TeachersPayTeachers (TPT) - what I thought was over wasn't... (click to access all my files "free"/TNSTAAFL)

 Back in the spring, after receiving my second "censorship" email from TPT, I decided to close my account...or so I thought. I am not sure how everything got "reactivated" but it did.  I only found this out a few months ago when I received a payout.  And then just yesterday, I  received a "buyer question" on a product.  I answered his question and sent him to this blog so he could access all of my files.  Today, I decided to "close" my account again but felt it would only "reactivate" without my knowledge.  So, I decided to individually delete all 80+ lessons from my store and leave this little note on my TPT account: 

Due to time constraints, all my lessons are dumped in one folder.  Next summer, I plan to organize them and place in appropriate content folder.  Until then, please feel free to use whatever you can use to enhance instruction (or to spark an idea!).

Google Drive (click here)

Using Street Law Resources to Enhance Instruction and Engage Students

Read the following:

After his wife left him and he was fired from his job, Anthony Elonis began posting rap lyrics to his Facebook page. Some of the rap lyrics contained language that terrified his ex-wife. The lyrics were extremely graphic and detailed specific ways that Elonis could kill her. His wife received a protection from abuse order which prevented Elonis from coming near her. At the hearing for that order, she testified that she felt like her husband was stalking her. After the protection order was issued, he continued to post inflammatory lyrics, including posts about shooting a local kindergarten class. This prompted the FBI to send an agent to talk with Elonis. After the FBI visit, Elonis posted rap lyrics that explained how he thought about killing the FBI agent and her family and if he was arrested he would strap a bomb to his chest. The FBI arrested him after this threat and he was charged with a felony under the law that banned interstate threats. IS ELONIS'S ACTIONS PROTECTED UNDER THE FIRST AMENDMENT? EXPLAIN YOUR ANSWER. 

The above scenario was a recent discussion thread my students had to complete (picture above), not only for my virtual students but my traditional students as well.  This was a BELLRINGER.  Now consider this.  Did this scenario grab your attention?  Do you think this opened up the classroom for some good discussions?  Not only did I NOT create this but this was a true story and a major Supreme Court case a few years ago.  So, where did I get this material?  How did this engage students in critical thinking?  The answer: Street Law resources! 

In 2015, I had the privilege to attend the Street Law Supreme Court Teacher Institute in Washington D.C. (pictures below)

This teacher institute provided not only incredible resources (which are available to all teachers, at no charge, on the website) but some great teaching strategies.  Through this experience, I learned how to engage students in critical thinking while at the same time providing a safe environment for all students to discuss thoughts/opinions while learning how to use evidence to support their reasoning.  A win-win for everyone!

You may be thinking "but I don't teach Government."  Well, sometimes, I don't teach Government, either.  However, critical thinking skills CAN be taught in ALL subjects and SHOULD be taught in ALL subjects.  Using these resources is just one way to engage students in critical thinking.  Seriously, teachers! How many of you struggle to get students to talk?  Do you honestly not think presenting a real situation, as I did in the above discussion thread, will not get students to talk? The problem I have is getting them to STOP talking so we can proceed to the "rest of the story" - the case itself. By the way, if you want to know how the Court ruled in this case, click on the following link: Elonis v United States (this is another great website to use in conjunction to your court cases).

So, a Street Law court case student handout... Click on the following link- US v Lopez

This is an example of a Street Law court case.  As you can see, you have background knowledge of the constitutional issue, facts of the case (the story), the issue presented to the Court, precedents, arguments for both sides, and the decision.  I use these handouts to create my bellringers.  The FACTS/story is what I use to present the case to the students.  These are also given to you in a WORD document that you can edit to fit the needs of your classes.  For example, sometimes, I do not use the arguments so I delete and upload, in Canvas, the parts students need. What is great about these resources is they are written on a reading level that is easy for students to understand.  

