Sunday, June 30, 2019

easy snack ideas that don’t involve any recipes or cooking

Celery sticks with nut butter (almond butter or cashew butter is super tasty!)
Edamame bought fresh and steamed is a great high protein snack
Medium apples sliced with 1 tbsp of natural peanut butter (no extra ingredients)
Carrot sticks or baby carrots with hummus of your choice
Hard boiled eggs are an easy all-in-one snack
A cup of grapes and 10 almonds pair together for a tasty snack
Rice cakes topped with natural peanut butter
Rice cake topped with mashed avocado and salsa
1/c cup nonfat cottage cheese with 1/2 cup of fruit
1/2 nonfat greek yogurt with 1/2 cup fresh fruit
Low fat string cheese paired with fruit
Seasoned kale chips
Sliced cucumber and sliced tomato with olive oil and black pepper
Banana “ice cream”
Baked apple chips
1 serving protein powder with 1 cup unsweetened almond milk for a shake
1/2 serving of protein powder combined with 1/2 cup greek yogurt

Saturday, June 29, 2019

Ways to practice speech with your baby/toddler

Language Modeling Tips
Stimulating speech and language in young children is extremely important for building
language skills. There are many ways to stimulate speech and language development. The
following techniques can be used informally during play, family trips, “wait time,” or during
casual conversation. The techniques are meant to provide a model for the child (rather than
asking the child to repeat or imitate what you say). These strategies can be used anytime
your child is making an attempt to speak. It is important to have children understand that
speech and communication are important not only for interaction, but also to express
feelings and ideas.

1. Self-Talk – talk out loud about what you are seeing, hearing, doing, or feeling
when your child is nearby. He or she does not have to be close to you or pay attention
when you are talking out loud. Be sure to use slow, clear, simple words and phrases that
the child can understand. Example: When you’re washing the dishes and your child is
playing in the kitchen, you might say, “wash dishes - pick up cup - dirty cup - wash the
cup - the cup is clean.”

2. Parallel Talk – talk out loud about what is happening to your child. Use words
that describe what he or she is doing, seeing, or hearing when your child is within
hearing range. Again, he or she does not need to be close to you or paying attention when
you talk out loud; the child only needs to be within earshot. Be sure to use slow, clear
simple words and phrases. Example: When your child is playing with a ball and then
daddy comes home, you might say, “roll ball – get ball – pick up ball – daddy home – run
to daddy – Max wants up.”

3. Expansion – as a general rule add one or two words to what your child says
when you respond back. Also, your child’s word order may be different than yours. Let
him or her hear the right order and correct basic grammar. Don’t worry about using
perfect grammar yourself. Example: Change “up” (child) to “come up” (parent)
Change “daddy” (child) to “daddy home” (parent) Change “boy eat”
(child) to “the boy is eating” (parent) Change “no want” (child) to “I
don’t want it” (parent) Change “we play car” (child) to “Let’s play
with the car” (parent)

4. Praise – respond quickly to your child’s speech attempts and verbal requests by
your verbal and/or non-verbal responses. Non-verbal praise may include a smile, a hug, a
pat on the back, eye contact, clapping your hands etc. Verbal praise may include
reflecting back to what your child said or saying how much you like their talking.
Example: When you are playing with your child and he says “ba” for ball the first
time, you might open your eyes wide and smile “ball – ball rolls – I like your talking.”
Example: When your child says “car” and points to his toy car on the table
because he wants to play with it, you might clap your hands and say “car – you
want car.” Then as you hand the toy car, you might also add “take car.”



1.  Model things you think the child actually wants to say.  If someone is in her space and she is moving away or pushing the person, model “Go away” even if you think it’s rude.  You can add “please” later.

2. Model without expecting a response, but with the presumption that the child is taking it all in.  Don’t worry if the child doesn’t immediately mimic your model.  Your goal is to expose her to the language at her fingertips, show her that words can be combined, and teach her that you are learning it too.  Children know very quickly who is supportive of the device use and who thinks it’s “too hard for her” or “doesn’t make any sense.”  By modeling, you are also demonstrating that you support the use of the device and that it makes sense to you. If you are willing to use it, she’ll be more comfortable using it with you.

3. Pay attention to the child’s reactions. If something you model causes a reaction in the child, (ex. she leans in, pays closer attention, laughs, grabs your hand, turns the device toward her), model “again” and then repeat what you had modeled.  If she reacts or continues to show an increased interest, it may be a good indication that she’s ready to try it herself.  Try gesturing to the button, wait five seconds, and if she doesn’t respond, model it again.  Put that word or phrase at the top of your modeling list and model it every time it’s appropriate.

4. Make a modeling plan.  It doesn’t have to be anything complex, but make a commitment to model.  Do what works for you and what you think will be best for the child.  Choose one phrase that can be easily generalized (want more, like that, what now) and model it as often as you can and in as many different situations as you can.  Or choose at least three things each day for three days.  Then try five things each day for five days.  Challenge yourself and model things you hear other children saying. Your plan should not be so ambitious that it feels overwhelming, but ambitious enough that you’re excited about it.  Adjust it accordingly.

Friday, June 28, 2019

TKSST = THE KIDS SHOULD SEE THIS

https://thekidshouldseethis.com/




TKSST = THE KIDS SHOULD SEE THIS





I just stumbled upon this website and I'm loving all of the videos. My kids like to calm down by watching something that can get lost in and these videos are perfect.





Teapots pour. Laptops slide. Apples roll. Ping pong balls hover. Mushrooms and carrots rotate into place. An amazing amount of intricate food-themed contraptions come together to Pass the Salt in this collaboration between quirky Rube Goldberg machine creator Joseph’s Machines and chain reaction YouTuber Sprice Machines.


After you’ve watched the video above, check out Sprice’s Secrets Revealed video. It goes behind the scenes with how the chain reactions were created, including fails, LEGO wheels for laptops and heavy, hacked apples. A very mild note on language for young viewers at the video’s end.


Thursday, June 27, 2019

Magazine Sites for Kids

http://kids.nationalgeographic.com/kids/

http://www.sikids.com/

http://www.discoverygirls.com/

http://www.americangirl.com/play/

https://www.highlightskids.com/

https://www.timeforkids.com/

http://www.uskidsmags.com/

Wednesday, June 26, 2019

Homeschool KEYBOARDING GAMES ⌨

KEYBOARDING GAMES ⌨


https://www.bbc.com/bitesize/articles/z3c6tfr

There are four levels to play, each divided into three stages.

You start by learning the home row keys. Each stage builds on previous lessons, introducing new letters as you progress. You’ll soon be touch typing like an expert! At the end of each level you can test your typing speed and get a fun reward.


https://www.abcya.com/games/kids_typing_game

Alpha Munchies is a keyboarding activity for elementary students. The Alpha Critters are hungry for your food! Quickly type the letters before the Alpha Critters land and start munching! Start off with the homerow or select the typing level that work for you!


https://www.abcya.com/games/keyboard_invasion

Keyboard Invasion is an educational game for kids to practice keyboarding. The object of the typing game is to stop the aliens before they reach Earth! Correctly enter the letters, numbers and punctuation marks to eliminate the aliens before they touch the bottom of the screen. If an alien is able to touch the bottom of the screen the game is over. Watch out for the special alien on round three of all levels!

 Keyboard Invasion is highly customizable - players can select from several different levels to focus on certain keys.



https://www.nitrotype.com/race

Improve your typing skills while competing in fast-paced races with typers from around the world.
Compete against your friends, earn new cars, track your scores, and so much more. All 100% FREE!


https://www.abcya.com/games/typing_rocket


Typing Rocket is an exciting keyboarding game for kids of all ages! Pop the rockets by typing the letters that appear on them. The game gets progressively more difficult as the time winds down. How many fireworks can you make in 60 seconds?



https://www.typinggames.zone/

Learn to Type! Pick game genre or category to make learning fun!


https://www.typinggames.zone/keyman

Deep below the ocean's surface lies an infinite bounty of treasure, danger and adventure. Are you a fast enough typer to explore it all in Keyman?


https://www.abcya.com/games/typing_race_cars

Typing Race is an educational game for kids to practice keyboarding. The object of Typing Race is to drive as far as you can before running out of gas! Correctly enter the letters, numbers and punctuation marks to pass cars and earn gas. Bumping into cars will cause you to lose gas quickly.

