjects worth teaching are those with more than one answer

Takes a lifetime to master a field

4. Looking at the Table of Content, what are the 6 main parts of the book? 1. Philosophy and History of Social Studies: What Is (Are) The Social Studies 2 Teachers and Students: A context For Social Studies Instruction 3. Strategies For Social Studies Instruction 4. Teaching The Social Studies Curriculum 5. Textbooks And Media In The Social Studies 6. Beyond the Social Studies Classroom: Professional Issues and Trends

5. Which chapter should you definitely read before you begin the unit project?

Chapter 7

6. Which chapter will be particularly helpful with planning assessments?

Chapter 8

7. To aid your quick review of the textbook, how does each chapter begin and end?

Overview and Summary

8. Of all the chapters in the book, which one interests you the most? Why?

Chapter 8-Evaluation in Social Studies I really want to know how to create tests and different types of assessments

9. Of all the chapters in the book, which one will you probably not read during this course? Why?

Chapter 17- The Future of Social Studies Education. Right now I am concentrating on the now and not the future. At some point I will read it, I just don’t know if I will have time right now to read it.

10. What is one section in particular that you would like to discuss further with your content advisor?

Chapter 7- Planning a Unit From Start to Finish. I’ve had to do unit lesson plans before, but I would really like to know more about it.

Topics For My Research Essay

1. Technology 2. Internet Resource Strategies 3. Access to Current Issues

**Writing in the Social Studies Classroom**

The author’s main point of this article was that the possibilities of writing in the Social Studies classroom are endless, as long as the teacher is willing to work at it and realizes that both writing and Social Studies go hand in hand. She wanted to use a history workshop that would demonstrate the students’ knowledge without them having to take a written test. The author wanted to push her students to use their higher-level thinking skills. What she wanted the students to get out of the history workshop were the following: A conception of history; A use of primary sources; multiple perspectives; the use of journal writing; history talk groups; classroom lectures; and various writing assignments. She supports her main point by describing what she did in the classroom throughout the article. She talks about writing to learn, in which she supplied the secondary sources and the students had to provide a first-person narrative that showed what they learned. In the next activity, she had the students watch a film and read a section in their textbook. Then they had to respond to a statement, proving to her that they knew what they were talking about by forming an opinion and backing it up. The next activity had her students using the knowledge that they had learned to come up with a myth of the people that they were studying. This activity showed their creative side, and it demonstrated to the teacher again that they didn’t need a test to demonstrate their knowledge. The next activity had the students writing a research essay and it demonstrated that they could do research and use that knowledge to support a topic that was the basis of the essay. For the last activity, she had her students read magazine articles and write a review of what they learned. This activity showed to the students that not all information was in a textbook and is exposed students to different types of media. There are some activities used in this article that I would like to use in the classroom. I like the ideas of having my students do article reviews. I like that she pushed her students to come up with an opinion and back it up with facts that they learned. One thing that I would really like to do in my classroom would be a “Meeting of the Minds,” where my students would use a lot of the activities that they do in this article and put then present their knowledge by acting like the person, talking like the person, and thinking like the person that they are studying. They could accomplish that by using a lot of the activities that this teacher used in her classroom.
 * 1) **What are the author’s main arguments or points?**
 * 2. How does she support those arguments or points convincingly?**
 * 3. How does the information in this reading support what you will do in your classroom?**


 * Outline**
 * 1) Introduction
 * 2) Thesis statement
 * 3) Technology
 * 4) Examples of technology in the Social Studies Classroom
 * 5) Why it is helpful
 * 6) Potential pitfalls
 * 7) Internet Resource Strategies
 * 8) Examples
 * 9) Importance in the social studies classroom
 * 10) Access to current issues
 * 11) How you can tie them in to the Social Studies Classroom
 * 12) Examples
 * 13) Conclusion and restate the Thesis

Two points from Content Advisor session:

1. Differentation of Summative assessments. Don't do the same things every time. Have some tests, but also do a paper, or a project of some sort. Give students options. Students learn in different ways and they show their knowledge in different ways. 2. Not grading classroom participation. Find ways to assure that all students are participating, like handing out cards to them, and when they turn in their cards, they are done. That will show students participation and knowledge.

