US OFFICIALS & CABINET MEMBERS President: Vice President: Secretary of State: Secretary of Defense: Attorney General: Secretary of the Treasury: Secretary of the Interior: Secretary of Agriculture: Secretary of Commerce: Secretary of Labor: Secretary of Health & Hum an Services: Secretary of Housing & Urban Development: Secretary of Transportation: Secretary of Energy: Secretary of Education: Secretary of Veteran Affairs: White House Chief of Staff: Counselor to the President: US Trade Representative: White House Press Secretary: Surgeon General: Secretary of Homeland Security:

Joint Chiefs of Staff—What are they?

Chairm an: Vice Chairman: Army Chief of Staff: Air Force Chief of Staff: Chief of Naval Operations: Marine Corps Commandant:

MEMBERS OF THE US SUPREME COURT, age, who appointed them 1) 2) 3) 4) 5) 6) 7) 8) 9)

Who serves as the Chief Justice?

TEXAS Governor: Lieutenant Governor: Attorney General: US Senators & their political affiliation: 1) 2) How m any US Representatives does Texas have? ______Republicans _____Dem ocrats Our US Representative and political aff iliation:

FOREIGN LEADERS Secretary-General of the United Nations: Pope: Great Britain: Queen— PM— France: Pres— Russia: Pres— PM— North Korea: General Secretary— South Korea: Pres— PM— China: Pres— Japan: Emperor— PM— Mexico: Pres— Canada: Governor General-- PM— Iraq: Pres— Iran: Pres— Saudi Arabia: King— Italy: Pres— PM— India: Pres— PM— Pakistan: Pres— Afghanistan: Pres— Israel: Pres— PM— Egypt: Pres— Germany: Pres— PM— Venezuela: Pres— Spain: Chief of State—(king) Kenya: Pres— Zim babwe: Pres— Som alia: Pres— Australia: Governor General-- PM— Cuba: Pres— CONSTITUTIONAL AMENDMENTS—give a brief description of what each says—in your OWN WORDS!

Amendment 1 Amendment 20

Amendment 2 Amendment 21

Amendment 3 Amendment 22

Amendment 4 Amendment 23

Amendment 5 Amendment 24

Amendment 6 Amendment 25

Amendment 7 Amendment 26

Amendment 8 Amendment 27

Amendment 9

What are 10 significant events that you Amendment 10 remember from last year?

Amendment 11

Amendment 12

Amendment 13

Amendment 14

Amendment 15

Amendment 16

Amendment 17

Amendment 18

Amendment 19

EXTEMP Introduction and Conclusion Practice

Develop and present the introduction and conclusion to a speech based on two of the topic choices. Your introduction must include an attention- getter, question/answer (thesis), and preview. Your conclusion must include a review and a summary (restate question/answer/tie back) to what you said in the intro.

PROCESS:

1. Come up with your three main points.

2. Write an intro, IN CORRECT FORM, using your notes and the SHARP page on your table for ideas.

3. Write a conclusion, IN CORRECT FORM, using your notes.

4. Ask yourselves the following questions:

-- Do the introduction and conclusion include all necessary components? -- Does the attention getter get attention? Is the audience interested and eager to hear the rest of the speech? -- Does the preview contain three main ideas? Does the audience know where the speech is going and why?

5. Write out the introduction and conclusion legibly.

6. Find a partner and say the intro and the conclusion to that person. Then switch and listen to theirs.

7. REMEMBER – YOU DO NOT NEED SUPPORTING DETAILS – JUST A COMPLETE INTRODUCTION AND CONCLUSION. With a partner, write what the following acronyms stand for in the box. The first pair to have ALL the acronyms correctly identified wins! FBI FEMA WTO UIL CDC

DOJ DEA ICBM UN NTSB

GDP TSA CIA TFA NATO

NFL USDA NIH UAV IRS

NAFTA FTC DOD NSA WHO

Let’s Be More Colorful! As powerful as As self-defeating as As resistant to change as As appropriate as As old as As obsolete as As inexperienced as As democratic as As useful as As authoritarian as As friendly as As unorthodox as As diplomatic as As clear as As likely to happen as As workable as As economically sound as As likely to succeed as As remote as Students create similes using a As devastating as current event and something As productive as that is pragmatic. As corrupt as As workable as As practical as As feasible as As nonchalant as VALUE SPEECHES Cut questions in to strips and place them in an envelope. Cut each topic area into strips and place them in a second envelope. Each student will draw one question and two topic areas. They should decide which area they want to write about in the context of their question. They should put the remaining topic area back into the envelope.

What do we owe each other?

What does justice require?

Why ought we respect autonomy?

What are we obligated to do with others morally

What does consent have to do with morality?

What rights do we have?

Do consequences matter?

What makes an action wrong?

Just because somebody says it, does it make it true?

What does equality require?

What duty do we have?

How important is knowledge?

Is the majority always best?

Business

Healthcare Free Speech

Charity Euthanasia

Animal Rights Justice

Women's Rights Gun Control

Children's Rights Education

Death Penalty Politics

Privacy

Democracy

National Security

Foreign Affairs

War

Government

Mentally Ill

Lawsuits

Equality in Employment

Environment

College Admissions EXAMPLE: My question is: What do we owe each other? My topic is: Education

INTRO: Attn getter: Nelson Mandela once described education as the “most powerful weapon which you can use to change the world.” And I could not agree more. However, education is an ever-evolving endeavor and we must be willing to change to put this weapon to better use. Topic sentence/preview of 3 points: That is why when asked the question, “What do we owe each other when it comes to education,” then I say we much focus on three things—safety, life-long learning, and choice.

BODY with transitions into each point: 1) First, we owe it to others to make our education systems safe. a) Maslow’s Hierarchy of Needs b) bullying & school shootings c) clean & safe environment d) help with personal issues—abuse at home, etc. e) freedom to fail and try again—with dignity

2) Next, we owe it to others to make our education systems focused on life-long learning that is relevant to the learner. a) choosing classes/pathways b) individualized graduation plans c) less teaching to the test and more REAL learning d) the F word (funding for those of you who’re actually looking at this!! )

3) Finally, we owe it to others to make our education systems a choice. a) charter schools/private schools/vouchers b) change in pacing for students c) alternative education programs

CONCLUSION: Tie-back: In short, we, the parents and teachers, (the people who vote in local, state and national elections and who have control over who says what in education), MUST push for change. That is what we ultimately owe to each other and to our children. If education is indeed the most powerful weapon, then we must continue to make improvements. Review of 3 points: We can start by focusing on safety, life-long learning and choice.

WORD SNEAK

Trying to sneak random words into everyday conversation. You must tell a story and work in each word as a part of your story. You are to make it seem like the word belongs in the story. When you have said your word, you can let the other person talk and try to include their word. Do this 3 times so that each of you include your words.

HAVE YOUR STUDENTS EACH WRITE RANDOM WORDS ON A NOTECARD. MIX THEM UP AND DIVIDE THEM INTO STACKS OF THREE.

unicorn mustache nurse

Spongebob spelunking grill salamander grape juice mascara capris bacon scorpion

Anderson Cooper YOLO ski slope dentures donut ostrich pumpkin cheesecake frilly flood lighthouse ceiling fan printer jellyfish Christmas ornament wealthy maverick Itty bitty Argentina bamboo closet toenail hula hoop class discussion dinosaur

Texas Roadhouse Dorothy Nicki Minaj

Burger King dream sidewalk flabbergasted hair extensions tango pineapple judge half-sister dandruff living room ketchup bubbles chauffeur North Korea platypus cupcake footnote

Rihanna nitrogen Prince William