 HINT: You can use the arrow keys to steer around or jump over cars that you cannot type quick enough! Have fun and enjoy the scenery!

 Typing Race is highly customizable - players can select from several different levels to focus on certain keys.

Tuesday, June 25, 2019

Crosscutting Concepts

Crosscutting Concepts
Crosscutting concepts have value because they provide students with connections
and intellectual tools that are related across the differing areas of disciplinary
content and can enrich their application of practices and their understanding of core
ideas.


 1. Patterns. Observed patterns of forms and events guide organization and classification, and
they prompt questions about relationships and the factors that influence them.
2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple,
sometimes multifaceted. A major activity of science is investigating and explaining causal
relationships and the mechanisms by which they are mediated. Such mechanisms can then be
tested across given contexts and used to predict and explain events in new contexts.
3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is
relevant at different measures of size, time, and energy and to recognize how changes in scale,
proportion, or quantity affect a system’s structure or performance.
4. Systems and system models. Defining the system under study—specifying its boundaries and
making explicit a model of that system—provides tools for understanding and testing ideas that
are applicable throughout science and engineering.
5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter
into, out of, and within systems helps one understand the systems’ possibilities and limitations.
6. Structure and function. The way in which an object or living thing is shaped and its
substructure determine many of its properties and functions.
7. Stability and change. For natural and built systems alike, conditions of stability and
determinants of rates of change or evolution of a system are critical elements of study.


 The development process of the standards provided insights into the
crosscutting concepts. These insights are shared in the following guiding principles.
Crosscutting concepts can help students better understand core ideas in science and
engineering. When students encounter new phenomena, whether in a science lab, field trip, or on
their own, they need mental tools to help engage in and come to understand the phenomena from a
scientific point of view. Familiarity with crosscutting concepts can provide that perspective. For
example, when approaching a complex phenomenon (either a natural phenomenon or a machine) an
approach that makes sense is to begin by observing and characterizing the phenomenon in terms of
patterns. A next step might be to simplify the phenomenon by thinking of it as a system and
modeling its components and how they interact. In some cases it would be useful to study how
energy and matter flow through the system, or to study how structure affects function (or
malfunction). These preliminary studies may suggest explanations for the phenomena, which could
be checked by predicting patterns that might emerge if the explanation is correct, and matching
those predictions with those observed in the real world.
Crosscutting concepts can help students better understand science and engineering practices.
Because the crosscutting concepts address the fundamental aspects of nature, they also inform the
way humans attempt to understand it. Different crosscutting concepts align with different practices,
and when students carry out these practices, they are often addressing one of these crosscutting
concepts. For example, when students analyze and interpret data, they are often looking for patterns
in observations, mathematical or visual. The practice of planning and carrying out an investigation
is often aimed at identifying cause and effect relationships: if you poke or prod something, what
will happen? The crosscutting concept of “Systems and System Models” is clearly related to the
practice of developing and using models.
Repetition in different contexts will be necessary to build familiarity. Repetition is counter to
the guiding principles the writing team used in creating performance expectations to reflect the core
ideas in the science disciplines. In order to reduce the total amount of material students are held
accountable to learn, repetition was reduced whenever possible. 

Monday, June 24, 2019

Guidelines for Preparing an Outline

Guidelines for Preparing an Outline
 Support your thesis.
Does every part of the outline relate directly to the thesis by presenting your case,
explaining the idea, or filling in necessary background?
Do all entries add up to a convincing argument for the claim you make in your thesis?
Is the thesis broad enough to encompass all the important issues in your topic?
 Clarify the order and relationship of the major points.
Are the statements the most logical or effective order?
Does one statement lead to the next?
Does the argument maintain a consistent direction—or does it backtrack or even
contradict itself?
 Establish the relationship of major and minor statements.
Does each group of subheadings adequately develop the major heading?
Does each piece of specific evidence have a clear relationship to any larger claim you are
making?
 Establish your task in the introduction.
Does the introduction show your awareness of the prior writing on the subject?
Is the review of the literature necessary—to fill in the reader on background?
Does the introduction raise the major issue you will discuss in the paper?
Does it reveal how you will pursue the issue?
Does the introduction indicate the importance and interest of your topic?
 Frame an effective conclusion.
Does the conclusion grow out of the major ideas you have discussed in the paper?
Does the conclusion reinforce your main thoughts?
Do you indicate how your findings relate to the findings of previous writers?
Do you suggest possible ways of pursuing the issue in future writing?
Does the conclusion show awareness that your own writing is part of a continuing
conversation on the subject?
 Check for coherence.
Does the outline reveal a paper that holds together?
Will the final paper make the impact you desire?

Sunday, June 23, 2019

Finding the Needed Information


The problem of finding materials in the library falls into two parts: you must discover what
materials you want to examine. and you must find where in the library these materials are stored.
The second task is easier, so we will discuss it first.
If you already know either the author or the title of a particular work—whether book, article,
government publication, or other document—the various catalogs in the library will let you know
whether the library has it and, if so, where and how it is stored. The main card catalog lists all
books alphabetically in several places: under author, under tide, and under one or more subject
areas.
Although in the recent past. card catalogs consisted of extensive file drawers filled with small
index cards, almost all college and university libraries have computerized their catalogs, so you
can now search for sources just by typing the author, title, or subject into the terminal. Although
the search commands for each system are different, they are usually easy to learn and
instructions are usually posted next to the catalog terminals. Many of the systems also have
on-line instructions

Library of Congress System
The call number on the sample card—HN 59.2 .ZS5 1991—is from
the Library of Congress Classification System, now used in· most large libraries in this country.
In this system the first letter indicates the main category, and the second letter a major
subdivision. The additional numbers and letters indicate further subdivisions. The main
categories of the Library of Congress System are as follows:
A General Works (such as general encyclopedias, almanacs)
B Philosophy; Psychology; Religion
C Auxiliary sciences of history (such as archeology, heraldry)
D History: General and Old World
E History: America (general)
F History: America (local, Canada, Mexico, South America)
G Geography; Anthropology; Recreation
H Social Sciences
J Political Science
K Law
L Education
M Music
N Fine Arts
P Language and Literature
Q Science
R Medicine
S Agriculture
T Technology
U Military Science
V Naval Science
Z Bibliography and Library Science




Dewey Decimal System Smaller libraries tend to use the Dewey Decimal Classification
System, based on a simpler and less differentiated all-numerical classification. The major
categories are as follows:
000 General works
100 Philosophy and related disciplines
200 Religion
300 Social sciences
400 Language
500 Pure sciences
600 Technology
700 The arts
800 Literature
900 Geography and history



Old and large libraries, such as the New York Public Library Research Collection, have their own
numerical systems, which do not indicate any systematic subject classification but rather reflect
the order in which the documents were received.

Serials File Some libraries list entries for newspapers, magazines, and other periodicals in a
separate serials file. This file lists the issues of the periodical that are available and indicates
whether the issues are loose, bound, or microform. The serials file entry will also give reference
letters or call numbers, where appropriate. Because the serials listings offer only the titles and
issues of the periodicals—and not the authors and titles of specific articles—you will usually have
to consult the appropriate periodical index to find out exactly where and when any particular
article appeared. You will usually also need to consult a specialized index to locate a government
publication or any microform material. Each library offers a different selection of the many
available indexes; some of the more common are in the following list. Many of these are available
directly on-line or on CDROM data bases.