Late Work Policy

I think that work can be accepted late, but not at full credit. Students need to be held accountable to deadlines. I like what you said in class, that the cutoff would be the end of the unit. It doesn't make sense to turn something in that we covered two months ago. I will be fair with my students, but they need to know that if I give them an assignment two weeks out, that doesn't mean that they can wait until the night before, attempt to do it, not get it done and then come ask for more time. Classrooms have due dates for a reason. We can't allow students to fall too far behind, either, by letting them continuously turn things in late. When we move on to the next, the work is due.

C.8.1 Identify and explain democracy's basic principles, including individual rights, responsibility for the common good, equal opportunity, equal protection of the laws, freedom of speech, justice, and majority rule with protection for minority rights C.8.2 Identify, cite, and discuss important political documents, such as the Constitution, the Bill of Rights, and landmark decisions of the Supreme Court, and explain their function in the American political system C.8.3 Explain how laws are developed, how the purposes of government are established, and how the powers of government are acquired, maintained, justified, and sometimes abused C.8.4 Describe and explain how the federal system separates the powers of federal, state, and local governments in the United States, and how legislative, executive, and judicial powers are balanced at the federal level C.8.5 Explain how the federal system and the separation of powers in the Constitution work to sustain both majority rule and minority rights ** Essential Questions: ** What are Congress’ delegated powers? What are the differences in the two bodies of Congress? What are the qualifications and term of office of the presidency? What are the 7 roles of the president? What is the difference between a strict constructionist and a loose constructionist? How are Supreme Court Justices appointed? ** Learning Objectives: ** Students will: Describe the structure and function of the differing branches of American Government. Demonstrate knowledge of the 7 roles of the Presidency. List the qualifications and roles of the Presidency Explain constitutional limits on congressional powers. Explain how the Executive Office of the Presidency is organized. Describe how the Supreme Court is organized.
 * Wisconsin State Standards For Social Studies**

** Unit Calendar ** ** Day 1: ** Topic: Congress Introduction-Legislative Branch Explain how congress is organized Discuss qualifications and terms for Congress ** Day 2: ** Topic: Discussion of Congress’ powers Delegated, implied and non-legislative powers How a bill becomes a law ** Day 3: ** Activity: Classroom elections How to run for a seat, debates, election ** Day 4: **

Topic: The Presidency – Executive Branch Discus the history of the Presidency Explain the seven roles of the Presidency ** Day 5: **

Topic: Executive Office of the Presidency Explain why this is important Explain President’s Cabinet ** Day 6: **

Activity: Research the seven roles of the Presidency and give a brief report on one of them ** Day 7: **

Topic: Supreme Court-Judicial Branch Discuss how Supreme court was founded, how Justices are seated, and term limits Loose Constructionist and Strict Constructionist ** Day 8: ** Topic: Supreme Court cases Discuss how cases are chosen and presented to the Supreme Court Discuss how they are decided ** Day 9: ** Activity: Judicial Panel ** Pre-Assessment: Quiz **

Not graded, but want to gain an idea of what students prior knowledge is so I know where to focus my time and energy. True or False. If the statement is true, write a (+) in the blank. If the statement is false, write a (-) in the blank. If the answer is false, make changes in the underlined section to make it correct.
 * 1) Congress is organized into __3__ houses.
 * 2) Congress has the delegated power to __declare war.__


 * 1) The Presidency is in the __Judicial Branch.__


 * 1) Supreme Court Justices are elected to their positon.


 * 1) The President is appointed by Congress.

