Liz Kelly. American Government. Grade 12. Civil Liberties Unit

Transcription

1 Liz Kelly American Government Grade 12 Civil Liberties Unit

2 Unit Overview This civil liberties unit fits into a twelfth grade American Government curriculum. The unit covers seven 90-Minute class blocks. Throughout this unit, students gain an understanding of the Bill of Rights, due process, and the relationship between individual liberties and public interest. Students gain an understanding of how history influences our civil liberties today by investigating the Bill of Rights and some landmark court cases. The unit also works to build students skills in using contemporary and historical sources to support a position both in writing and orally. Throughout the year, students have been working to familiarize themselves with American politics in a variety of ways. Recently, the course focused on digital literacy; navigating the web to find, understand, and analyze information about the American government. Students continue honing that skill during this unit. This unit also includes some writing and discussion activities; students participate in a Socratic seminar and two mock Supreme Court trials. The larger theme of the unit is citizenship education. After investigating the three branches of government and their powers throughout the beginning of the year, this unit allows students to shift the focus to the American people and their liberties. Students gain a basic understanding of civil rights in this unit as they distinguish between rights and liberties, helping to ease the transition into the next unit for the course: civil rights. Rationale Understanding civil liberties is an important concept in any social studies class, yet it holds particular significance in government classes. This topic connects to the world beyond the classroom in that the students are seniors who are at or approaching voting age. The unit will help students to learn and make decisions about the importance of civil liberties in their own lives as voting citizens in America. Civil liberties are also important for students entering adulthood to know and understand so that they are aware of their rights. Understanding the relationship between individual liberties and public interest will help students to function as active and informed citizens in the United States. Goals and Essential Questions Goals 1. Students will be able to engage in political discussions. 2. Students will be able to understand the significance that civil liberties play in American society. Essential Questions 1) What are your rights at US citizens? (Content I-V) 2) How are your civil liberties protected? (Content VI-VII) 3) What happens when public interest and individual liberties clash? (Content VII-VIII)

3 Unit Objectives 1) Students will be able to support a position in writing and aloud using evidence from primary sources. 2) Students will be able to describe, analyze, and evaluate the Bill of Rights. 3) Students will be able to describe and analyze due process of law. 4) Students will be able to evaluate the relationship between individual liberties and public interest. Standards NCSS Standards V Individuals, Groups, and Institutions VI Power, Authority, and Governance X Civic Ideals and Practices SOL Objective GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights by a) Examining the Bill of Rights, with emphasis on First Amendment freedoms, b) Analyzing due process of law expressed in the 5 th and 14 th Amendments, c) Explaining selective incorporation of the Bill of Rights, d) Exploring the balance between individual liberties and the public interest Outline of Content I. Introduction A. Bill of Rights B. Civil Liberties C. Civil Rights D. Alien E. Due Process Clause F. Process of Incorporation II. Freedom of Religion A. Establishment Clause B. Separation of Church and State C. Religion and Education 1. Parochial 2. Lemon v. Kurtzman a. Lemon Test D. Free Exercise Clause E. Minersville School District v. Gobitis, 1940 III. Freedom of Speech and Press A. Libel B. Slander

4 C. Sedition 1. Seditious Speech D. Prior Restraint E. Symbolic Speech 1. United States v. O Brien, Tinker v. Des Moines School District, Picketing F. Commercial Speech G. Clear and Present Danger 1. Schenk v. US, 1919 IV. Freedom of Assembly and Petition A. Assemble 1. Peaceable 2. Civil Disobedience 3. Skokie Trial B. Time-Place-Manner Regulation 1. Content Neutral C. Public Property 1. Gregory v. Chicago, 1969 D. Private Property E. Right of Association V. Due Process of Law A. Due Process 1. Substantive Due Process a. Pierce v. Society of Sisters, Procedural Due Process a. Rochin v. California, 1952 B. 14 th Amendment C. Police Power 1. Search Warrant D. Right of Privacy 1. Griswold v. Connecticut, Roe v. Wade, 1973 VI. Freedom and Security of the Person A. Slavery and Involuntary Servitude th Amendment 2. Discrimination B. Security of Home and Person 1. 3 rd Amendment 2. 4 th Amendment a. Writs of Assistance 3. Probable Cause a. Florida v. J. L., 2000 b. Minnesota v. Carter, Automobiles a. California v. Acevedo, 1991 Liz Kelly: Civil Liberties Unit Plan

