You and Your Political Perspective

1. Sacramento 2017 What's the Role of Government? You and Your Political Perspective Christina Goodman Northridge Academy High School, LAUSD USC CALIS Teacher Associate Jennifer Osorio Banning High School, LAUSD USC CALIS Teacher Associate Teresa Hudock USC CALIS Director School of International Relations This CCSS session is sponsored by the Arsalyn Program

2. A classroom is a construction site where students need tools to build their knowledge and skills. What are the tools students need to think critically? What tools help build independent critical thinkers? Analytical Tools

3. Analytical Tool the policy option continuum

4. Analytical Tool the policy option continuum

5. Analytical Tool the policy option continuum

6. Analytical Tool the policy option continuum Where does American political culture strike the balance political culture between equally important competing values? equally important competing values conservative liberal What’s the role of government? role of government role of government

7. Analytical Tool Four Worlds – 4W analysis of integrated factors ▪ type of government ▪ legal system ▪ military ▪ means of production ▪ types of labor & work ▪ goods & services establishes the rules of the game how wemake a living rights the market ▪ production ▪ distribution role of government political economy structure ▪ daily life: customs, traditions, practices ▪ beliefs, values ▪ the arts ▪ social structure: class, status, position, roles ▪ civil society ▪ news, information, media ▪ education, literacy quality of life political culture ideology how much we act on our values Start here activism values, beliefs, expectations political will

8. Analytical Tool Four Conditions – frame for political economy When market conditions are not met, inefficiency causes ‘perverse’ results.

9. Analytical Tool Four Conditions – frame for political economy How much government intervention is needed to realize the market’s potential to create social well-being? In case teaching, students are given analytical tools that enable them to unpack concepts and details within the context of competing priorities and conflicting interests.

10. 4W analysis NYT: Donald Trump Should Know: This Is What Climate Change Costs Us

11. Analytical Tool the policy option continuum Always remembering that labels can be confusing and inconsistent… How can political perspectives be flipped with regard to policy preferences? liberal conservative conservative liberal Example on next page… role of government role of government

12. Analytical Tool Four Worlds – 4W analysis of integrated factors ▪ type of government ▪ legal system ▪ military ▪ means of production ▪ types of labor & work ▪ goods & services ban alcohol 18th Amendment = “Prohibition” the market ▪ production ▪ distribution ▪ daily life: customs, traditions, practices ▪ beliefs, values ▪ the arts ▪ social structure: class, status, position, roles ▪ civil society ▪ news, information, media ▪ education, literacy personal choice individual freedom political will Temperance movement values, beliefs, expectations are not monolithic vocal minority?

13. Analytical Tool DEPPP– DECIDE to trace the logic

14. Analytical Tool DEPPP– DECIDE to trace the logic

15. Analytical Tool Doing the right thing is based on… three ethical principles 15

16. Analytical Tool the equality continuum

17. Analytical Tool the equality continuum

18. Thinking is all about engaging To engage effectively in thinking about the human condition students need structure and flexibility. An analytical tool* provides… a rigorous frame for CONCEPTS in CONTEXT that outlines “a big picture” to support deeper reasoning and specifies criteria for stronger use of evidence yet is open-ended for divergent thinking An analytical tool* is a CONTENT-rich conceptual framework that offers a systematic process for depth and balance *As defined and developed by USC CALIS

19. Analytical Tools Academic rigor for independent critical thinking An analytical tool* is a CONTENT-rich conceptual framework that offers a systematic process for depth and balance in productive deliberation of competing values competing perspectives competing principles competing policy options *As defined and developed by USC CALIS

20. Multiple Perspectives Skills Can I summarize your ideas in a way that you would agree accurately represents your opinion? Can you summarize my ideas in a way that I would agree accurately represents my opinion? Can I summarize your argument in a way that you would agree accurately represents your position? Can you summarize my argument in a way that I would agree accurately represents my position?

21. Thinking is all about engaging To engage effectively in thinking about the human condition students need structure and flexibility. To enable students to build experience with the analytical process, teachers must be the pivotal change to prompt, guide and deepen students’ thinking using analytical tools.

22. What is the critical intersection of these two ideas? In the spirit of sanity… If we want students to become independent critical thinkers, then teachers must be supported to be the change in instruction that engages students through rigorous tools for critical thinking

23. If you don’t understand opposing views, you don’t understand. If you don’t respect opposing views, there is no peace. For further resources, contact: CALIS – Center for Active Learning in International Studies USC School of International Relations 213-740-7794 / calis@dornsife.usc.edu 23

24. Sacramento 2017 What's the Role of Government? You and Your Political Perspective As always, times are changing. Some are happy while others resist. What happens when policies become steamrollers that flatten the opposition? In a viable democracy (that respects minorities), students need analytical tools that enable them to trace the logic of conflicting perspectives and identify the merit of competing views. Session Goals/Objectives To demonstrate how students can apply analytical tools to policy cases in order to trace the logic of multiple perspectives. The better students understand opposing views, the better their reasoning and negotiation skills to find common ground. This CCSS session is sponsored by the Arsalyn Program

25. Attention all recipients of this file: Thank you for reviewing this powerpoint and considering using it!  Whether the file was sent to you directly from Teresa or relayed by a colleague, CALIS and USC rely on your professionalism for proper credits and sourcing: Materials developed by or through CALIS are made available online via a database and website that serve as a digital file cabinet of teaching resources. Materials are free in support of teachers, students, and curriculum reform. When teachers or other CALIS partners write, adapt, or collaborate on materials —they are cited. The source information includes their affiliated schools or organizations. As others download and further adapt these materials—all credit and source lines, for teachers as well of for USC CALIS, should remain in tact as the original source. Slides that refer directly to items on the CALIS Activities Database are noted and linked. Initial Launch: Feb 24, 2017 This Edition: March 1, 2017 Slide Count: 25 Teresa Hudock, Director, CALIS 213-740-7794 or calis@usc.edu dornsife.usc.edu/calis