Indexes to General Circulation Periodicals
Readers' Guide to Periodical Literature
Public Affairs Information Service
Humanities Index
Social Sciences Index
General Science Index

Indexes to Newspapers
New York Times Index
The Times Index (London)
Wall Street Journal Index
Washington Post Index
Indexes to Government Publications
Monthly Catalog of U.S. Government Publications
American Statistics Index
Indexes to Specialized Journals
Humanities
Art Index
Index to Art Periodicals
Film Literature Index
International Guide to Classical Studies
International Bibliography of Historical Sciences
Analecta Linguistica
MLA International Bibliography
Index of Little Magazines
Music Article Index
Popular Music Periodical Index
Index to Religious Periodical literature
Philosopher's Index Humanities Citation Index
Social Sciences
Anthropological Index
Accountants’ Index
Business Periodicals Index
Criminology Index Population Index
International Bibliography of Economics
Education Index
British Education Index
Current Index to Journals in Education
Resources in Education
International Bibliography of Political Science
Environment Index
Psychological Abstracts
Sociological Abstracts
International Bibliography of Sociology
Index to Current Urban Documents
Women's Studies Abstracts
Social Sciences Citation Index
Sciences
Biological and Agricultural Index
Biological Abstracts
BioResearch Index
Chemical Abstracts
Computer and Control Abstracts
Bibliography and Index of Geology
Hospital Literature Index
Hospital Abstracts
Index Medicus
Physics Abstracts
Science Citation Index
Once you have the journal and the issue containing the article you want, you must return to
the serials file to get the shelf number. Then you can locate the issue, microfilm, or bound volume
on the library shelf. In some large libraries you may not be allowed to fetch the materials directly
from the shelves; instead you must file a request slip and an attendant will get the material for
you. This dosed stack system, though it makes it harder for you to browse, does allow librarians
to maintain order in complex collections





















Saturday, June 22, 2019

Plagiarism

Plagiarism
“58.3% of high school students let someone else copy their work in 1969, and 97.5% did so in 1989”-- The
State of Americans: This Generation and the Next
“30% of a large sampling of Berkeley students were recently caught plagiarizing directly from the Internet”--
results of a Turnitin.com test, conducted from April-May 2000
Plagiarism is passing off the work of someone else as your own. See the handbook
regarding consequences.
Material is probably common knowledge if . . .
x You find the same information undocumented in at least five other sources
x You think it is information that your readers will already know
x You think a person could easily find the information with general reference sources

Need to Document
x When you are using or referring to somebody
else’s words or ideas from a magazine, book,
newspaper, song, TV program, movie, Web
page, computer program, letter, advertisement,
or any other medium
x When you use information gained through
interviewing another person
x When you copy the exact words or a "unique
phrase" from somewhere
x When you reprint any diagrams, illustrations,
charts, and pictures
x When you use ideas that others have given you
in conversations or over email
x When you use any statistic

No Need to Document
x When you are writing your own experiences,
your own observations, your own insights, your
own thoughts, your own conclusions about a
subject
x When you are using "common knowledge" —
folklore, common sense observations, shared
information within your field of study or cultural
group
x When you are compiling generally accepted
facts
x When you are writing up your own
experimental results




Action during the writing process
x Mark everything that is someone else’s words
with a big Q (for quote) or with big quotation
marks
x Indicate in your notes which ideas are taken
from sources (S) and which are your own
insights (ME)
x Record all of the relevant documentation
information in your notes

Appearance on the finished product
Proofread and check with your notes (or photocopies
of sources) to make sure that anything taken from your
notes is acknowledged by using any of the following
methods:
x Integrated Quote with an in text citation
x Paraphrasing with and in text citation
x Large Quotation method




Source Quality Check
Every book, periodical article, or other resource should be evaluated to determine
its quality and its relevance to your topic and the nature of your assignment. Use the
criteria below to help you evaluate resources.
x What are the author's education and experience? Look for information about
the author in the publication itself.
x Who is the audience for the publication (scholarly or general)?
x Is the publication primary or secondary in nature?
x Does it provide general background information or in-depth information on a
specific topic? Which do you need?
x How extensive is the bibliography? Can you use these references to find more
information?
x What is the publication date?
x How up-to-date are the citations in the bibliography?
x How current do you need for your topic?
Determine whether the information is fact, opinion or propaganda.
x Are there footnotes to show the source of the facts or quotes?
x Does the publisher have a particular bias?
x Are opinions or propaganda easy to recognize?
x Do the words and phrases play to your emotions or bias the content?
http://library.csun.edu/mwoodley/Scholarly.html
Questions:
1. Where do you commonly find the publication date in a book?
2. How do you determine who the “audience” is for this book?
3. What is a bibliography?










Friday, June 21, 2019

RESEARCH TOPICS

1. Fuel Alternatives for the Future
2. Educational Equality: Boys vs. Girls
3. Kids and their tech. toys
4. Fast Food and our Society
5. Influential Toys/Media influences
6. Animal Cruelty
7. War on Terrorism and Racial Profiling
8. Emancipation of Minors
9. Gang Violence
10. Overmedicating Teens/Children
11. Music Swapping
12. My space and online blogs
13. Drinking Laws
14. Celebrity Idols- Positive or Negative role models?
15. Stay at home parents vs. working parents
16. Violence and high school sports
17. Body Image in America
18. Youth Voting in America


Research Paper Checklist
Topic Selection: ____________________________________ Due:____________ 
Controlling Idea: ____________________________________________________ __________________________________________________________________ __________________________________________________Due: ____________
 Bibliography Cards Due: __________
 Note cards or Notes Due: __________ 
Thesis Statement: ____________________________________________________ __________________________________________________________________ __________________________________________________Due: ____________ 
Outline Due: __________ 
Works Cited Due: __________ 
Rough Draft Due: __________ 
Final Draft Due: __________ 

Project requirements:

1. 2-4 page length.
2. MLA format.
3. Five source minimum. One source must be
in book form, and one source must be a
printed periodical.
4. At least four sources must be cited in the
body of the essay.
5. Students will generate a minimum of 30
note cards or notes from their sources.
6. Students must create an outline of their
essay including a thesis, concrete details,
and commentary.
7. Students will include a works cited page
at the end of their essay


Research Material Options:
ƒBooks
ƒ Internet Sites
ƒ Interviews
ƒEducational Publications
ƒMagazines
ƒNewspapers
ƒDocumentaries
ƒEncyclopedias
ƒCD-ROM/DVDs
ƒ Literary Critiques
ƒ Pamphlets
ƒVideos/Movies
ƒEBSCO


Research Terms
The following terms are used throughout this guide to refer to specific writing and research
concepts. Please refer to this sheet if there are any questions throughout the research process.
Bibliographic Information: the address for your source. Author, title, publisher, date, etc. This
information needs to be organized according to MLA style in the student’s works cited page.
Bibliography Cards (also known as source cards): contain the bibliographic information for one
source. Students will complete a bibliography card for each of the sources they use. These
cards should be placed in alphabetical order and number.
Categorizing: the process for sorting through and organizing the research note cards. For example,
research papers can be categorized by cause/effect relationships, comparisons, persuasive
appeals, problem/solution, qualities of an object, etc.
Commentary: specific opinions expressed by the student about each concrete detail. Commentary
must be directly related to the concrete detail, must be specific, and must be focused upon
the overall topic of the paragraph in which it appears.
Conclusion: record of what has been discovered through the writing of the paper. A student’s
conclusion should almost entirely consist of commentary and it should not repeat phrases
and sentences found elsewhere in the paper.
Concrete Detail: a specific example used to support the topic sentence. It can be a quote, fact,
statement, summary, paraphrase, or other illustration.
Controlling idea/questions: the specific idea that the project is shaped around. In the final draft
of the paper, the controlling idea changes into a thesis statement.
Drafting: the process of taking the research that has been done and writing it out in expository
form.
Editing: the process of checking spelling, grammatical usage, and punctuation.
Format: the physical parameters of the report. Spacing, punctuation, font size, and style are issues
of format. The format for this paper must follow MLA guidelines. Format requirements are
outlined later on in this packet.
MLA Style: MLA Handbook for Writers of Research Papers specifically dines procedures and
requirements for scholarly research. Most colleges and universities use MLA style in some
capacity. MLA stands for Modern Language Association.
Paraphrase: recording the ideas found from a source in one’s own words. Paraphrases still must be
documented in the works cited page and parenthetical citation. To do otherwise is to
commit plagiarism. 
Plagiarism: use of another person’s ideas, words, or opinions as if they were your own. Any
undocumented information from a source is considered plagiarism. Plagiarism can be
intentional or unintentional. Students caught plagiarizing will fail the assignment and be
subject to the progression of consequences outlined in the student handbook.
Quotation: recording ideas found in a source and writing them with the original text. Quotations
must be surrounded by quotation marks.
Revising: the process of changing the structure and ideas in a paper.
Thesis: the articulated point of your essay. The thesis expresses your opinion about the topic and
states what your essay is seeking to prove.
Topic Sentence: a sentence that clearly defines the point of a specific paragraph. Each body
paragraph needs to begin with a topic sentence. The topic sentence relates directly to and
supports the thesis statement.
Transitional expressions: words that are used to provide organizational structure to an essay.
They connect ideas and topics in as smooth a manner as possible.
Works cited page: a typed document that contains the bibliographical information for every source
used by the student. The entries in a works cited page need to be formatted according to
MLA style.


Format for Research Papers 
Printing or Typing:
1. Research Papers must be typed
2. Times New Roman Font Only
3. 12 point font
4. Use only one side of the paper (do not print on the back)
Margins:
1. One inch margins throughout the entire paper
2. Indent the first word of a paragraph on half inch (five spaces or one Tab
space)
3. Indent long format quotations one inch (ten spaces) from the left margin
Spacing:
1. Double Space throughout the entire paper including quotations, notes,
heading, and list of works cited.
Heading, Header, and Title:
1. No title page
2. Follow the formatting below as an example of the first page of an MLA
format essay.

https://www.murrieta.k12.ca.us/cms/lib5/ca01000508/centricity/moduleinstance/9186/sophomore_research_packet.pdf
































Thursday, June 20, 2019

Gotchya Activity

Intended age group: Elementary through High School
Time Needed: 15 minutes
Learning objectives: To illustrate that people will often make decisions before listening to all
information. Teaches responsibility for one’s reactions to situations and pre-conceived ideas.
Materials needed: None
Overview:
Form two circles – one inner, one outer – of approximately the same size.
Participants stand with their arms out to their sides, left hands palm-up and right index fingers
pointing down and touching on top of their neighbors’ outstretched palms.
Leader says: “I am going to say a number of words. When I say the word ‘CHARACTER,’ do
two things. Grab the finger in your left hand, and prevent your right finger from being grabbed.
Let’s practice. I’ll count “1 – 2 – 3,” and then I will say the words.”
“1- 2- Th...” Make it sound like you are going to say, “three,” then say, “Think about this. Three!
-- CHARACTER” (How many people moved on three?) The trick is dramatizing the "Go" word.
When you build up suspense, most participants will jump the gun, adding to the fun.
“This time I won’t count to three. Instead, I will say different words but you have to listen. Don’t
go until I say ‘CHARACTER.’ Okay, ready? -- CHARACTER!”
“Let’s do it again: Ready? Ethics. Honesty. Respect. CHARACTER!”
“You have to listen carefully. Ready? Responsibility Citizenship Respect Caring
CHARACTER!”
“One last time, but this time wait until you hear the word Kindness. Ready: Honesty. Fairness.
Caring. Character. Kindness.”
Then you can transition to talking about assumptions, temptation, and related concepts.

Wednesday, June 19, 2019

Circle Within a Circle Activity

Intended age group: Upper Elementary through Adult
Time Needed: 10 minutes (or more)
Learning objectives: Participants will review topics and share with various partners a tidbit of
what they have learned so far.
Materials needed: None
Overview:
Count off participants, 1 through 4. Ask the 1’s and 3’s to each form a circle. Then, have the
2’s form a circle around the 1’s, and the 4’s form a circle around the 3’s. The inside circles
should face out, and the outside circles should face in. Each participant should be facing a
partner. Give a topic for the pairs to discuss for 60 seconds. Allow each partner to introduce
themselves giving their name, job, and location. Ask the following questions, and give
instructions for the circles to shift their positions.
1. What is your all-time favorite movie and why?
2. What is your favorite movie and why?
Inner circles move two spaces to the left
3. What is the best experience you have had personally as a student. What made it so
good?
4. What is the most satisfying work experience you have had in the past five years?
Inner circles move two spaces to the left; outer circles move three spaces to the left
5. Who in your life has had the most important impact on your character? How did s/he do it?
6. Describe a situation where you think you had a permanent impact on the values of a
young person who was not a member of your family.
Inner circles move two spaces to the right; outer circles move four spaces to the left
7. What feelings were invoked in your by the video about the team that cheered for their
opponents? Why?
8. Can the kind of caring demonstrated in the Haircut video be taught? If so, how?
Inner circles switch places with the inside of the other circle; outer circles stay in place
9. What do you know about the values of the coach in the video “Game of Hope?” How?
10.Describe how and where you might use videos like the ones you just saw.
Inner circles change pleaces withouter circles, so inner becomes outer, and vice versa.
Inner circles move two spaces to the left
11. What lessons can be learned from this activity and how effective was this as an early
training technique?
12. Describe at least three ways you could use this technique.
Take time following the activity to ask for reactions and reflections.
Classroom application:
This activity can be used to review any topic in any subject. If you use known-answer
questions (such as #2 above), the activity can become a review game to play before an exam.
If you use open-ended questions (such as the rest of the above questions), the activity can be
used as a “getting to know you” icebreaker, as a way for students to share bits of themselves
with their classmates, or as a way to explore more complex issues.
Recap:
1. What was the purpose of this activity?
2. What did you notice about the progression of the questions?
3. What were the purpose and impact of the increasingly complicated movement
instructions?
4. Do you think this activity increasess the likelihood that particpants will approach the
training with a more positive or relaxed attitude?
5. How could you effectively use this technique with students, colleagues, and parents?


Circle Within a Circle Activity and Recap

WWW.CHARACTERCOUNTS.ORG 3

©2012 Josephson Institute “CHARACTER COUNTS!” and “The Six Pillars of Character” are registered trademarks of Josephson institute.

Tuesday, June 18, 2019

Upside Down Text - Unicode Character Map

sɹǝʃooɥɔsǝɯoH ʎʃıɯɐℲ ɹǝp∀


https://www.fileformat.info/convert/text/upside-down.htm




Upside Down Text - Unicode Character Map

This table shows the conversions (mapping) used to generate Upside Down Text, including the Unicode and HTML representation of certain upside down characters:
OriginalUpside Down Conversion (Unicode)
HTML
aɐ (U+0250)
ɐ
bq
cɔ (U+0254)
ɔ
dp
eǝ (U+01DD)
ǝ
fɟ (U+025F)
ɟ
gƃ (U+0183)
ƃ
hɥ (U+0265)
ɥ
iᴉ (U+1D09)
jɾ (U+027E)
ɾ
kʞ (U+029E)
ʞ
ll
mɯ (U+026F)
ɯ
nu
oo
pd
qb
rɹ (U+0279)
ɹ
ss
tʇ (U+0287)
ʇ
un
vʌ (U+028C)
ʌ
wʍ (U+028D)
ʍ
xx
yʎ (U+028E)
ʎ
zz
A∀ (U+2200)
BB
CƆ (U+0186)
Ɔ
DD
EƎ (U+018E)
Ǝ
FℲ (U+2132)
Gפ (U+05E4)
פ
HH
II
Jſ (U+017F)
ſ
KK
L˥ (U+02E5)
˥
MW
NN
OO
PԀ (U+0500)
Ԁ
QQ
RR
SS
T┴ (U+2534)
U∩ (U+2229)
VΛ (U+039B)
Λ
WM
XX
Y⅄ (U+2144)
ZZ
00
1Ɩ (U+0196)
Ɩ
2ᄅ (U+1105)
3Ɛ (U+0190)
Ɛ
4ㄣ (U+3123)
5ϛ (U+03DB)
ϛ
69
7ㄥ (U+3125)
88
96
,'
.˙ (U+02D9)
˙
?¿ (U+00BF)
¿
!¡ (U+00A1)
¡
",,
',
`,
()
)(
[]
][
{}
}{
<>
><
&⅋ (U+214B)
_‾ (U+203E)