** Performance Assessment: ** Students can demonstrate their knowledge of the information by choosing to do one of the following three activities. Each activity will deal with a different subject that we have discussed in class, but each will demonstrate the students’ knowledge. ** Option #1 – Roles of the Presidency website ** Students will design a website (weebly.com) that demonstrates their knowledge of each of the 7 roles of the presidency. How they design their website is up to the student, but there should be a different role for each of the roles. Students should find examples of each of the roles on the internet and incorporate those examples into their websites. Students interested in this option will be shown how to maneuver around a weebly website, and will be given some time in class to work on this. ** Option #2- Debate **
 * House and Senate.** Read the phrases below and decide whether they describe Senators or the Senate or Representatives or the House of Representatives. Write **S** if the statement describes the Senators or the Senate and **H** if it describes Representatives or the House of Representatives. Write **C** if it applies to Congress.
 * 1) _ Two elected for Wisconsin.
 * 2) _ 435 total.
 * 3) _ The most direct expression of American democracy—elected most frequently.
 * 4) _ Is led by the Speaker of the House.
 * 5) _ Seniority system.
 * 6) _ Six-year terms.
 * 7) _ Has the full power of the purse—the power to tax and spend.
 * 8) _ Can filibuster (speaking with no time limits done to prevent passage of a bill).
 * 9) _ Has incumbents in office.
 * 10) _ Has the power to impeach elected officials.

Students how choose this option will get together as a group and debate two sides of an issue of my choosing. Students will understand how a bill is debated in Congress and use that knowledge during the debate. Each student will be asked to speak knowledgably on the topic they are debating for 3 minutes. In that time, the students will need to demonstrate their knowledge of the topic to the class. Students will then be given a chance to for rebuttal. This is an individually graded assignment, but students can work together to come up with points of debate. At the end of the debate, the class will decide what side presented a better argument and then vote on the “bill” presented to them. ** Option #3-Judicial Review ** Students will be given the option to research two Supreme Court Cases out of five preselected by me and write a review of them. The students will use their understanding of how Supreme Court cases are presented, tried, and decided to help them with their review. Each student will be required to give background knowledge of the case, why the case was decided the way it was and then give an opinion on the case just like the Justices do. Students review are expected to be thoughtful, insightful and using facts to back up their opinion. Each review should be no more than 1 page in length. **Name: __**

**Unit 2 Test: Institutions of United States Government** **Matching**: Read the facts or statements below and decide what they describe then write …**S** if the statement describes the Senators or the Senate …**C** if it applies to Congress …**H** if it describes Representatives or the House of Representatives …**J** if it applies to the Judicial Branch (Supreme Court) …**P** if it applies to the Presidency **True or False:** If the statement is true, write a (+) in the blank. If the statement is false, write a (0) in the blank. 31. American news tends to biased toward American interests. 32. The Constitution is organized into the preamble, articles, and amendments. 33. A legitimate government is supported by its people. 