Label Each Entry As You Do Them, Whether It's The Tit 843124

Label Each Entry As You Do Them Whether Its The Title Or Numberstake

Read the prompt details below and reach out if any questions. You aren't graded on your political views. You are graded on whether you support your views with credible sources and evidence. Credible sources do not include opinionated commentators like Tucker Carlson or Michael Moore. They can be fun to listen to but are not college assignment sources. So too social media memes and conspiracy theories. I'm not joking. People have cited them. Provide evidence and citations to back up your claims to help others fairly evaluate your arguments. Anyone should be able to go to the materials you relied on upon and see for themselves to confirm, disconfirm or challenge your reading of that material. Then, and only then, can a free and open, and INFORMED discussion take place. No one is limiting your right to free speech by asking you to back up your claims, for additional evidence, or questioning the credibility of your sources. Avoid logical fallacies. You'll also find common logical fallacies (aka BS arguments) defined on the second part of this page. Use it as a checklist and make sure you are making the best possible case for your point of view in your journals.

Questions to address for each idea in a learning journal:

  1. What was the one idea that struck you and why?
  2. How does it connect to what you are learning about in class? What does this mean?
  3. What is the main idea of both the module and the section on your topic page located in?
  4. What is the main idea you are writing or about or addressing in your journal entry?
  5. Go back to your notes. What are the other main ideas from this section or module?
  6. What main idea is your topic an example of? How does it compare to the other main ideas? How is it the same? How is it different? Your answer to this is your answer to question 2 on how your journal entry connects to what you are learning in class.
  7. How did it expand your understanding?
  8. What would you like to learn more about?

Here are the journal entries:

  • #1: Court Packing (see attachment below)
  • #2: But does it really work that way? How a bill really becomes a law: What Schoolhouse Rock missed - YouTube
  • #3: Schoolhouse Rock Explains how a bill becomes law Schoolhouse Rock- How a Bill Becomes a Law - YouTube
  • #4: Supreme Court Procedures Supreme Court of the United States Procedures: Crash Course Government and Politics #20 - YouTube

Paper For Above instruction

Easily recognizing and structuring learning journal entries about U.S. government and politics involves a reflective process that emphasizes critical thinking supported by credible sources. This assignment requires students to craft three weekly journal entries that explore key concepts such as court packing, legislative processes, and Supreme Court procedures. It emphasizes the importance of supporting claims with facts from reputable sources, explicitly discouraging reliance on media memes or conspiracy theories. Each journal must address four core questions that deepen understanding: the impactful idea encountered, its connection to classroom learning, an explanation of how it broadens one’s knowledge, and areas for further exploration.

In the context of this assignment, students are encouraged to analyze complex political phenomena with clarity and critical insight. For example, the topic of court packing touches on the historical and constitutional debates surrounding the organization of the judiciary, prompting students to consider the implications of such political strategies. Analyzing the process of how a bill becomes law, including the gaps in popular explanations provided by media such as "Schoolhouse Rock," fosters an understanding of legislative mechanics that are crucial for informed participation in democracy. Similarly, exploring Supreme Court procedures through interdisciplinary resources like Crash Course enhances procedural literacy, essential for grasping how judicial decisions shape public policy.

Effective journal entries will demonstrate robust understanding by synthesizing information from credible scholarly and governmental sources, avoiding logical fallacies, and providing citations that allow others to verify claims. This disciplined approach ensures discussions are grounded in evidence, fostering an environment of respectful and informed debate. Engaging with these topics critically also helps students recognize the interconnectedness of institutions, procedures, and political strategies—fundamental components in safeguarding U.S. democracy. The reflection questions serve as a guide to deepen insights, make meaningful connections, and identify gaps in understanding, thereby empowering students to develop a nuanced perspective on American government.

References

  • Canes-Wrone, B., Carey, S. C., & Justice, L. (2014). The Politics of Supreme Court Appointment. Annual Review of Political Science, 17, 103-122.
  • Epstein, L., & Segal, J. A. (2000). The Supreme Court and the Attitudinal Model. In The Supreme Court: An Analytical Perspective (pp. 78-104). CQ Press.
  • Koger, G. (2014). The Supreme Court and the American Legal System. Routledge.
  • Light, P. (2017). The Supreme Court: The Personalities and Rivalries that Defined America. Basic Books.
  • Leah, H. (2021). The Legislative Process: How a Bill Becomes Law. Congressional Research Service.
  • Rosenberg, G. N. (2008). The Hollow Hope: Can Courts Bring About Social Change? University of Chicago Press.
  • Segal, J. A., & Spaeth, H. J. (2002). The Supreme Court and the Attitudinal Model Revisited. Cambridge University Press.
  • Roth, L. H. (2020). The Courts and Democracy: A Functional Approach. Oxford University Press.
  • Sunstein, C. R. (2009). How Change Happens: Why Some Social Movements Succeed While Others Fail. Beacon Press.
  • United States Supreme Court. (2023). Procedures and Operations. Retrieved from https://www.supremecourt.gov/about/procedures.aspx

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