Another way I use these court cases as bellringers is by assigning as a reading quiz.  If I want students to have background knowledge of a particular precedent, like Mapp v Ohio, I will assign a reading quiz that incorporates Mapp as a precedent so students will not only read how Mapp applies to more present-day cases but the constitutional issue presented in cases similar to Mapp.  For a reading quiz, students open up the Street Law handout and use to answer basic recall level questions. (note: U.S. v Lopez is not a 4th Amendment case but one that deals with federalism and commerce)

So far, I have discussed how you can use these resources for bellringers.  Although there are MANY ways to use these resources (if you go to their website, you will see teaching strategies), there is another way to use these to engage students while creating a safe environment.  

Obergefell v Hodges (click on link for access to my files)- a 14th Amendment case that many you have heard about without probably knowing the exact title...the same-sex marriage court case.  I also know what you are thinking...you used that case in your classroom?  Yes, I did.  But...we didn't discuss or debate the merits of the case.  I used this case to help guide 14th Amendment concepts my AP Government students needed to know.  My students had to read not only the majority opinion but all four dissenting opinions as well (dissenting opinions  can be used in future cases to help guide an overturn of a case...example: Plessy v Ferguson's dissent was used in Brown v Board).  By not discussing the topic itself and sticking to the "logistics" of the case, the students were able to read all justices' reasoning in this case.  If you look at my files, you see Street Law's handout helped guide the activity.  However, I also used the actual Supreme Court opinion (brief) to aid instruction. They had to define and apply various concepts from each opinion.  By keeping this activity to the "logistics" and understanding the reasoning behind all the justices' thoughts, the students were able to take what could have been a very divisive topic and learn very complex concepts.

Street Law's resources are a must in every classroom.  They also have a website, landmarkcases.org, where you can find different activities written on various reading levels (great if you have a range of learning abilities in your classroom).  I know I am not doing these resources justice but the only way you can truly learn how to use these handouts is to dive in and use one.  Figure out what works for you and your students.  Trust me.  You miss not be disappointed.

 

The Economics of Seinfeld

 I was at a wedding a few weeks ago. When I went to the restroom, I went into a stall that had no toilet paper.  The lady next to me said, "There isn't any toilet paper in there.  I will hand you some." Then she preceded to hand me some toilet paper underneath the stall.  As a Seinfeld fan, you can only imagine the scene that I immediately thought about:

Whereas the lady in the clip didn't have a "square to spare," the lady beside me had plenty.  Seinfeld will always be my favorite television series.  I was never a fan until I had the opportunity to watch one of his shows with my aunt during the Western Open (golf tournament) one summer (1994?  can't remember).  Since then, I have watched, rewatched, laughed, and successfully quoted in my classroom...until about ten years years ago when all I heard were "crickets chirping."  The silence was disheartening!  When my students no longer found humor in my references, I knew I was in trouble...until around four years ago.  One day in AP Macroeconomics, we were discussing trade and imports/exports.  A student looked at me and said, "Like Art Vandelay, the importer/exporter?" At that moment, I nearly cried.  This student had officially become my favorite teacher's pet!  The picture of "Art Vandelay," which I hung on my wall the next day, is still hanging today.

If you are an Economics teacher and a Seinfeld fan, I hope you know about the website The Economics of Seinfeld.  I came across it years ago and found it hilarious.  Even if students are not Seinfeld fans, the clips are useful in applying economic concepts to everyday life.  There are seven pages of clips.  For each clip, you are provided a description, information (concepts, season, etc.), and the clip.  If for some reason this website is blocked by your IT department, many of these clips can be accessed on YouTube, specifically Seinfeld Shorts (a YouTube page).

Another way you can use this website is by taking the clips and concepts presented and insert into an Edpuzzle, an interactive web-based tool that allows teachers to insert formative assessments with the clip.  For example, watch the following clip:

This clip presents a great example of thinking through everyday decisions.  I went to YouTube and found the clip.  I inserted it into Edpuzzle and created questions for the students.  The questions are not necessarily asking them about the clip (although they can be) but more application of the concepts I am teaching them THROUGH the clip.  

Step 1: Insert YouTube URL into Edpuzzle.

Step 2: I like giving a NOTE at the beginning to prepare students what they are about to watch.

Step 3: Pause the video and insert questions as you go (multiple choice or short answer).

This year presents many challenges for teachers.  I recently told a teacher friend that we are ALL first year teachers this year.  One thing, however, that this pandemic has made me do is to do all the stuff I have been wanting to do but have never done (like converting many of my worksheets to interactive lessons).  Edpuzzle is a great tool to keep students engaged regardless if they are learning in the classroom or at home through virtual learning.  AND... if you want to embed some humor into your classes, use Seinfeld clips and The Economics of Seinfeld website to help guide your instruction.  We all could use a little humor these days...

Last, I leave you with this website - The Life of a Teacher: As Told By Seinfeld

Using Scenarios to Engage Students in Class Discussions

Alvarado is a 17 year old high school student.  A police detective contacted his mother who agreed to bring him to the police station for questioning about a recent crime.  When Alvarado arrived with his parents, the detective denied the parents’ request to remain with their son during the interview.  While the parents waited in the lobby, Alvarado was questioned by police.  He was not advised of his Miranda rights.  During the two hour session, the detective twice asked Alvarado if he wanted to take a break.  Alvarado admitted to his role in a murder and robbery that police were investigating.  At the end of the interview Alvarado went home.  His confession was offered as evidence against him at trial.  Should he have been read his Miranda rights? Explain your answer.

I am sure that many individuals can quote the Miranda rights: "You have a right to remain silent..." Although you may be able to quote the Miranda rights, can you identify which constitutional amendments those statements are based on?  Does your knowledge of the Miranda rights come from tv shows and movies?  Like many students, we take what should and should not be done based on what we watch; however, that may not always be the case.  So how do you engage students in learning concepts that go beyond textbook memorization?  How do you engage students in discussions that go beyond emotions and feelings to analysis using proper evidence?  SCENARIOS (I like saying "What would you do..." or "What if...").  

Presenting information in the form of a scenario engages students in a way that goes beyond basic knowledge.  When students are asked to read a scenario and explain their thoughts (using evidence more than "just because"), it requires them to apply knowledge using a deeper level of understanding.  For example, consider the above scenario.  I have used this as a bellringer in a Canvas discussion thread.  After reading the scenario, students have to post their thoughts about this case.  In this situation, majority of students will incorrectly state why or why not Miranda rights should have been read.  BUT...that is ok since this is an introductory bellringer to constitutional amendments.  I use this case in hopes of getting the students' attention.  Also, before telling them the answer, have students who say "yes, read the rights" stand on one side of the room and "no to rights" stand on the other side of the room.  Give each side a chance to explain their reasoning. You can also give them a chance to change sides after hearing from other students.  

Once everyone has a chance to express their thoughts, I tell them the answer to the scenario (if there is one...sometimes, scenarios are hypothetical). By the way, you may be asking what did happen in this case which is a real Supreme Court case.  Here is the answer:

      In a five to four decision, the Court strongly suggested that Alvarado was not in custody for Miranda purposes (Due to the procedural posture of the case, the Court’s actual holding was that the lower court had not ruled unreasonably when it determined that Alvarado was not in custody.)  Alvarado came voluntarily to the police station, was never told that he could not leave, was not threatened with arrest, and was allowed to return home after the interview.  In determining whether Miranda warnings are required, the custody inquiry is from the point of view of a reasonable suspect in the situation, not the particular suspect actually in the situation.  Thus, Alvarado’s age and inexperience with police were irrelevant in the custody inquiry.  Yarborough v. Alvarado (2004).

After telling students the outcome of this actual case, have them reflect on their original answer.  Ask students for their thoughts. Use this opportunity to transition into the study of Miranda v Arizona or constitutional amendments (or just to engage students in classroom discussions).

Court cases are an incredible way to engage students in classroom discussions while at the same time teaching students to support opinions with facts.  I did not create this scenario.  It came from  Street Law, an incredible organization that all teachers should use.   Not only can you use any of the court cases to create discussions but this organization has deliberation activities already prepared for you.  Majority of resources are at no cost to teachers.  You have to "add to the cart" but you will see it is $0.  Majority of all my resources I use in Government AND Economics come from this website.  Please take the time to navigate this site.  You will not be disappointed.  

You may be asking how I use court cases for discussions in Economics.  Very easily.  Street Law has several court cases that deal with businesses.  For example, EEOC v Abercrombie is an excellent case to use for Economics or Business Law.  In order to convert this handout into a scenario, give students the BACKGROUND and FACTS of the case (from handout) then present them with the constitutional question. After discussing their thoughts, give them the ruling.  Another case that deals with trademarks is Matel v Tam. 

