Cdvs in The Newsw14

Exploring Core Democratic Values
Looking at Current Issues in the News

Lesson plan:
1. Spend time introducing the Core Democratic Values and Principles.
2. Once the class is familiar with and can define/discuss CDVs, introduce the concept in the Basic Beliefs
collection of news articles or bring in articles from local papers or online news sources that demonstrate
that CDVs are in play today, every day in our current events/issues.
3. Define public policy and differentiate from Service Learning.
4. Give each group of four students one article to read and discuss. Most of the articles have focus
questions to facilitate a discussion in Part I of the Activity. Be ready to present (summarize, dont read)
the article to the rest of the class and tell why it is representative of the CDV at the top of the article.
Assignment: Find an article in any local newspaper or online news source (MLive, WSJ, NYT, etc.) that
presents a local, state, or national public policy issue. Print out for class and attach to this rubric.
Summarize the article. Identify the CDV that is being debated. Identify the level of government that would
have jurisdiction in this issue. (local, state, national) AND the branch of government that addresses this issue
Give the rationale for choosing the CDV you identified and why you said that. Develop 2-3 focus questions
that would help another student discuss the issue. Be ready to present your article to a small group and turn in.
Exploring CDVs in the News Rubric (USE TEMPLATE)

On time
Title/APA
Citation
3 points
Assignment is on time
and available for class
discussion
Article is identified using
APA citation format
(Use Template)
Article print
and include with
assignment
Grammar,
Spelling,
Article Summary
(5Ws and H)
(Use Template)
CDV identified
(Use Template)
Rationale for
each CDV
(Use Template)
Level of
government
(Use Template)
Branch of
government
(Use Template)
Focus questions
(Use Template)
Included article
highlights a U.S.
community, state, or
national public policy
issue
0-1 mistakes in grammar,
spelling and/or
punctuation.
Article is summarized
clearly and succinctly
including all important
information
CDV(s) identified
correctly
Rationale for each
identified CDV clearly
described
Correctly identifies the
U.S. level of government
with jurisdiction
Correctly identifies the
branch(es) of U.S.
government involved
2-3 focus questions that
will facilitate discussion
of the issue
1 point
Work is posted on time,
but not brought to class
for discussion
Article is identified by
the Title, Date, News
Source
Included article is about
something other than a
U.S. public policy issue
(service learning, etc.)
0 points
Assignment is late.
2 -3 mistakes in grammar,
spelling and/or
punctuation dont affect
understanding.
Article is summarized.
Important info may be
missing or summary
includes too much info.
Unclear choice; not really
the focus of this article
Any amount of
mistakes in writing
affect
understanding
Article summary is
missing.
Rationale for identified

CDV described, but may
be unclear
Unclear choice or reason;
not really the focus of
this article
Unclear choice or reason;
not really the focus of
this article
1 focus question that will
facilitate discussion
Article is
misidentified or
not identified
No copy of the
article turned in
with assignment
CDV identified
incorrectly or not
identified
Rationale for
identified CDV not
described
Level of U.S.
government
missing/incorrect.
Branch(es) of U.S.
govt involved
missing/incorrect.
No focus questions
written
Total points possible: 30; What do you think? ________ Total points earned: __________
Name and SST309 Section

Title of Article and APA
Citation
Complete summary of Article
(5Ws and H) (Who, What,
When, Where, Why, and How?)
Core Democratic Value(s)

Rationale for each of the CDVs
(Why does the CDV you chose
fit this issue?)
Branch of Government
indicated in this issue AND how
do you know?
Level of Government with
jurisdiction AND how do you
know?
2-3 Focus questions how
would you lead a substantive
discussion on this article as it
relates to the Core Democratic
Values?
Lindsay LaPointe SST 309-01

Jordan Shamus, K. (2015, March 23). Fair pay for women in Michigan? Not
till 2086. Detroit Free Press. Retrieved March 24, 2015, from
http://www.freep.com/story/life/family/kristen-jordanshamus/2015/03/22/gender-wage-gap-michigan/25200671/
Currently in Michigan, women are not being paid as much as men are. In
fact, women are only making about 77 cents for every dollar a man makes,
and this is even worse than the nation average. The state does not project that
there will be equal pay until 2086. Women tend to go into fields will lower
paying jobs and are not encouraged to go into the higher paying fields. When
comparing the gap though, the higher the education level, the higher the gap,
so even women who are choosing the higher-paying careers make less than
their male counterparts. Women are also less likely to ask for raises than
men, more likely to drop out of the workforce if times are financially hard for
the family because they are the ones who are making less, and are expected
to provide childcare over men. There is great inequality when it comes to pay
for men and women.
1. Equality
Equality is the core democratic value that says all people, no matter their
race, gender, language, etc., deserve to be treated the same. This article
discusses that women are not paid the same as men, they are actually making
about one-quarter less than men for doing the same job. This goes against the
value of equality because gender should not mean that a person is paid more
or less. Because of equality, men and women should be paid equally for
equal work.
Executive Branch Governor Snyder
State The issue is with Michigans pay discrepancies and mentions the
governor of Michigan, Rick Snyder.
Why do think that it is projected to take such a long time for women to get
paid the same as men?
Do you believe that women are encouraged to go into fields that pay less?

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Exploring Core Democratic Values

Looking at Current Issues in the News

Exploring CDVs in the News Rubric (USE TEMPLATE)

Rationale for identified

Name and SST309 Section

Core Democratic Value(s)

Lindsay LaPointe SST 309-01

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