1. MAMDANI CONSULTS JEWISH LEADERS

After protesters outside a Queens synagogue chanted in support of Hamas, New York City Mayor Zohran Mamdani faced pressure to respond quickly and clearly. Instead of making an immediate, detailed statement, his team spent hours drafting and revising language, and they shared versions with Jewish leaders to get feedback on whether the wording adequately condemned the chants without creating unfair comparisons. The delay drew criticism from some who thought he was hesitant to denounce extremism, while others in his political base criticized him for labeling Hamas a terrorist group. The episode shows how public officials in a diverse city try to communicate about emotionally charged conflicts while social media demands instant reactions and every phrase is scrutinized. Write a crisis-communication memo as if you are the mayor’s senior adviser. In 10–12 sentences, explain what the mayor’s response strategy should be during the 48 hours after the protest. Describe the main message the mayor should communicate to the public, which community leaders or groups should be consulted and why their input matters, and how social media should be used carefully to inform the public without inflaming tensions. Also explain what political and social risks the mayor faces from both supporters and critics, and how your strategy would try to reduce those risks. End your memo by explaining how your plan balances moral clarity, public safety, and political reality.

2. GREENLANDERS PROTEST TRUMP’S TAKEOVER PLANS

People across Greenland and Denmark held protests after President Trump renewed and intensified his push to take control of Greenland, with some Greenlanders saying they felt threatened and disrespected by statements suggesting the U.S. would take the island “one way or the other.” Greenland’s leaders and many residents emphasized that they oppose becoming part of the United States and want to keep their self-governing status within Denmark. The conflict escalated when the White House described talks as moving toward the “technicalities of acquiring Greenland,” a framing Danish and Greenlandic officials rejected, and when Trump announced new tariffs aimed at Denmark and other NATO countries unless they agreed. The protests also highlighted mixed feelings about military involvement: some people welcomed NATO solidarity, while others worried about increased militarization. Create a “stakeholder map” with four groups (for example: Greenland residents, Denmark’s government, the U.S. administration, NATO allies). For each group, write 2–3 sentences explaining what they want, what they fear, and what leverage they have. End with one sentence identifying which stakeholder seems to face the hardest constraints and why.

3. JUDGE LIMITS IMMIGRATION AGENTS’ ACTIONS TOWARD PROTESTERS

A federal judge in Minnesota issued restrictions on how immigration agents can treat protesters during an immigration enforcement campaign in the state, ordering agents not to retaliate against peaceful protest or use crowd-control tools in response to protected speech. The ruling came amid heightened tension, including the killing of Renee Good by an immigration agent on Jan. 7 during a confrontation near a roadway, as well as other reported clashes between agents and protesters. Federal officials argue agents have faced serious threats and have used only necessary force, while activists claim agents intimidated and targeted people who were not obstructing enforcement. The judge emphasized that the injunction does not prevent immigration law enforcement, but it does limit specific behaviors toward protesters and drivers who are not forcibly interfering. In an article, summarize what the judge’s injunction does and does not do, why courts might issue a preliminary injunction in a case like this, and what kinds of evidence or arguments could matter later when the case is decided more fully.

4. SUPREME COURT WILL HEAR CASE ABOUT LOCATION DATA

The Supreme Court agreed to hear a case about geofence warrants, which allow police to collect location data from phones in a defined area near a crime scene, often using data stored by companies like Google. The case involves a man convicted of a 2019 robbery, and he argues that using a geofence warrant violates the Fourth Amendment’s protections against unreasonable searches. A judge previously found problems with the warrant’s lack of strong probable cause but still allowed the evidence because the officer acted in “good faith,” and an appeals court upheld the conviction. The Supreme Court’s decision could set new limits—or confirm current practices—on how law enforcement can use modern location tracking to investigate crimes. Take a position and defend it: Should geofence warrants be allowed, limited, or banned? Write an argument of 8–10 sentences that states your claim, gives two reasons supporting it, and addresses one counterargument fairly.

5. PROFESSORS TRY TO TEACH STUDENTS HOW TO USE A.I. WITHOUT REPLACING THINKING

As generative A.I. tools like ChatGPT become common, some university writing programs still ban them because they can be inaccurate and may reinforce biases, while other professors argue that students need structured guidance on using A.I. responsibly. At Barnard College, one professor built a custom chatbot designed to act more like a tutor than a writer, refusing to produce full written work and instead prompting students to practice skills like annotation and thesis-building. Early results were mixed, with non-A.I. students initially performing better, but adjustments improved outcomes, and the professor said the process also made him a better teacher by sharpening the kinds of questions he asks students. The story suggests that higher education is moving toward a model where A.I. literacy—knowing strengths, limits, and ethical risks—may become part of learning, even as concerns about shortcuts and academic integrity remain. Draft a classroom policy add-on titled “A.I. Use: What Counts as Help vs. Cheating?” In one paragraph, propose three specific allowed uses and three specific not-allowed uses, and include one sentence explaining how a teacher could check whether a student’s work still reflects their own thinking.