Here is another example of how I took a current event and turned it into a classroom activity that led into discussions where students had to analyze evidence and support opinion with reasoning: Gopher Frog "What do you think?" Activity

As with any instructional resource, however, just implementing a strategy, such as classroom discussions, will not be effective if not done properly.  In this case, it is not quantity but quality...are you moving students to a deeper level of understanding through the discussion? My Specialist degree was an online program.  We had two classroom discussions to complete each week.  These classroom discussions were not effective.  They were basically a low-level response to something we read.  We had to respond to two classmates which basically amounted to "I agree...I didn't think about that..."  They were basically busy work to check to see if we read the text.  These are not an effective use of classroom discussions. Using these types of discussion posts (rather online or worksheets) will only disengage students.

I have listed some resources for you if you would like more information on how to effectively engage students in classroom discussions.

John Hattie and Classroom Discussions

Effective Class Discussions

S

Are you "flipping" out, yet?

The other day, I came across the following image:

Let's face it.  Regardless if you are a first year teacher or a twenty year veteran like myself, the 2020 school year will be the first for all of us, a learning experience that I hope we can learn from but also never go through again!  Can I get an Amen!

I was not panicking too much about how my classes will be conducted until I thought about the students who will be asked to quarantine due to being around a student who tested positive.  This will cause much instability in a normal classroom setting.  Once I realized that, I knew I had to do something that would be somewhat consistent and stable considering students who may be entering and leaving the classroom.  What also caused a little "panic" was knowing I will be teaching AP Microeconomics this semester (for only the second time at that).  I knew I was going to have to find and/or create effective online lessons that would engage students and drive them into a deeper level of understanding.  If a student is quarantined at home for 1-2 weeks, how can they learn what they need to learn without falling behind (and being bored)?  

So...a flipped classroom may be my answer...a term that has been tossed around for the past few years.  A concept that many have tried successfully but also many have failed to properly implement. So what is a flipped classroom?  First, it IS NOT an online course!  It is not students pacing through a course, completing online worksheets and activities at their own pace.  It is not a teacher becoming disengaged where there is no dialogue with the students.   

A flipped classroom is one where students are first introduced to the content outside of class then move to a deeper understanding (and practice) in class with the teacher.  I came across an excellent website that provides teachers will many resources - Center for Teaching through Vanderbuilt University.  I came across an article that discussed how to properly flip a classroom.  In this article, it discussed the different variations that some have used.  One, for example, is an inverted classroom.  Around twenty years ago, three professors decided to "invert" an introductory economics course.  Students would watch videos or read through PowerPoints/text outside of class.  Students would also have worksheets to complete.  These worksheets may or may not be taken up in class for a grade.  During class, mini-lectures were used as a way to answer student questions.  Class time was also used to practice the economic concepts.  They found out students were more engaged and had a more positive experience than the traditional format of the introductory economics course.

So, how does one properly flip a classroom?

First, regardless of which resource you read online, majority will consistently say this: students must be introduced to the concept OUTSIDE of class (format doesn't matter - video, PowerPoint, reading text...).  If students do not do this, then a flipped classroom will just become an online class.  This is a must!

Second, as Brame (2013) states, students must be provided with an incentive to do the pre-class work.  Let's be honest.  Majority of students are not going to do an assignment if there are no points allocated to the assignment.  Some kind of accountability has to be included with the pre-class work.  How to do that is up to you.

Third, assess student understanding.  This assessment will provide the teacher with greater understanding of what the students know and do not know PRIOR to coming to class.  It can also provide for more in-depth classroom discussions.  These can be quizzes or discussion posts.

Fourth, class time must be used to focus on a critical thinking skills and application of concepts.  The entire basis of the flipped classroom is using the classroom time you have to move students to a deeper level of understanding.  

The "flip" part in a "flipped classroom" comes from this: students learn the concept at home and practice the concept ("do the homework") in class.  You are flipping the order of the traditional way students learn.