Monday, June 17, 2019

Cooking on a Budget

Preparing and Eating More Meals at Home
ƒ Just by eating one or two fewer meals at restaurants each week, you could
save a whole day’s worth of calories — and save time and money too. Each
adult in the U.S. buys a meal or a snack from a restaurant 5.8 times per
week, on average, according to the National Restaurant Association. The
costs for those can add up fast!
ƒ Instead of eating out often, enjoy more meals at home. Feature fruits, vegetables, whole
grains, lean protein and low-fat dairy foods.
ƒ If you have a hectic schedule, look for inexpensive foods when
shopping at the grocery store that you can easily use to pack your own
“meals-to-go,” and for foods to make quick meals to serve at home.
Buy few packaged beverages and processed foods.

Do-It-Yourself Frozen Dinners
$ Frozen dinners can be a convenient alternative to a homemade
meal on busy days when there isn’t time to cook from scratch. But processed frozen
dinners from the grocery store can be expensive and are usually high in fat
and sodium.
$ A better alternative is to prepare homemade frozen dinners. All you need is a
freezer.
$ When you are preparing a main dish, it takes only a little more effort and time
to make enough for several meals. You can either freeze all of the prepared
food in meal size packages, or you can serve part of the food immediately and
freeze the rest for later use.
$ Freeze these extra servings and eat them on days when your time is short or your energy is
low. This will decrease the temptation to eat out or to buy expensive convenience foods.
$ For tips on foods that do not freeze well, download the brochure at the website:
http://muextension.missouri.edu/explorepdf/hesguide/foodnut/gh1501.pdf

Frugal Foods: Spending Less, Getting More!

 Top 10 list of frugal foods combines great taste while packing a nutritious punch. All
of these foods are versatile — try them for breakfast, lunch, supper and snacks.
› Apples and Bananas. A perfect on-the-go snack, both apples and bananas
are naturally portable. Eat these satisfying and sweet nutritional
powerhouses raw or baked, or add them to salads, desserts and baked
goods.
› Beans. Full of antioxidants, dietary fiber and protein, canned beans cost
about 23 cents per serving. Dry varieties that you cook yourself cost even
less. Keep them on hand to pack into brownbag lunches and to make quick suppers.
› Brown Rice. With a slightly nutty taste, brown rice is a whole grain. It is more nutritious
than white rice. Serve as a side dish, at breakfast or as a snack with cinnamon and milk, or
add to casseroles and soups.
› Canned Tomatoes. Canned tomatoes make a great base for countless main dishes, dips,
sauces, soups, stews and chili. Tomatoes are rich in vitamin C and
lycopene. Buy them without added salt if possible.
› Canned Tuna. A versatile addition to sandwiches, salads and casseroles,
tuna is high in protein and vitamin D, and low in calories and fat.
› Eggs. Costing usually less than $2 for a dozen, eggs are high in protein.
Boiled, fried or scrambled — eggs cook quickly, so they’re perfect for
breakfast, lunch or supper. For variety, try French toast, huevos
rancheros or egg salad.
› Fat-free Milk. A natural convenience food, skim milk offers a healthy
dose of vitamin D, calcium, protein and potassium. Serve skim milk with meals and snacks,
and use in soups, smoothies and desserts.
› Kale. At about a dollar a bunch, kale is one of the least costly green vegetables you’ll
find. Three ways to quickly serve kale are to: Serve it hot after pan-frying with garlic
and a small amount of vegetable oil; Steam and add to pasta salads or as a topping on
homemade pizza.
› Potatoes. White and sweet potatoes are satisfying and are high in
dietary fiber, vitamin C and potassium. Bake, boil, roast, pan-fry or
oven-fry them, or add to casseroles or soups.
› Rolled Oats. At just 14 cents, one cup of cooked oats is a heart-healthy
whole grain with 4 grams of dietary fiber. Cook oats with fruit for a
breakfast or snack, or add them to baked goods.

Planning to Save by Planning Menus
♦ Plan seven days of menus every week. Check your schedule, and write
down what you plan to serve for each meal and snack. Plan to
cook on the days when you’ll have more time. Plan to pack
“meals-to-go” or to serve quick meals at home, such as an item you can reheat
from your stash in the freezer, or cold sandwiches, on busy days. Remember to
plan to use left-overs, too.
♦ Focus on items you already have on hand, especially the perishable foods
in your refrigerator. Then add meals that are based on specials, sales and
coupons in newspaper, radio and TV ads, especially the meat and produce
sales.
♦ Buy enough of each sale item to prepare several meals. For example, if
the grocery store is selling tuna at a lower-than-usual price, you might
decide to serve tuna casserole and tuna salad sandwiches that week. Or, if
ground hamburger is on sale, perhaps you could buy enough to make spaghetti with meat
sauce, tacos and a meatloaf.
♦ Keep your menus for future use.

Making Less-Meat Meals
$ Add plenty of vegetables, fruits and whole grains (such as
whole wheat bread or pasta, oats or another whole grain
cereal, or brown rice) to the meal.
$ Vary your protein food choices. Choose from cooked dried beans and peas, nuts, seeds, lowfat dairy products, eggs and modest portions of seafood, skinless poultry (chicken, turkey)
and lean red meats (beef, pork, lamb). Most Americans eat more animal protein than they
need, but not as many cooked dried beans and peas as are recommended. Since meats are
usually the most expensive portion of a meal, using smaller portions of seafood, red meats
and poultry also helps stretch your food dollars.
$ Preparing meatless main dishes, such as those using beans or lentils, can save a family of
four about $3.00 per meal.
$ For less-meat and meat-less recipe ideas, visit the websites:
* http://www.ksre.ksu.edu/HumanNutrition/p.aspx?tabid=216
* http://recipefinder.nal.usda.gov/
* Vegetarian Resource Group — www.vrg.org/index.htm
* Vegetarian Kitchen — www.vegkitchen.com/recipes.htm
* Recipe America — http://recipeamerica.com/recipes/vegetarian.php

Wasting Less Food – Why and How:
 We throw away 14 percent of the food bought in the U.S. That adds up to
about $1,000 to $2,000 a year for an average family of four! (The range
depends on whether the family uses a thrifty food plan or a more liberal one,
and is based on Sep. 2008 food prices).

Plan:
• Plan meals focusing on using foods you already have in your refrigerator.
• Plan to buy a little less of refrigerated perishable foods than you think your family will eat
before it spoils. Instead, buy a few extra non-perishable foods. For example, buy the amount
of fresh fruits and vegetables that you can eat within a day or two. Buy dried, canned or
frozen fruits and vegetables to use until you shop again.
• Plan portion sizes based on nutrition guidelines, especially for the more expensive food items
in your meals.
• Plan for “planned-overs.” Make your menu do double duty. You will sometimes have more
product than a recipe calls for. Have a plan for using these foods, such as the extra half can of
some food. For instance, you could add them to a soup, or possibly freeze them for later use.
Be creative in using leftovers.
Do the “food patrol”:
• Avoid buying perishable foods that aren’t in your menu plan. Or, adjust your meal
plan if you do buy perishables that you didn’t originally plan to get.
• Forgotten food is more likely to spoil. Check your refrigerator and pantry
daily for perishable foods that need to be used soon.
• Serve foods before they spoil. Or, if possible, preserve perishable items by
freezing them.
• Serve foods such as fresh bread, fruits and vegetables that are just a little
past their best quality in creative ways. Examples are: Make stale bread
into croutons to top a salad. Cut up mushy bananas and spongy apples and
add them to muffin recipes. Chop rubbery carrots and boil with spaghetti
sauce. You can boil most vegetables and add them to soup.
• Throw away spoiled food.


https://www.ksre.k-state.edu/humannutrition/nutrition-topics/eatingwell-budget/budget-documents/CookingOnBudget2010.pdf

Sunday, June 16, 2019

Service-Learning and Prejudice Reduction

Research shows that service-learning can increase students' awareness of diversity and their commitment to values like justice, yet studies also have indicated that some projects actually reinforce, rather than reduce, stereotypes that students may hold about those being "served."

So, what should the equity- and civic-minded educator do to help ensure an anti-bias outcome? Current research suggests four emphases:


1. Incorporate reflection about student attitudes.
Conduct student reflection exercises that delve into assumptions or stereotypes about the population being served. If students will be working with a population with whom they have had little prior contact (or little meaningful contact), students should reflect on their assumptions and perceptions at the start of the project. If English-speaking students will be tutoring ESL students, for example, what do they currently "know" about ESL students and their willingness and ability to learn English? Reflection exercises about students' viewpoints should continue throughout the project.

Reflection exercises also can alert educators to students' own experiences with the issue at the heart of the project -- homelessness, hunger or domestic violence, for example.



2. Work "with," not "for."
Create opportunities for students to collaborate with and learn from the population being served.

INCLUDE DIRECT SERVICE ACTIVITIES.
Include direct service activities that allow students to work side-by-side with recipients -- volunteering in a soup kitchen, for example. Indirect services, such as food and clothing drives, address real human needs, but rarely afford students the opportunity to understand the humans who have them.

POSITION THE RECIPIENT AS TEACHER.
Incorporate a focus on what students can learn from recipients. A cross-generational service project in which students provide companionship to elders, for example, also provides an opportunity for students to collect oral histories.



3. Address real needs.
The project's outputs should respond to needs expressed by service agencies and the constituents that they serve. For example, while your local Department of Social Services might be open to a donation of student artwork to help liven up its offices (assuming the agency can afford to frame the art), what it might need more -- and what its constituents might value more -- are volunteers to help people fill out forms or to entertain children who come to the office with parents or guardians.



4. Include study of the social policies/problems that contribute to "need."
It's important for students to understand that people don't find themselves "in need" simply because of personal choices or "bad luck." Encourage students to research social policies or problems that contribute to need. Hunger and homelessness, for example, are connected to issues like the living/minimum wage. Working in collaboration with service agencies and their constituents, students can create advocacy campaigns to raise awareness about specific social problems and steps local and state governments should take to remedy them.

Use the Multicultural Service-Learning Planner to help ensure projects promote anti-bias aims.



Drawn from Community Service Learning: A Guide to Including Service in the Public School Curriculum (ISBN # 0-7914-3184-3), Integrating Service Learning and Multicultural Education in Colleges and Universities (ISBN# 0-8058-3345-5), "Multicultural Service-Learning and Community-Based Research as a Model Approach to Promote Social Justice," Theresa Ann Rosner-Salazar, Social Justice (Volume: 30. Issue: 4.); "Research on K-12 School-Based Service-Learning - The Evidence Builds," Shelley H. Billig, Phi Delta Kappan (Volume: 81. Issue: 9); Northwest Regional Education Laboratory; DiversityWeb Digest.


https://www.tolerance.org/professional-development/servicelearning-and-prejudice-reduction




Saturday, June 15, 2019

The juvenile death penalty – Lesson Plan

Supreme Court to Review Execution of Juvenile Killers
Politics Jan 26, 2004 4:45 PM EDT
The court said it will reopen the question of whether executing young killers violates the Constitution’s ban on “cruel and unusual punishment.” Currently, states that allow the death penalty may impose it on killers who were 16 or 17 at the time of their crimes.

The court agreed to hear the case of a Missouri man who was 17 when he robbed a woman, wrapped her head in duct tape and threw her off a railroad bridge in 1993. The Missouri Supreme Court ruled 4-3 that it was unconstitutional to execute people for killings committed when they were younger than 18.

Two years ago the Supreme Court abolished executions for the mentally retarded, pointing to the actions of state legislatures in establishing bans on executing the retarded as a sign of a national consensus against such action.

That 6-3 decision drew sharp dissents from the court’s more conservative members, who view the Constitution as a document to be more strictly interpreted.

The court last addressed the issue of the juvenile death penalty in 1989 when it ruled that executions of those who commit their crimes at age 16 or 17 do not violate the constitutional ban on cruel and unusual punishment.

The year before, the high court struck down as unconstitutional the executions of offenders age 15 or younger at the time of their crimes.

Some of the court’s justices are on the record as opposing the execution of juveniles. In 2003, four members of the court’s liberal bloc issued an unusual statement calling it “shameful” to execute juvenile killers.

“The practice of executing such offenders is a relic of the past and is inconsistent with evolving standards of decency in a civilized society,” Justice John Paul Stevens wrote then. He was joined by justices David Souter, Ruth Bader Ginsburg and Stephen Breyer.

Currently, 38 states and the federal government have the death penalty. Sixteen states and the federal government have an age minimum of at least 18 for capital punishment, according to the Death Penalty Information Center.

Five states have set age 17 as the minimum while the other 17 states use age 16 as the minimum age.

The case will probably be decided next term as the court’s calendar for oral arguments for this term is apparently filled through April.


LESSON PLAN: THE JUVENILE DEATH PENALTY
HANDOUT: Juvenile Death Penalty Cases Mentioned in the NewsHour Article “Supreme
Court to Review Execution of Juvenile Offenders”
Thomspon v. Oklahoma, 487 U.S. 81, (1988): By a vote of 5-4, the U.S. Supreme Court decided
that the execution of juveniles who were fifteen years of age or younger at the time of their
crimes violated the evolving standards of decency test contained in the Eighth Amendment.
Stanford v. Kentucky, 492 U.S. 361, (1989): By a vote of 5-4, the U.S. Supreme Court decided
that the execution of juveniles who were sixteen or seventeen years old at the time of their crime
did not violate the evolving standards of decency test of the Eighth Amendment.
Atkins v. Virginia, 536 U.S. 304 (2002): By a vote of 6-3, the U.S. Supreme Court decided that
execution of mentally retarded individuals was cruel and unusual punishment prohibited by the
Eighth Amendment. Decided June 20, 2002.
Toronto Patterson v Texas, 536 U.S. 984 (2002) (dissent from denial of cert.): The U.S. Supreme
Court decided not to grant a stay of execution or hear this case to reconsider the question of
whether executing juveniles was constitutional. In a dissent, Justice Stevens wrote that because
of the change in the national consensus, between 1989-2002 about executing juveniles, “it would
be appropriate for this Court to revisit the issue at the earliest opportunity.” Justice Ginsburg
wrote a separate dissent, joined by Justice Breyer stating that it was appropriate for the court to
“revisit the issue” of the juvenile death penalty. Petitions denied August 28, 2002.
In Re Kevin Stanford, 537 U.S. 968 (2002): The U.S. Supreme Court decided not to hear this
case to reconsider whether executing juveniles was constitutional. A dissent authored by Justice
Stevens and joined by Justices Souter, Ginsburg, and Breyer, urged the court to reconsider the
question. In the dissent, Justice Stevens, writing for himself and Justices Souter, Ginsburg, and
Breyer stated “The practice of executing such offenders [juveniles who were under age 18 when
they committed offenses] is a relic of the past and is inconsistent with evolving standards of
decency in a civilized society. We should put an end to this shameful practice.” Petition denied
October 21, 2002.
Simmons v. Roper, 112 SW.3d 397 (Mo. 2003) cert. granted Jan. 26, 2004, Roper v. Simmons,
No. 03-633: The Missouri Supreme Court decided that the U.S. Supreme Court would rule that
executing individuals who committed their crimes when they were under the age of eighteen
violated evolving standards of decency and is prohibited by the Eighth Amendment to the U.S.
Constitution. 



