Joseph+Law

For this unit that will open students minds to change and the world around them, I first decided I would focus on a high school class, mainly 12th graders. The reason behind this is that I feel at this stage in their life, high school seniors would both be more prepared to listen to topics of seriousness and controversy. Also, they are more mature at this point, and some of the ideas discuss will directly affect them in the near future, as they will be entering the world as adults and moving on to college and careers. Since in our generation and probably many of the future the economy will never be what it once was, I want to teach kids about what once was, and what the system looks like now, and ways to adapt and learn from the mistakes of the past. I feel this is a vital subject to teach, even in a writing based course, because most of what the economy has come to is based on legislation that has been irresponsibly passed – hence, laws put into act in writing. Since a key thing 12th graders will need to learn is how to discuss the economy, how to budget, and how to speak their voice, a lot of this unit will deal with politics and current events, as well as learning about the past and the mistakes that were made to get us where we are. One of the first pieces of material I want to put into the curriculum is a book called “How an Economy Works...And Why It Crashes” by Peter and Andrew Schiff. This book is written as if it were a big picture book for little kids, yet spells out in layman's terms the inner workings of the economy. It also simplifies the mystifying idea of economics so that any one can understand them – something I could never grasp in any economics classes I took. A couple other books and readings I wish to explore will be Barack Obama's “Change We Can Believe In” and at least one book about George W. Bush. The reason behind this is we can get two views of what happened and the promises made, and what our new leadership has promised. This will also give kids views from both sides, which will allow them to see what they believe in and take sides on the issues at hand. I also want to implement the receiving and reading of the Wall Street Journal on at least a weekly basis. There is no better piece of material and writing that can help kids learn just what is going on in their world, economically speaking. While it may be somewhat of a biased view, I also wish to show the movie 'Capitalism: A Love Story' by Michael Moore. Even if it is only one point of view from Moore, I wish to show this and let kids decide for themselves if they agree with his views, and be able to make their own assumptions. It relates to the idea of change in the economy in the class as it will open kids eyes to many of the sociopolitical problems we Americans face. After watching this movie, I would require a short write up on the movie and what kids choose to believe and what they think of the movie in relation to what is happening in their world today. One other activity I would implement is weekly debates in the class. Students will have topics regarding the economy, current events, and agendas at hand (ex. A new law being passed, current crises like the oil spill, etc.) and be required to research the ideas and take sides. Weekly inc class debates will keep the ideas fresh and there will be plenty of opportunity for students to voice their opinions and make their voices heard as to the changes they want, or don't want. Every student will be required to participate at least twice during the semester, and those not in a given debate will provide a written summary of what they learned and what side they chose to go with. Those in the debate will write a small summary of why they chose one side or the other, and will provide reasoning backing up their stance. Much of this course and unit will rely on some lecture and strong participation in class as to the issues we discuss. Students will want to bring up their own topics to talk about, as much of the course is designed to directly affect their lives. Engagement with the class will be important, as we will be discussing ideas that may be sensitive to certain people, so voicing ones opinions is important. Being able to write and explain to me why they feel the way they do will also be important, as I will want to read why a student has a stance on a given issue. When it comes to writing, the layout will go as follows: >>>>> The main objective behind this course is the idea that students, regardless of age, race, or grade, all have a voice to be heard. It will prepare them to pay closer attention to their world and know that without their voice, changes wont be made unless they speak up. The writings they do will require them to think critically and question the decisions being made for them. Not only will it better prepare them to write better and think “outside the box”, but with the implementation of a debate, it will improve their public speaking and allow them a safe environment where they can argue for a topic they feel passionate about. As stated on page seven of the Michigan Content Standards, the purpose of the language arts facet of teaching is to improve students ability to read, write, and speak critically. Strand 3 of the standards process deals with mass media and text analysis, which is what I what to have students focus on in this unit. These projects are all their to be able to be taken beyond the classroom and applied to everyday life, as they so affect the students. It directly correlates to standard 1.3 in building better reading, writing, and speaking students who know how to address a certain audience, in this case, that of their government. Another area where this unit will fit into a schools curriculum is that it uses ideas that apply to many other classes, not just English and writing. Any business, government, public speaking, or history classes that teach material linked to this unit will have students that now can use all these ideas in one forum, with a healthy portion of it all being writing intensive. Students that will be writing to their governments leaders will be required to revise and rewrite more often then in other settings. If the students know these writings they do could be used in the real world, they must be prepared to make it the most polished piece of writing they can do. Tied in with these writings will be workshops on grammar usage, appropriate voice, structure, and critical thinking that can be translated into a piece of writing.
 * __ “How an Economy Works...And Why It Crashes __**
 * 1) Debate – Students will once a week engage in a debate on the topic of discussion. Students can sign up for the “For” or “Against” side, and a certain number of students will research their topic and be prepared to argue their side. Those students not in the debate will be required to a give a written summary as to the side they chose after the debate, explaining why they took either side, or no side and why. Those in the debate will hand in a short summary about why the took their side, and the reasoning behind it. Each student should debate at least once in the unit as there will be three opportunities to do so.
 * 2) After watching “Capitalism: A Love Story”, students will write a brief, 1 page summary of what they thought and if they agreed with the ideas portrayed in the movie, voicing their opinions and if they agreed or not with the views in the movie. This will require strong critical thinking and the ability to question what someone is telling you is true.
 * 1) After reading “How An Economy Works...”, students will write a 2 page report on the book. The idea behind this is to see if they have a better understanding of their economy and system after reading it, and how they feel they can work to help make sure they don't fall to the same pitfalls the book explains.
 * 2) A larger writing project will culminate the end of the course after reading both the Barack Obama book and the George W. Bush books, comparing and contrasting what they read, and how they felt about the past, present, and future of the U.S. Students will be required to look in depth, and explain how they felt about the ideas both leaders spoke of, and their views about the situations mentioned.
 * 3) Other smaller writing projects will include students writing up a law they feel should be passed, and why they feel it is of importance. Research on their area of interest will be key to a good paper. Another writing that can tie into this project will be the writing of a letter to Congress, local leaders, or some other faction of the decision making process, explaining why they want something changed or an idea they feel strongly about. Students can choose to have these letter sent to their target, so as to increase the level of importance in this exercise.

**Link to State of Michigan Content Standards**: [|http://homepages.wmich.edu/~acareywe/mi9-12lastandards.doc]

**Week 1** Introduction of the unit – what will be expected, materials needed, and what books will be read. Outline of the unit will be handed out along with the first book, “How An Economy Works...And Why It Crashes”. Begin reading “How An Economy...” Free writing on current evens found in the Wall Street Journal

**Week 2** Continue reading “How An Economy...” through its end Students will begin to come up with topics for debates – brainstorming and free write sessions held daily Discuss what we have read in the Wall Street Journal and why it is of importance to use End of week, first sign up for next weeks debate – topic will be chosen by Monday Start book report on “How An Economy...” - due the following week

**Week 3** Keep reading and discussing the WSJ In class write up of a law, idea or policy you feel strongly about and why – free write rough copy done in class Revision on the in class law write up, including mini lessons of grammar usage and appropriate voice for your audience Teams selected for debate – will be help Friday, writing assigned based on who is participating and who isn't

**Week 4** WSJ discussions and free writes Revise law idea, with intention to write a letter to a decision maker in politics about it Watch “Capitalism: A Love Story”, short write up due the following day “ Change We Can Believe In” handed out to be started reading Debate sign ups on the chosen topic debate on Friday, writing based on participation

**Week 5** Focus on reading the Obama book to its finish, start reading the George W. Bush book Use your law idea to write your letter to decision maker of your choice – rough draft Week spent revising your letter and learning to use proper voice and structure, with the intention that this letter will be sent out to you target Debate sign up – last debate, debate Friday, writing assigned as usual

**Week 6** Finished with both Obama and Bush books – large report due at end of week Final revisions to your letter to decision maker – mailing of these done after final draft turned in Most of week spent using ideas learned in class and what was read to come up with topics for large paper and use critical thinking to question what you now know and write about it People can work together or alone as they refine their ideas and come up with their ideas for final paper

Grading in this class will not be based on how much student writes or the grammatical errors so much as it will be on content. This course will require a lot of questioning of the ideas put in place by our government and force you to look deeper in to matters and use critical thinking to question it. That said, content and students ability to prove they have done research and given careful consideration to the ideas presented will be more important then anything else.

Links to resources:

[] good site for ideas on how to conduct debates

Ben's Guide to U.S. Government – For Kids [] very simplified overview of the government that can be used by K-12 graders, or by parents and teachers

[] A short write up about writing letters to Congress and how important it is to make them good!

Materials: How An Economy Works...And Why It Crashes by Peter & Andrew Schiff A Change We Can Believe In by Barack Obama Decision Points by George W. Bush Use of Wall Street Journal (daily and weekly basis) Capitalism: A Love Story by Michael Moore

Resources questions: Question A: After reading "How An Economy Works...And Why It Crashes", do you feel like you better understand how our economy works? Do you still have questions and issues with it? What do you understand better, worse, and give a small explanation of why.

Questions B: After watching Capitalism: A Love Story, do you agree with the views Moore portrays? Do you think his views are too bias? What questions do you have about the movie as it relates to your economy?

Question C: If you got the chance to speak with Moore himself about his ideas, what would you say to him? Do you think there are any ideas you have that could change his mind?

Question D: What problems with the economy are directly affecting you presently? Do you feel there are things you can do to change this? What is your opinion on the economy and how the government is running it?

Question E: Do you think our leaders of the past did a good job, or did they start the problems we have in motion? What about our current leadership - do you agree with their decisions, or would you do things differently? Thinking critically, use your ability of critcal thinking and debate to answer this question.