34. The first 10 amendments to the Constitution are called the Articles. 35. The supremacy clause ensures national laws don’t trump state laws when they conflict. 36. The President serves 6 year terms. 37. The Virginia Plan provided for each state getting an equal number of votes in the legislature. 38. Delegated powers are specifically given to the states. 39. The Magna Carta established the idea of limited government. 40. One of the purposes of the Constitution is to make all Americans rich. **Completion** 41. The Presidency is part of the __branch.__ 42. The Supreme Court is part of the _branch. 43. Congress is part of the ___branch.__ 44. A permanent committee in Congress is called a _. 45. Gerrymandering is __.__ 46. A way to end a filibuster is called ___.__ 47. The most important power of the congress is __.__ 48. Congress has 2 houses. Name them. ___ and__ _. 49. Define Bicameral legislature. 50. Define the importance of the Electoral College.
 * 1) Who has the power to impeach the president?
 * 2) Supreme Court
 * 3) House of Representatives
 * 4) Judiciary Committee
 * 5) The Senate
 * 6) What is a proposed law called?
 * 7) A petition
 * 8) A bill
 * 9) A resolution
 * 10) A compromise
 * 11) Which power comes from the legislative branch?
 * 12) The power to hear and decide cases
 * 13) The power to authorize treaties
 * 14) The power to appoint Supreme Court Justices
 * 15) The power to veto
 * 16) In a constitutional democracy, citizens are expected to
 * 17) Promote their individual rights without considering the common good
 * 18) Ignore their own personal interests when making political choices
 * 19) Think critically about public issues and participate in public affairs
 * 20) Allow the government to assume responsibility for solving social problems
 * 21) One of the fundamental civic principles of our nation is
 * 22) Allegiance to political parties
 * 23) Equality of condition
 * 24) The rule of law
 * 25) Legislative supremacy
 * 26) Representative government is
 * 27) Rule by one
 * 28) Rule by a few
 * 29) Rule by a dozen
 * 30) Rule by many
 * 31) Another name for delegated powers is
 * 32) Implied
 * 33) Expressed
 * 34) At-large
 * 35) Legislative
 * 36) Congressional trial of an elected official for “treason, bribery, or other high crimes and misdemeanors” is called
 * 37) Censure
 * 38) Resignation
 * 39) Impeachment
 * 40) Appropriation
 * 41) If a Senate vote ends in a tie, who breaks the tie?
 * 42) The Speaker of the House
 * 43) The Chief Justice of the Supreme Court
 * 44) The Vice-President
 * 45) The President
 * 46) Different versions of House and Senate bills are resolved through
 * 47) A presidential action
 * 48) A pocket veto
 * 49) The Committee of the Whole
 * 50) A conference committee
 * 1) Lifetime appointment (term). _
 * 2) 100 total _
 * 3) 9 total_
 * 4) Authorized to tax and spend_
 * 5) Commander and Chief of all U.S. military_
 * 6) No limit on the number of terms one can be elected to_
 * 7) Gwen Moore, representing Wisconsin’s 4th district_
 * 8) The most direct expression of American democracy – elected most frequently_
 * 9) Four-year terms_
 * 10) Voted to pass health care reform legislation_
 * 11) Has the power to veto bills or sign them into law_
 * 12) Seniority system_
 * 13) Holds the ultimate authority to interpret the Constitution_
 * 14) Nancy Pelosi_
 * 15) Signed heath care reform legislation into law_
 * 16) Communicate decisions to the public only through written opinions_
 * 17) Ron Johnson and Herb Kohl_
 * 18) Chief Justice John Roberts_
 * 19) Limited to two elected terms_
 * 20) Debate each other in public and through the media_

