Students will play Telephone but with a twist! The prompts are loosely linked to real stories as a closer look explains the telephone effect of writing headlines.
This exercise is perfect for before, during, or after a group discussion. Definitely take a moment to use this if you feel yourself getting distracted or heated, or even overwhelmed.
Students will learn to judge sources using the CRAAP test of detecting media bias.
In this activity, students will examine a proposal and play out the roles of stakeholders advocating for their positions.
Students will attempt to defend seemingly random topics - demonstrating the importance to retain a lawyer.
Students will role-play the Supreme Court case Citizens United v. Federal Elections Commission.
Have students act out the famous case Tinker v. Des Moines with slightly altered history to make the case seem like a new Supreme Court challenge.
In this activity, students will choose a preferred candidate and cast their votes accordingly. The votes will go through four different voting systems, where students will get a chance to learn about how each system works.
In this activity, students will simulate an ideal market and discover the effects of demand-pull, cost-push, and government inflation.
In this activity, students will see statistics from Politico and Quillette. They will then learn how these sources independently analyze statistics to frame different narratives.
The Court Conflict Activity gives students the opportunity to discuss a real case and the consequences of those decisions. Students will all read the case facts. Then, students will be broken into three groups: Judge, Plaintiff, and Defendant. Students will elect representatives to argue their case, and the judges will come to a verdict on how to proceed.
The Policy Discussion Activity gives students the opportunity to discuss a bill or policy that was proposed or enacted. Students will all read the excerpt. Then, students will break up into groups and work through the discussion questions together. If applicable, instructors can choose to show any supporting material provided with this activity.
The Self Analysis activity teaches students to inwardly reflect on their own policy positions and see arguments from the other side. Students must read the left and right narratives in the Social Media Topic Guide. Students should highlight/annotate which parts of both sections they most agree with. Finally, teachers will lead a class discussion on what students have learned.
The Court Conflict Activity gives students the opportunity to discuss a real case and the consequences of those decisions. Students will all read the case facts. Then, students will be broken into three groups: Judge, Plaintiff, and Defendant. Students will elect representatives to argue their case and the judges will come to a verdict on how to proceed.
In this short game, students will be given a set of increasingly difficult information they must find on the web. Each section will be timed and correct answers will be listed on the final slide for instructors to show at the completion of the activity.
In this activity, students will be given a list of policy ideas and be asked to place them in one of three categories: Federal, State, and Local. Students must decide for each policy whether it should be implemented or enforced by the federal government, state governments, or local towns and cities. Students will then discuss why they chose to put certain policies under those categories.
The Self Analysis activity teaches students to inwardly reflect on their own policy positions and see arguments from the other side. Students must read the left and right narratives in the Civil Gun Control Topic Brief. Students should highlight/annotate which parts of both sections they most agree with. Finally, teachers will lead a class discussion on what students have learned.
The Policy Discussion Activity allows students to discuss a bill or policy that was proposed or enacted. Students will all read the excerpt from H.R. 4296. Then, students will break up into groups and work through the discussion questions together. Before reading the section from H.R. 4296, the instructor should ask the class what the definition of an assault weapon is to provide a baseline for future discussion.
The Court Conflict Activity gives students the opportunity to discuss a real case and the consequences of those decisions. Students will all read the case facts. Then, instructors will break students into three groups: Judge, Respondent, and Petitioner. Students will elect representatives to argue their case and the judges will come to a verdict on how to proceed.
This activity analyzes data from Statista and Gun Violence Archive on mass shootings. Students will find the sources of how these two organizations come to present their information.
This activity analyzes data from Human Rights First and the Center for Immigration Studies on immigration statistics. Students will find the sources of how these two organizations come to present their information.
The instructor will distribute role sheets to the student groups. Students can communicate with each other to plan out their roles and what they will debate. Only one student of each role will speak.
Students will read testimony from a father whose son was separated from him at the Southern Border in accordance with Flores v. Lynch. Students will then discuss a set of questions designed to understand perspectives on the situation.
Students will be given a list of policy ideas and place each idea in one of three categories: Federal, State, and Local. Students must decide whether each policy should be implemented or enforced by the federal government, state governments, or local towns and cities. Students will then discuss why they chose to put specific policies under those categories.