So now the question...how am I going to "flip" my regular Economics and AP Microeconomics course for this upcoming semester?  That is what I will be figuring out in the next three weeks.  I do believe this will be the only way some kind of stability and consistency can be attained during these unknown times.   As I find resources for my flipped classroom, I will be posting them on this site so stay tuned if you want a concise list of resources you may be able to use for Economics and AP Economics (and if you are an AP Econ teacher, please let me know what you will be doing this fall).

Econ Resources:

flipitecon.com - this is an incredible site that creates a flipped classroom for you.  I have registered and will now work on my course.  Granted, I have not had students work through this BUT this is a good place for me to start!!!! 

Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.

Using Choice Boards fin the Classroom

Choice boards...I didn't really know about choice boards until in-person schools were cancelled due to Covid.  I know that may be a shock to many, considering I have been teaching for twenty years.  However, after seeing a friend share her version for her 8th grade students I decided to make one for my 9th grade World History classes.  (click on choice board to get link)

A choice board is a type of graphic organizer that gives students a variety of options to choose from when learning a particular concept.  It is a great way to reach students who learn differently - from the visual learner to the kinesthetic learner.  There really is no specific way to create these.  You can use choice boards to review concepts or to introduce a unit (as with my WW2 choice board). Careful consideration should be considered, though, if you are wanting to move students to a deeper level of learning (analysis or synthesis).  Choice boards can tend to be very basic where students are creating products but not really learning anything.  

For the upcoming year, many schools will be implementing virtual learning or some form of distance learning.  Choice boards are a great option to use to give students some freedom in how to present knowledge.  Below you will find some different resources on how to implement choice boards in your classroom.  I plan on using these next few weeks to see what I can create for my Econ students.  Stay tuned...

RESOURCES:

How to use choice boards in the classroom  

Create interactive learning with a choice board 

Free Google Drive templates (for choice boards)

Excellent resource for free choice boards (menu boards, tic tac toe boards, etc)

Example of a log students can use in documenting distance learning/choice boards

How to create a Think-Tac-Toe board

Bloom's Taxonomy choice board (how to create...excellent)

RUBRIC:

rubric maker website (there are some general choice board rubrics online...or you can use this website to create your own)

generic rubric

 

Using video clips to teach economic concepts

With so many schools transitioning to distance learning this fall (Y2020), teachers will be working "overtime" converting their traditional lessons to effective online lessons.  Movie/video clips can be an effective way to teach an economic concept.  How you use these clips will depend on what online platform is used by your school.  

The following clips are YouTube links which can easily be embedded into most online platforms (my district uses Canvas).  I will be adding more clips to this post so stay tuned...

Economic Systems:

Traditional Economy: (Mongolian nomads)

 Command Economy: (from the movie Moscow on the Hudson...stop at 1:07)

In this clip, you see Robin Williams character go to the shoe store.  Examples of command economy in this scene: stand in line, rationing (limited in how many pairs he can have), all the same style (no choices/creativity), will blackmarket the items

Clip of shopping in 1990 USSR (when they fill up the car, you can see long lines...shortages that exist)

1990 USSR gas station...observe the cars (contrast the cars in 1990 USSR to other 1990 cars)

Market Economy: (Moscow on the Hudson scene...when he goes to the grocery store for the first time and realizes there are no "lines" but he can freely purchase items himself)

Supply and Demand:

This clip is from the movie The Hudsucker Proxy.  In the movie, the hula hoop was created to hopefully increase the price of the company's stock.  When the hula hoops hits the market, there is no demand (tastes/preferences)  for the toy.  You see the price drop.  When the young boy makes this new toy look fun, a demand is created, driving up the price of the hula hoop.

I usually have students practice graphing through this clip.  

This clip shows the auction of a rare 1948 Tucker Torpedo (see below for information on car).  Big demand, small supply = over $2 million for car! 

Adam Smith/Invisible Hand:

This is part of John Stossel's Greed show.  This is an excellent scene to help students visualize (and define) Adam Smith's invisible hand.

Market Structures: 

Below, you will find several clips on the Tucker Torpedo.  If you are unfamiliar with Preston Tucker, research him.  The first clip is from the movie, Tucker: A Man and His Dream.