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Safety In Schools The Debate Over Guns and the Second Amendment

Student Activities Packet

Name: _________________________________

Teacher: _______________________________

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Table of Contents

Directions: Use this checklist to track the lessons that you complete.

❏ Overview and Guiding Questions

❏ Lesson 1: Background

❏ Lesson 2: Understanding Key Terms

❏ Lesson 3: The Second Amendment

❏ Lesson 4: Gun Control Laws

❏ Lesson 5: Arming Teachers

❏ Lesson 6: Emma Gonzalez’s Speech

❏ Lesson 7: Parkland Students and Black Lives Matter

❏ Culminating Project

❏ Planning Page

❏ Rubric

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Overview

In light of recent events, students around the country have taken action to make their voices heard regarding gun policies and safety in schools. This Text Set includes articles that will help you inform yourself about the gun policy issues dominating the headlines today. You will also practice key skills such as evaluating arguments and determining the strength of evidence. As a final project, you will develop a position on a specific gun issue, then write a letter to your representative explaining the change you would like to see. Guiding Questions

Keep the following questions in mind as you read articles and complete the packet.

1. Why is gun policy so controversial in the U.S.? 2. How have the recent school shootings affected politics and activism in the

U.S., especially for young people? 3. What are the different arguments and perspectives regarding U.S. gun

policy? What evidence is being used to support these arguments and perspectives, and how can we evaluate the strength of this evidence?

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Lesson 1: Background

Students will be able to activate background knowledge about gun policies.

Students will be able to interpret data and graphics in an informational article.

Overview What is the debate over guns in America really about? In this lesson, you will think about what you already know about the gun policy debates. Then, you will begin to add to and revise your knowledge by reading an Issue Overview on guns in America, with a focus on analyzing the charts included with the article. Comprehension Questions

● What are the most important facts to know about gun policy in America today?

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Part 1: Activate Background Knowledge

Directions: Answer the questions below based on your current thinking. You will have a chance to review and revise your answers at the end of the unit.

1. What facts do you already know about the debate over gun rights in America?

2. What are the main points people disagree on regarding gun ownership?

3. What are your personal thoughts, feelings and opinions about the gun rights debate?

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Part 2: Interpret a Chart

Directions: Answer the questions below based on the Issue Overview article.

1. Choose one of the two charts in the article. What can you learn from this chart? Write 2-3 sentences interpreting the chart. Be sure to include the title of the chart in your response.

2. Select one line from the article text that relates to the chart. How does this line add to your understanding of the chart?

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Lesson 2: Understanding Key Terms

Students will be able to define key terms in the gun policy debate.

Students will be able to gather information about gun policies in their own state.

Overview In order to fully understand and take a position on the gun policy debates, you must understand key vocabulary used on all sides of the issue. In this lesson, you will focus on defining two key terms, then teach other students what you have learned. Comprehension Questions

● What are the key terms we need to know to understand the gun policy debate?

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Part 1: Defining Terms (Jigsaw)

Directions: Your teacher will assign you 2-3 terms from the article to focus on. After reading the sections of the article about your terms, define these terms in your own words. Include any questions you still have about each term. Then, with your small group, take turns sharing information about all the terms in the article. Record notes from your group discussion in the table below.

Key term

Definition in your own words

Questions about this term

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Key term

Definition in your own words

Questions about this term

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Part 2: Interpret a Chart

Directions: Look at the graphic at the bottom of the Key Terms article, titled “U.S. Gun Laws By State.” Find your state. Then, answer the questions below.

1. What do you notice about what is legal and illegal in your state?

2. What is your reaction to this information? What questions, concerns, or wonderings do you have?

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Lesson 3: The Second Amendment

Students will be able to complete a close reading of the Second

Amendment and rewrite the amendment in their own words.

Overview When discussing gun policy, people on all sides of the debate reference the Second Amendment to the Constitution. In this lesson, you will take a close look at this amendment and rewrite it in your own words. You will then apply this understanding to the remaining lessons in the lesson set. Comprehension Questions

● What is the Second Amendment, and what does it mean?

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Second Amendment Close Reading

Phrase from the amendment

What does this phrase mean? Rewrite it in your own words.

A well regulated Militia

being necessary to the security of a free State

the right of the people to keep and bear Arms

shall not be infringed.

Now, rewrite the complete amendment in your own words below. Think about how to make it more understandable for people today.

Directions: Read the Second Amendment in the Bill of Rights. Then, complete the chart below for each phrase in the amendment.

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Lesson 4: Gun Control Laws

Students will be able to identify and evaluate evidence and key

reasons on both sides of the gun policy debate. Students will be able to evaluate the strength of a given piece of

evidence and explain their thinking.

Overview In this lesson, you will read through arguments from two different sides of the gun policy debate, and practice evaluating the strength of a given piece of evidence. Comprehension Questions

● What are the key reasons and evidence on the different sides of the gun policy debate?

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Analyzing Evidence

Directions: Read the PRO section of the pro/con article, then complete the chart below. What is the PRO author’s main argument? Record key evidence that supports the argument below. Draw a CIRCLE around the STRONGEST piece of evidence that the author included. Explain your thinking below.

UNDERLINE the WEAKEST piece of evidence that the author included. Explain your thinking below.

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Directions: Read the CON section of the pro/con article, then complete the chart below. What is the CON author’s main argument? Record key evidence that supports the argument below. Draw a CIRCLE around the STRONGEST piece of evidence that the author included. Explain your thinking below.

