Should judges serve life terms? This was a vexing question which consumed the Framers and survives today in the hearts and minds of people who follow the Supreme Court. I think the question lends itself very well to what we might see on the argument essay FRQ in AP government. Here is what this Prompt might look like.
And here are some others…
Presidency: Do executive orders give the president too much power? Prompt
Photo IDs and federalism: Do states have the authority to pass photo identification laws which restrict people’s ability to vote? Prompt
Social Media: Is social media a healthy way for citizens to participate in our political system? Prompt
Electoral College: Should the electoral college be abolished? Prompt
I have no clue at this point what might show up on this portion of the exam. At the very least, though, these can provide for good practice for students in making claims, defending them and responding to rebuttals.
Here are other sample prompts from a previous post I shared a few weeks back.
Food for thought…
I’m instructing an online course this spring/summer called Teach Different with Essential Questions. In the course teachers generate essential questions guided by themes in their curriculum. I will plan to post the course on this blog when ready. The course may be a good opportunity to develop some of these argument essay prompts aligned to important themes of government.
Good questions and conversations don’t just happen. They come from deep thinking and careful planning. The hardest part is establishing a routine to make them happen, and then sticking to it.
My brother Steve– also a high school social studies teacher with a background in philosophy– developed a routine to foster better classroom conversations. He’s had really good success in a very challenging urban teaching environment on the west side of Chicago.
Coming from a suburban environment, I thought it would be interesting to integrate my focus on essential questions into what he is doing.
Here’s the comprehensive process we’ve come up with so far, broken up into three specific phases: Select, Dissect and Connect
For some students there is nothing that inspires more abject fear than participating in a class discussion.
You can almost predict the sequence of events…
The discussion starts. There is a mad rush for attention. Students obsessed with earning participation points shoot their hands up. Others wait back a little and contribute a few ideas here and there. Some talk constantly just to be heard; others simply repeat what’s already been said.
My friend’s high school-aged daughter volunteers every week in Chicago at the Shirley Ryan Ability Lab. There she gains invaluable experience working with individuals who suffer from physical limitations brought upon by a spinal cord injury, stroke, amputation or some sort of traumatic brain injury. She will play card and board games, for instance, to help patients work on memory and fine motor skills. These tasks, once routine, now require intense mental effort and energy. Continue reading →
This big question comes from a New York Times article by Beverly Gage, which was shared via Twitter by Mary Ellen Daneels ( @daneels_m ), lead teacher mentor for the Robert R. McCormick Foundation and contributor to IllinoisCivics.org
The article does a fantastic job giving historical perspective on the various movements which have taken root, which include contemporary ones like MeToo, Parkland and Black Lives Matter as well as those dating back to the 60s and before that the temperance and anti-Catholic movements of the early 19th century. There are so many intriguing lines of inquiry and observations but one that I found most compelling was this observation about how movements of today lack staying power. Gage writes… Continue reading →
I love fishing. It’s a chance to relax, be in nature and enjoy a little peace and serenity. The best part, though, is the excitement of setting the hook on a really big fish. That’s the beginning of an enjoyable struggle whose outcome is always uncertain.
Usually the hardest part is setting the hook just right.
In teaching we often feel like we are fishing without a hook, trying every strategy we can to get kids excited, asking questions and taking learning seriously. Despite our noble efforts, we fall short many times. It’s usually not that our lesson was poorly conceived as a whole; it’s that we never got started in the right direction and so things just sort of… fizzled out.
If we can’t set the hook, especially in a class driven by Big Questions, then students quickly lose interest and usually we can’t get them back.