Goals and objectives
Students will understand that the individual rights guaranteed by the Constitution aim to limit the power of the government.
Students will be able to identify and explain the ways in which their First Amendment rights can be restricted when they come into conflict with the rights of others.
Students will be able to identify and explain the ways in which their First Amendment rights can be restricted when they come into conflict with the rights of others.
California Content standards
12.1.6 Understand that the Bill of Rights limits the powers of the federal government and state governments.
12.2.1 Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy).
12.3.3. Discuss the historical role of religion and religious diversity.
12.5.1 Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and the equal-protection-of-the-law clause of the Fourteenth Amendment.
12.2.1 Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy).
12.3.3. Discuss the historical role of religion and religious diversity.
12.5.1 Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and the equal-protection-of-the-law clause of the Fourteenth Amendment.
Common Core lIteracy standards
CCSS.WHST-Literacy11-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
Driving historical questions
How does each of the freedoms guaranteed in the Constitution serve to limit the power of the government?
When and to what extent is it acceptable for the government to place the needs of the nation over the rights of the individual?
When and to what extent is it acceptable for the government to place the needs of the nation over the rights of the individual?
Lesson introduction (Anticipatory set, hook accessing prior knowledge
Students are asked to answer the following question: What kinds of things do you (as students) have a right to do at school? What rights do you not have at school?
Think pair share: students list as many rights that they can think of and answer both questions. Each student will then turn to a partner and share what they have come up with and compare answers. After a minute of discussing with their partner, some students will be asked to share with the class which rights they have and don’t have while at school. This will access prior knowledge that students have about basic rights and how some rights can be limited. The discussion will lead into a lecture about individual freedoms granted within the Bill of Rights and how those rights can be restricted.
Think pair share: students list as many rights that they can think of and answer both questions. Each student will then turn to a partner and share what they have come up with and compare answers. After a minute of discussing with their partner, some students will be asked to share with the class which rights they have and don’t have while at school. This will access prior knowledge that students have about basic rights and how some rights can be limited. The discussion will lead into a lecture about individual freedoms granted within the Bill of Rights and how those rights can be restricted.
Vocabulary
Civil liberties
Establishment Clause
Free Exercise Clause
Libel
Slander
Seditious speech
Prior restraint
Symbolic speech
Shield law
The Lemon Test
The vocabulary will be presented within the guided notes and students will define the terms during the lecture.
Establishment Clause
Free Exercise Clause
Libel
Slander
Seditious speech
Prior restraint
Symbolic speech
Shield law
The Lemon Test
The vocabulary will be presented within the guided notes and students will define the terms during the lecture.
Content Delivery
The teacher will deliver a lecture presentation about civil liberties. The lesson will focus on the First Amendment freedoms of religion, speech, press, assembly, and petition. These freedoms will be defined within the presentation along with a brief description of a few Supreme Court decisions that either upheld or restricted First Amendment rights. Guided notes will accompany the lecture.
Student engagement (Critical thinking and student activities)
Guided notes will accompany the lecture presentation. Students will complete activities and answer questions throughout the lesson. The guided notes include comprehension questions (defining vocabulary and listing examples of civil liberties and civil rights) as well as critical thinking questions such as how and why the government may limit the freedom of speech, religion, press, etc.
After students are presented information about limitations on free speech, they will participate in a small group activity where they will be asked to analyze two scenarios in which speech is censored in a school setting. Using the information they just learned and reading Supreme Court decisions regarding free speech, the groups will decide if the student’s right to freedom of speech was violated.
After students are presented information about limitations on free speech, they will participate in a small group activity where they will be asked to analyze two scenarios in which speech is censored in a school setting. Using the information they just learned and reading Supreme Court decisions regarding free speech, the groups will decide if the student’s right to freedom of speech was violated.
lesson closure
Students will analyze a quote about civil liberties and democracy. After being presented the quote, students will write a short response stating if they agree or disagree with Eleanor Roosevelt and why.
Assessments (formative and summative)
Formative: During the lecture presentation students will be asked comprehension and critical thinking questions. In the group activity, students will apply their understanding of laws that limit freedom of speech to argue a case for or against students in the given scenarios. The teacher will use information from class discussion and group activities to check for understanding and address any misconceptions.
Summative: The teacher will evaluate student written work in response to the quote about civil liberties and democracy. Their ability to analyze the quote and state their opinion will help the teacher determine if the learning goals and objectives were met.
Summative: The teacher will evaluate student written work in response to the quote about civil liberties and democracy. Their ability to analyze the quote and state their opinion will help the teacher determine if the learning goals and objectives were met.
ACCOMMODATIONS for english learners, striving readers, and students with special needs
The guided notes will accommodate English Learners, students with special needs, and striving readers by providing content that is organized and with the use of visuals to help students understand complex concepts.