Reminder: Your letter to a STAKEHOLDER related to the book you read over the summer is due Sept. 25--both to turnitin.com and a printed hardcopy for class.

Start thinking about what you want to write a short (2 page) research paper about, related to the costs associated with food. Do you want to research how politics and economics intersect to promote cheap food? Do you want to consider the social  and economic implications of raising food to help farmers make a living wage? Do you want to consider how and why environmental concerns should even factor into our food conversation?
This is your chance to show me your outside research skills. Due Oct. 9.

TO CLARIFY....
Your assignments and resources are generally posted in the appropriate unit of study. However, some texts we will reference in more than one unit. Those are posted under the General categories at the bottom right. For instance, on Thursday, we will be reading from Ch. 4 (p.55-) of They Say/I Say, but later we will use other parts of that book, so it is posted below.

Monday's Lesson plan copy--just in case.

Take attendance while they get out their reading homework and their notebooks. They also need to pick up a copy of the class calendar from the front table by the door.

Groups will finish at different times, so explain both parts at the beginning.

Part 1: Students had a reading assignment for homework (a portion of a textbook chapter, pp.78-87). Today they are going to use that reading and continue on. Have students PICK a partner (no groups of three unless there is an odd man out). They need to list this partner in the front of their AP Seminar notebook as their “Brainstorming Partner.” When this is done, hand out the QUEST worksheet (one copy per group). They should list both names at the top and then use it as a guide for the conversation about the reading homework. Please remind them that the goal is NOT to get done fast, but to be thorough and thoughtful. I am grading for deep responses, not completers.

The QUEST partner sheets are to be turned in to the first basket in the front of the room. They ALSO need to turn in their individual QUEST sheets from Thursday’s class to the same basket.

Part 2: With their partner, students will read pp. 87-96. Each student will record KEY ideas and major stakeholders (who is involved or affected by this issue?) in their journals, after discussing the section with their partner. They can write in the margins, but I don’t want them to highlight the text. They can read and discuss as they go, or they can read silently and then discuss. They will be sharing key ideas and stakeholders with me and the class tomorrow.

If, for some reason, they do not finish this in class, it is homework so they are ready for discussion tomorrow morning.

Reading HW* schedule for the "Food" chapter (ch.3) from Global Issues by John L. Seitz:
pp. 78-87 complete before Monday, Sept. 10
pp. 87-96 in class on Sept. 10
pp. 96-101 before Thursday, Sept. 13
pp. 101-109 before Monday, Sept. 17
*written assignments associated with these readings are listed on the posted calendar and will be discussed in more detail in class.

Homework for 9-5-18
In your journals, write a SHORT summary of the book you read over the summer. Include the major points, but focus on what was valuable about the information (why should someone else read it?) as well as where the argument or style may have been flawed (what didn't work or make sense?). Be prepared to share these tomorrow.