UNDERLINE the WEAKEST piece of evidence that the author included. Explain your thinking below.

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Lesson 5: Arming Teachers

Students will be able to identify and evaluate evidence and key

reasons on two sides of the gun policy debate.

Overview The Parkland shooting reignited the debate over whether arming teachers would help deter school shooters. In this lesson, you will read an overview of this issue and analyze the evidence and reasoning on each side. Comprehension Questions

● What are the key reasons and evidence on the different sides of the gun policy debate?

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Evidence FOR arming teachers Evidence AGAINST arming teachers

Based on the evidence you have gathered, which side makes a stronger argument? Explain.

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Lesson 6: Emma Gonzalez’s Speech

Students will be able to evaluate the strength of the argument in a

speech.

Overview After the Parkland shooting, high school students quickly mobilized to fight for gun control. Emma Gonzalez, a student from Parkland, spoke just days after the shooting, calling for change. In this lesson, students will evaluate her speech as a persuasive text. Comprehension Questions

● What is the main argument Emma Gonzalez is making in her speech? ● How can we evaluate the strength of her argument?

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Directions: Read Gonzalez’s speech, then evaluate the strength of her argument using the questions below.

What is Gonzalez’s central argument? What is the strongest evidence Gonzalez uses to support her argument? What evidence is weaker, or needs clarifying?

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Look at the author’s Twitter feed (@emma4change). What can you learn about her views or background? What do you notice about the tone of Gonzalez’s speech? Does her tone make her argument more effective or less effective? What is your final analysis? Do you agree, disagree, or partially agree with Gonzalez’s point?

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Lesson 7: Parkland Students and Black Lives Matter

Students will be able to evaluate the strength of the argument in an

opinion piece.

Overview In this lesson, you will consider an opinion article that calls attention to the different responses received by high school gun control activists, compared to Black Lives Matter activists. As in the previous lesson, you will evaluate the strength of the article as a persuasive text. Comprehension Questions

● What is the main argument Dahleen Glanton is making in the Black Lives Matter article?

● How can we evaluate the strength of her argument?

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Directions: Read Glanton’s piece, then evaluate the strength of her argument using the questions below.

What is Glanton’s central argument? What is the strongest evidence Glanton uses to support this argument? What evidence is weaker, or needs clarifying?

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Look at the author’s Twitter feed (@dahleeng). What can you learn about her views or background? What do you notice about the tone of Glanton’s piece? Does her tone make her argument more effective or less effective? What is your final analysis? Do you agree, disagree, or partially agree with Glanton’s point?

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Culminating Project: Letter to Congress

Objectives:

Students will be able to develop a position on a specific gun policy issue. Students will be able to use evidence from articles in the lesson set to write a

letter to their representative. One of the best ways for you to make your voice heard about gun policy is to write a letter to your representatives. After completing this lesson set, you are knowledgeable enough to write a thoughtful, well-researched letter to Congress. Task Overview: Planning

❏ Look back at the very first assignment you did in Lesson 1 (activating background knowledge) and reflect on how your thinking has or has not changed.

❏ Choose a specific gun policy issue that you have read about in this lesson set.

❏ State your position on this issue. ❏ Gather evidence from articles and other media to support your position. ❏ Complete additional research if needed. ❏ Look up information about your representatives and decide who to send

your letter to.

Drafting and Writing ❏ Outline your letter. Be sure to include:

❏ A clear position statement ❏ Compelling evidence ❏ Your best spelling, grammar and organization

Sending Your Letter

❏ Write or type a final version of your letter and mail it to your representative.

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Optional Planning Space:

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Rubric

This is the rubric that you will use to self-evaluate, and that your teacher will use

to evaluate your work..

Category 4 3 2 1

Strength and clarity of argument

The main argument in the letter is clear, concise and complete. Evidence is accurate and strengthens the main argument. Overall, the letter is highly compelling and persuasive.

The main argument in the letter is mostly clear and complete. Evidence is accurate and strengthens the main argument. Overall, the letter is persuasive.

The main argument in the letter is only somewhat clear. Evidence is partially accurate and somewhat relates to the main argument.

The main argument in the letter is unclear. Evidence includes many inaccuracies and doesn’t clearly relate to the main argument.

Structure, tone and voice

The letter follows standard conventions of a formal letter. The letter’s tone is respectful and direct. The letter is not generic and the student’s voice comes through clearly in the writing.

The letter follows most standard conventions of a formal letter. The letter’s tone is respectful and mostly direct. The student’s voice comes through in some parts of the letter.

The letter follows only some standard conventions of a formal letter. The letter’s tone may be overly informal. The student’s voice is mostly missing from the letter, or does not add to the letter’s effectiveness.

The letter does not follow conventions of a formal letter. The letter’s tone may be overly informal or inappropriate. The student’s voice is missing from the letter, or does not add to the letter’s effectiveness.

Mechanics

Spelling and grammar are exemplary. The letter is readable, well organized, and neatly written or typed.

Spelling and grammar are good and do not impede the readability of the letter. The letter is mostly well organized and neatly written or typed.

The letter includes spelling and grammar errors that make it more challenging to read. The letter may have some issues with organization and/or neatness.

The letter includes spelling and grammar errors that make it very difficult to read. The letter has multiple issues with organization and/or neatness.

Points: ____ / 12

Project Notes: