Chris

__**December entry**__

One activity I like to do to get kids to think about the material beyond simple memorization is to have have students read different historical perspectives on the same issue. For example, one of my classes is currently reading an article from an author who argues that the Founding Fathers were democratic reformers and another article by an author who argues that they were focused on economic self-interest. I then divide the class into two groups and debate. The debate is formal for a few rounds, then informal. If the class is large, then I would do two different topics concurrently. Students are scored based on the number of research-based arguments they make during the debate. Following the debate, students are assigned to write a formal essay or a research paper on the topic.


 * __February Entry__ **

For current issues in Government class, I introduced the topic of student debt by writing the following on the board:

Some graduates feeling the burden of large student debts have dubbed themselves "debt slaves," saying that they could be stuck paying off debt for decades. They, and many others, are calling on lawmakers to address the growing crisis of student debt.

I then asked students to complete a quick write expressing their thoughts on the statement.

Next, students read the following article: ([])

 **We discussed:**

**1.** How is student debt different now than in the past? **2.** How are student debt and unemployment interrelated? Do you know anyone who is currently unemployed and has student loan debt? How are they dealing with the situation? **3.** Do you think it is fair to ask students to make financial sacrifices in exchange for the benefits of higher education, or do you think that college should be free? Explain your position.


 * Then students completed:**

Recently, the Huffington Post published a series of blog posts from young people sharing their experiences with debt. Read some of these posts and reflect on them:
 * What are some of the issues raised about student debt in these blog posts?
 * How do these stories relate to experiences among your family and friends?

This activity went very well, especially since it is a senior class with most of them completing the FAFSA in the last few weeks.


 * __March Entry__ **


 * The following activity for the Cuban Missile Crisis is my submission for March:**

Students, either individually or in groups, play analysts for the CIA. First, they read the following statement that Kennedy made on September 4, 1962, warning the Soviets against placing missiles in Cuba.


 * Statement by John F. Kennedy on Cuba, September 4, 1962

Next they studied the following documents, most of which the CIA presented to Kennedy in his briefings during the early days of the crisis.


 * Briefing Paper, October 1, 1962
 * Map of Cuba used during President's meetings with political and military advisers
 * U-2 Photograph of a truck convoy approaching a deployment of Soviet Medium Range Ballistic Missiles near Los Palacios at San Cristobal
 * Medium Range Ballistic Missile Field Launch Site, San Cristobal No. 1, October 14, 1962
 * CIA Briefing board for JFK showing range of Soviet Medium Range Ballistic Missiles
 * CIA reference photograph of Soviet Medium Range Ballistic Missile (SS-4) in Red Square, Moscow
 * Off-the-Record Meeting on Cuba, October 16, 1962

Show each of the pictures to the class on the LCD projector. As CIA analysts, the students' job is to draft a memorandum for the president, in which they must explain to him why the presence of these missiles presents a threat to U.S. national security. Students worked in small groups to accomplish this task.