**Essay: Answer two of the three questions:** 51. How is Congress organized? 52. What are the qualifications of the presidency? 53. What is the difference between a strict constructionist and a loose constructionist? Add completion questions:


 * || **Web Site Design : 7 Roles of the Presidency Webpage **

Teacher Name: **Mr. Dzian** Student Name: ||  ||
 * CATEGORY || **Advanced ** || **Proficient ** || **Developing ** || **Incomplete ** ||
 * **Contact Information ** || Every Web page contains a statement of authorship, school name, and date of publication/date last edited. || Almost all Web pages contain a statement of authorship, school name, and date of publication/date last edited. || Most (75-80%) Web pages contain a statement of authorship, school name, and date of publication/date last edited. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Several Web pages do not contain a statement of authorship, school name, and/or date of publication/date last edited. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Content Accuracy ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All information provided by the student on the Web site is accurate and all the requirements of the assignment have been met. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Almost all the information provided by the student on the Web site is accurate and all requirements of the assignment have been met. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Almost all of the information provided by the student on the Web site is accurate and almost all of the requirements have been met. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">There are several inaccuracies in the content provided by the students OR many of the requirements were not met. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Learning of Material ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The student has an exceptional understanding of the material included in the site and where to find additional information. Can easily answer questions about the content and procedures used to make the web site. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The student has a good understanding of the material included in the site. Can easily answer questions about the content and procedures used to make the web site. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The student has a fair understanding of the material included in the site. Can easily answer most questions about the content and procedures used to make the web site. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Student did not appear to learn much from this project. Cannot answer most questions about the content and the procedures used to make the web site. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Layout ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The Web site has an exceptionally attractive and usable layout. It is easy to locate all important elements. White space, graphic elements and/or alignment are used effectively to organize material. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The Web pages have an attractive and usable layout. It is easy to locate all important elements. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The Web pages have a usable layout, but may appear busy or boring. It is easy to locate most of the important elements. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The Web pages are cluttered looking or confusing. It is often difficult to locate important elements. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Navigation ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Links for navigation are clearly labeled, consistently placed, allow the reader to easily move from a page to related pages (forward and back), and take the reader where s/he expects to go. A user does not become lost. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Links for navigation are clearly labeled, allow the reader to easily move from a page to related pages (forward and back), and internal links take the reader where s/he expects to go. A user rarely becomes lost. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Links for navigation take the reader where s/he expects to go, but some needed links seem to be missing. A user sometimes gets lost. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Some links do not take the reader to the sites described. A user typically feels lost ||
 * ||||||||  ||  **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18px;">Class Debate : Congressional Debate **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin: 0in 0in 0pt 0.5in;">Teacher Name: **Mr. Dzian** Student Name: ||  ||   ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">Advanced ** || **<span style="color: black; font-family: 'Arial','sans-serif';">Proficient ** || **<span style="color: black; font-family: 'Arial','sans-serif';">Developing ** || **<span style="color: black; font-family: 'Arial','sans-serif';">Incomplete ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Use of Facts/Statistics ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Every major point was well supported with several relevant facts, statistics and/or examples. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Every major point was adequately supported with relevant facts, statistics and/or examples. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Every point was not supported. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Understanding of Topic ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The team clearly understood the topic in-depth and presented their information forcefully and convincingly. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The team clearly undestood the topic in-depth and presented their information with ease. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The team seemed to understand the main points of the topic and presented those with ease. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The team did not show an adequate understanding of the topic. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Information ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All information presented in the debate was clear, accurate and thorough. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Most information presented in the debate was clear, accurate and thorough. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Most information presented in the debate was clear and accurate, but was not usually thorough. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Information had several inaccuracies OR was usually not clear. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Rebuttal ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All counter-arguments were accurate, relevant and strong. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Most counter-arguments were accurate, relevant, and strong. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Most counter-arguments were accurate and relevant, but several were weak. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Counter-arguments were not accurate and/or relevant ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Respect for Other Team ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All statements, body language, and responses were respectful and were in appropriate language. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Statements and responses were respectful and used appropriate language, but once or twice body language was not. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Statements, responses and/or body language were consistently not respectful. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Respect for Other Team ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All statements, body language, and responses were respectful and were in appropriate language. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Statements and responses were respectful and used appropriate language, but once or twice body language was not. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Statements, responses and/or body language were consistently not respectful. ||


 * || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 18px;">Research Report : Judicial Review **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin: 0in 0in 0pt 0.5in;">Teacher Name: **Mr. Dzian** Student Name: ||  || ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; text-align: center;">CATEGORY || **<span style="color: black; font-family: 'Arial','sans-serif';">4 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">3 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">2 ** || **<span style="color: black; font-family: 'Arial','sans-serif';">1 ** ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Quality of Information ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Information clearly relates to the main topic. It includes several supporting details and/or examples. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Information clearly relates to the main topic. No details and/or examples are given. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Information has little or nothing to do with the main topic. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Organization ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Information is very organized with well-constructed paragraphs and subheadings. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Information is organized with well-constructed paragraphs. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Information is organized, but paragraphs are not well-constructed. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">The information appears to be disorganized. 8) ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Amount of Information ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All topics are addressed and all questions answered with at least 2 sentences about each. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All topics are addressed and most questions answered with at least 2 sentences about each. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All topics are addressed, and most questions answered with 1 sentence about each. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">One or more topics were not addressed. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Mechanics ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">No grammatical, spelling or punctuation errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Almost no grammatical, spelling or punctuation errors || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">A few grammatical spelling, or punctuation errors. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Many grammatical, spelling, or punctuation errors. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif';">Paragraph Construction ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">All paragraphs include introductory sentence, explanations or details, and concluding sentence. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Most paragraphs include introductory sentence, explanations or details, and concluding sentence. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Paragraphs included related information but were typically not constructed well. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px; line-height: normal; margin-bottom: 0pt;">Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Reflection THe easiest one for me to adapt to would be the one where the students miss class due to illness. I would send the powerpoint notes and any handouts or worksheets how with a sibling or a good friend. If we are doing a class project, i would let the student do something similar but by himself. The one that would be the most difficult for me to adapt to would be the WKCE testing. It would be difficult to move on with some of my classes, but not all of them. I would try to do a current events discussion day in my classroom. I would like to do a work day, but that would not be fair to the students who had to miss class for the test.