LESSON PLAN: THE JUVENILE DEATH PENALTY
Minimum Age of Application of the Death Penalty in the States & Other U.S. Jurisdictions*

Age 18 
California
Colorado
Connecticut
Illinois
Indiana
Kansas
Maryland
Montana
Nebraska
New Jersey
New Mexico
New York
Ohio
Oregon
South
Dakota**
Tennessee
Washington
Wyoming**
Federal Gov't.
US Military

Age 17
Florida
Georgia
New
Hampshire
North Carolina
Texas

Age 16
Alabama
Arizona
Arkansas
Delaware
Idaho
Kentucky
Louisiana
Mississippi
Missouri***
Nevada
Oklahoma
Pennsylvania
South
Carolina
Utah
Virginia

States/Jurisdictions Without the Death
Alaska
Hawaii
Iowa
Maine
Massachusetts
Michigan
Minnesota
North Dakota
Rhode Island
Vermont
Washington DC
West Virginia
Wisconsin


*Data from the International Justice Project Web site:
http://www.internationaljusticeproject.org/juvStatutes.cfm, accessed April 2, 2004.
** In March 2004 the governors in these states signed bills abolishing the juvenile death penalty.
***The Missouri Supreme Court decided that the juvenile death penalty violated the Eighth Amendment of the U.S.
Constitution. 



The Eighth Amendment Ban on Cruel and Unusual Punishment:
How Does the U.S. Supreme Court Make Decisions?
The Juvenile Death Penalty
1. The Eighth Amendment establishes that a punishment must be in proportion to a crime. It
may not be excessive.
2. Whether a punishment is constitutional and in proportion to a crime is determined partly by
defining “evolving standard of decency.” When the court makes decisions, its justices try
generally to determine what standards are contemporary or current, and to consider them
rather than standards in existence when the Constitution was first written, or, even
necessarily standards of fifty years ago.
3. To define contemporary standards of decency, the court has reviews “objective factors,” or
“objective indicators” to determine national consensus on punishment. At various times, the
court has considered the following objective factors when evaluating punishment under the
Eighth Amendment:
• The types and characteristics of laws passed by the state legislatures
• How frequently juries impose particular sentences
• The frequency with which sentences are carried out
• The views of professional organizations and experts
• National and international views
4. The court conducts its own independent analysis of a punishment to determine if its
application meets its identified social goals or the underlying justification for the punishment.
The court’s precedents have established that the social goals of and underlying justification
for the death penalty are retribution and deterrence. [A precedent is a previously reported
opinion by a court that establishes a legal rule.]
• Retribution is punishment. The court evaluates the suitability of a punishment in part by
determining the degree of personal or moral blameworthiness of someone for his/her
crime. For example, in the U.S. Supreme Court case Atkins v. Virginia (2002), the court
decided that the mentally retarded are not as blameworthy as people who are not mentally
retarded who commit similar crimes. The court decided because they are less
blameworthy, mentally retarded individuals should not be punished as severely as other
people who commit similar crimes.
• The court also evaluates whether a punishment meets the social goal of preventing others
from committing particular crimes because they fear a punishment. This is what is meant
by deterrence. In the case Atkins v. Virginia, the court decided that the death penalty did
not deter the mentally retarded from committing crime or contribute to the social goal of
deterrence. 



The juvenile death penalty – Lesson Plan

By Michelle Parrini, a Chicago-based editor and writer of teaching materials

Subjects
Law, Government, Civics

Estimated Time
Two 45-minute class periods

Objectives
The purpose of this lesson is to teach students about the Eighth Amendment and how the U.S. Supreme Court makes determinations about what constitutes cruel and unusual punishment through the example of the death penalty for juveniles.

Overview
On January 26, 2004, the U.S. Supreme Court agreed to reconsider whether the juvenile death penalty violates the Eighth Amendment’s prohibition against cruel and usual punishment. The case will probably be heard by the court in October or November of 2004. During this lesson, students will read and discuss a NewsHour article and learn key facts about the juvenile death penalty in the U.S. Then students will discuss how the court has made decisions in the past about what constitutes cruel and unusual punishment. Finally, students will judge for themselves whether the juvenile death penalty today violates the Eighth Amendment by applying previously established principles of law to their analysis.

Procedure
Day 1
Begin by reading the following to your students:
Christopher Simmons committed murder at age 17 in Missouri. Napoleon Beazley committed murder at age 17 in Texas. They were both tried as adults and received death sentences. Christopher was raised in an alcoholic, dysfunctional family. His stepfather was psychologically and mentally abusive. Christopher had no previous criminal record. A psychologist found that he suffered from mental illness. Napoleon had never been arrested before the murder. He was senior class president, and was runner up for his high school’s title of “most athletic.” He was a regular church-goer and was highly regarded by its members. He had a reputation for being “polite, courteous, respectful, friendly and kind.” Napoleon and Christopher both expressed remorse for their crimes. They were thought of as model prisoners. Christopher was white. Napoleon was black. On May 28, 2002, Napoleon was executed in Texas, while Christopher was granted a temporary stay of execution while the Missouri Supreme Court considered his case.

After you read the case information, ask students:
Do you think the stories you heard are true? (Ask them to provide their reasons).
Why do we have laws that govern behavior? Answers may vary, but may include, to establish order, create security, prevent crime, and/or protect individual rights.
Ask students to reflect silently about someone they know personally who made a regretted mistake that changed his/her life. Did that person get a second chance? After giving students time to reflect silently, ask the following questions:
Do you believe young people who make mistakes should be given a second chance? Why or why not?
Do you believe that young people who commit horrible crimes, such as murder, are just as blameworthy as adults who commit similar crimes? Why or why not? (Throughout this lesson, ask students to provide their reasons for their positions.)
Explain that the stories about Simmons and Beazley are true. The Simmons case will be heard by the U.S. Supreme Court in October or November of 2004. Napoleon Beazley was executed at age twenty-five. Ask students what surprised them about the Beazley and Simmons cases. Be prepared to address stereotyping.
Next, ask students to read the NewsHour article “Supreme Court to Review Execution of Juvenile Killers.” If you wish, distribute the handout “Death Penalty Cases Mentioned in the NewsHour Article,” or use it for your reference. After students read the article, discuss the main points. Ask students the following questions to check for reading comprehension, and elaborate as suggested below to provide further background in preparation for Day 2 activities.
What is the article about? (Answers may vary, however, students should understand that the U.S. Supreme Court will hear a case to consider if executing people who were under eighteen years of age when they committed their crime violates the U.S. Constitution’s prohibition against cruel and unusual punishment. The case is Roper v. Simmons, No. 03-633 (Cert. Granted Jan. 26, 2004). The case will be heard in October or November of 2004.)
Which section of the Constitution prohibits cruel and unusual punishment? (Answer: The Eighth Amendment (1791): “Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.”)
How many countries execute juveniles for crimes? (Answer: Since 1990, juveniles have been executed in eight countries. Seventy-eight countries in the world, including the U.S., have a death penalty. Extension Questions: Which eight countries have executed juveniles since 1990? China, Democratic Republic of Congo, Iran, Pakistan, Yemen, Nigeria, Saudi Arabia, and the United States. What surprises you about the list of countries that executes juveniles?)
Do all states in the United States have death penalty statutes? Do they all execute juveniles for crimes? (Answer: Not all states in the country have death penalty statutes [statutes are laws passed by legislatures]. Thirty-eight states, the federal government, and the military impose the death penalty. Twelve states and Washington D.C. ban the death penalty. Twenty states apply the death penalty to juveniles who commit crimes when they are under the age of eighteen. [On March 3, 2004, the governors of South Dakota and Wyoming signed bills establishing eighteen as the minimum age at which the death penalty may be sought for a juvenile.])
When can juveniles who commit crimes be executed in states with juvenile death penalty laws? The minimum age at which juveniles may receive a death sentence has been determined by the U.S. Supreme Court through a series of cases referred to in the NewsHour article. (See “Death Penalty Cases Mentioned in the News Hour Article”) In the states that do impose the death penalty on juveniles, a juvenile must be at least sixteen when he/she committed his/her crime to receive a death sentence, but that minimum age varies by state from sixteen to eighteen years of age.
While discussing this question, distribute the Handout “Minimum Age of Application of the Death Penalty.” Students should understand that each state has its own death penalty statutes and that the ages on the handout refer to the age at which a person commits a crime, not the age at which a person may be executed.
Extension Question about the “Minimum Age” handout: Based on the handout, what patterns do students note, if any, about the minimum age for the death penalty across the country? For example, do states on the East coast seem to impose it at a certain age, while states in the Midwest or South at others? What about rural states or states that have large populations, such as California, New York and Illinois?
What is it about the structure of government in the United States that allows different states to impose the death penalty at different ages rather than at one standard age? (Answer: Use this question as an opportunity to discuss federalism. Students should understand that we have a federal system of government, which means that power is shared between the individual states and the federal government and each has limited powers. The states retain power over particular areas and the federal government retains power over other particular limited areas.)
After concluding the discussion of the article, ask a student to read aloud the following quote from Justice Stevens in your highlighted copy:
“The practice of executing such offenders [juveniles under 18] is a relic of the past and is inconsistent with evolving standards of decency in a civilized society. We should put an end to this shameful practice.”

Ask students, what do you think Justice Stevens meant by “evolving standards of decency?” Explain that Justice Stevens included the sentence in his dissent when the U.S. Supreme Court voted not to consider hearing the juvenile death penalty case In re Stanford. [Dissent is a justice’s disagreement with the decision of the majority of justices in a case; when a justice puts the disagreement in writing, it is referred to as a dissenting opinion.] Explain that the court sometimes periodically reconsiders questions of law on which it has previously ruled. Ask students if they can think of examples of laws that have changed at different times throughout history.

Distribute the handout “The Eighth Amendment and Cruel and Unusual Punishment: How Does the U.S. Supreme Court Make Decisions?” Discuss key aspects of juvenile death penalty law as determined by the court:
Punishments must be proportional to crimes.
Punishments may not offend evolving standards of decency. In other words, contemporary standards, not the standards of the Eighteenth century at the time the constitution was written, or even standards of thirty years ago are applied to legal questions [about the Eighth Amendment] when considered today.
To determine contemporary standards of decency for punishments, the court evaluates “objective factors,” or “objective indicators” to define national consensus on the legality of punishment, including activity of state legislatures, the frequency with which sentences are imposed, the frequency with which they are carried out, the opinions of professional experts and other organizations, and national and international views.
The court conducts its own independent analysis of the application of the death penalty to determine if it meets the social goals of and the underlying justification for it, which are deterrence and retribution. [Define deterrence and retribution].
Conclude your discussion for the day by asking students: Do you support the death penalty for juvenile offenders? Why or why not?
Day 2
Begin by reviewing the key aspects of juvenile death penalty case law discussed the previous day. [Case law is the reported decisions of appeals courts and other courts which make new interpretations of the law and establish precedents.]
Distribute the handout “Objective Factors: The Juvenile Death Penalty.”
Break students into small groups. Make sure groups are composed of odd numbers of students. Explain that each small group is to objectively analyze the factors on the handout about the juvenile death penalty in the United States, first individually, and then as a group. Placing their personal opinions about the death penalty for juveniles aside, students should ask themselves, does this factor strongly suggest that executing juveniles offends contemporary and evolving standards of decency? Does it moderately suggest that executing juveniles offends contemporary and evolving standards of decency? Is the factor a weak indicator?
Once students have considered the factors individually, the groups should discuss their overall impressions of each factor. Placing their own individual positions about the death penalty aside, the charge of the group is to decide if these factors, taken as a whole, objectively indicate that the national consensus is that the juvenile death penalty offends contemporary standards of decency. [Consensus means general agreement.] Ask each group to vote on the question “Is it the national consensus that executing juveniles offends evolving standards of decency, and as such, violates the Eighth Amendment of the Constitution?” One student should record the group’s vote. (Note: Set a time limit for each aspect of the activity.)
Reconvene the class. Ask each group to share its decision and the vote tally. Explain that the factors analyzed by students were factors described by the Missouri Supreme Court in Simmons v. Roper to support its decision that executing juveniles offended evolving standards of decency and was a cruel and unusual punishment. The exception is that the Missouri Supreme Court considered a public opinion poll of Missouri citizens as opposed to a national opinion poll. Discuss the factors and the votes of the groups. Explain that the U.S. Supreme Court will also be weighing these same factors when it considers the Roper v. Simmons. Ask students, do you think there are other factors the court should consider, such as the number and type of organizations that continue to support the death penalty for juveniles?
Explain that the court will also conduct an individual analysis to determine if the social purposes of the death penalty are met when it is applied to juveniles. Review the main issues the court will probably consider when it makes its independent evaluation. The court will probably consider retribution and deterrence. (See “How Does the U.S. Supreme Court Make Decisions? The Eighth Amendment and Cruel and Unusual Punishment.”)
Conclude your discussion with the following questions:
Over the past two days, have you changed your position about whether juveniles under the age of eighteen should be executed for particular crimes? Why or why not?
Do you think that the decision to impose the death penalty on juveniles should be left up to each individual state or that the entire nation should follow one standard? Why or why not?
Extension Activities:
Ask students to read the dissent of Justice Scalia in Atkins v. Virginia. Discuss his criticisms of some of the factors utilized by the majority of the court in its decision that executing mentally retarded individuals violated the Eighth Amendment. What does Justice Rehnquist maintain are the two most reliable types of evidence of national consensus on the death penalty? [State legislation and the practices of juries.]
Next, ask students to reexamine in their small groups the handout “Objective Factors: The Juvenile Death Penalty.” Considering only the two factors that Justice Rehnquist believes can indicate a national consensus on the death penalty, ask groups to vote once more on the question “Is it the national consensus that executing juveniles offends evolving standards of decency, and as such, violates the Eighth Amendment of the Constitution?” Ask groups to report back to the class. Compare the results of the two analyses. Do students agree with Justice Rehnquist’s position? Why or why not?
Ask students to research international law about executing juveniles. Questions to consider might include:
What are the sources of international law?
What are the stated positions of international law on the juvenile death penalty?
How many of the treaties has the United States ratified?
What is the international opinion about the application of the death penalty to juveniles in the United States?
Should the United States consider international views about its own domestic polices? Why or why not?
Ask students in small groups to investigate organizations that support the death penalty for juveniles. Each group should prepare a report about the general mission and purpose of the organization, its constituency, and its arguments in support of the death penalty for juveniles. After each group delivers its report, discuss the arguments presented by these proponents of the death penalty for juveniles. Are some arguments stronger than others? After researching the positions of these organizations, ask students if their own personal positions on the death penalty have changed. Why or why not?
Notes
All factors on this handout are quotes or paraphrases from Simmons v. Roper, 112 SW.3d 397 (Mo. 2003), with the exception of the reference to the May 2002 Gallup Poll. For the May 2002 Gallup Poll, see “Facts bout the Death Penalty, March 30, 2004,” Death Penalty Information Center, www.deathpenaltyinfo.org. The facts about the number of states that have the death penalty for juveniles differ in the handout from those in the lesson text because at the time of the Missouri Supreme Court decision, South Dakota and Wyoming had not yet passed legislation abolishing the juvenile death penalty.
For more information about these cases, see American Bar Association Juvenile Justice Center, Death Penalty Cases to Watch and the International Justice Project.
The Teaching Tolerance Web site has numerous lessons and teaching resources about stereotyping, .
Victor Streib, “The Juvenile Death Penalty Today: Death Sentences and Executions for Juvenile Crimes, January 1973-September 2003.”
For more about federalism, see Frederick Drake and Lynn R. Nelson, “Teaching About Federalism in the United States: ERIC Digest.”



https://www.pbs.org/newshour/extra/lessons-plans/juvenile-death-penalty/