5 VII. 5. Exclusionary Rule a. Mapp v. Ohio, 1961 C. Drug Testing D. PATRIOT Act 1. Wiretapping 2. Airplane Security Rights of the Accused A. 5 th Amendment B. Writ of Habeas Corpus 1. Article 1, Section 9 C. Bill of Attainder D. Ex Post Facto Law E. Grand Jury 1. Ex Parte 2. Indictment F. Double Jeopardy G. Speedy and Public Trial 1. Barker v. Wingo, 1972 H. Trial by Jury 1. Bench Trial I. Right to Defense 1. Gideon v. Wainwright, 1963 J. Self-Incrimination 1. Miranda Rule VIII. Punishment A. Bail B. Preventive Detention C. Cruel and Unusual Punishment 1. 8 th Amendment D. Capital Punishment 1. Furman v. Georgia, 1972 E. Treason 1. Article III, Section 3 Assessment and Evaluations Formative Class Participation: students are engaged and attentive in class to receive full credit Classwork: students complete class work to the best of their abilities and turn it in Bellringer: students answer a short review question completely and thoughtfully at the beginning of class on instructional days. Students grapple with ideas from the Essential Questions for the unit as they work to complete the Bellringer within the first ten minutes of class. I monitor the classroom to observe student progress, and the class engages in conversation about the Bellringer question after students complete their answers. Homework: students define vocabulary terms, complete a homework study guide, and complete a test review worksheet

6 Summative Freedom of Religion Mock Supreme Court Trial (Minersville School District v. Gobitis) Objective 1, 2 Content II Seditious Speech Socratic Seminar Objectives 1, 2 Content III C Symbolic Speech Writing Prompt Objectives 2 Content III F Freedom of Assembly Mock Supreme Court Trial (Snyder v. Phelps) Objectives 1, 2 Content IV Homework Quiz (4 Vocabulary Supply Response Questions, 6 Multiple Choice Questions) Objectives 3, 4 Content V, VI Rights vs. Privileges Assessment (25 True/False Questions) Objectives 2, 3, 4 Content I-VIII Vocabulary Quiz matching and supply response (20 Questions) Objectives 2, 3, 4 Content I-VIII Unit Test (15 Matching Questions, 30 Multiple Choice Questions, 2 Short Answer Questions) Objectives 1-4 Content I-VIII

7 Table of Specifications for Unit Test COGNITIVE LEVEL CONTENT Knowledge Comprehension Application Analysis Synthesis Evaluation Primary Sources M Support Bill of Rights H Describe H Analyze L Evaluate Due Process of Law H Describe M Analyze Individual Liberties and Public Interest M Explain Scale of Instructional Emphasis: L= Low Emphasis, M= Moderate Emphasis, H= High Emphasis Writing Prompt H Evaluate Answer the following questions in a well-constructed essay: Explain the details and significance of the following court cases: United States v. O Brien, 1968, Tinker v. Des Moines School District, 1969, Texas v. Johnson, What do these cases have in common? How are they different? Explain your reasoning and use evidence to support your answer. Rubric Organization Introduction 5 pts Distinct and Focused Content Paragraphs 10 pts Conclusion 5 pts 20 pts Concepts and Content Explain Significance Explain Similarities Explain Differences Mention Symbolic Speech 20 pts 10 pts 10 pts 5 pts 50 pts

8 Mention No Blanket Ruling Use of Evidence Cites At Least Three Documents Evidence is Relevant Documents Properly Cited Conventions Less Than Three Spelling Mistakes Grammar and Usage are Correct 5 pts 5 pts 10 pts 5 pts 5 pts 5 pts 20 pts 10 pts TOTAL: / 100 pts Materials and Resources Computer with Internet Access Projector Computer Lab White Board (Markers, Eraser) Images for Notes Primary Sources Handouts/Graphic Organizers Unit Handouts (Bellringer Sheets, Assignment List, Table of Contents) School Resource Officer Unit Calendar Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Topic: Introduction, Freedom of Religion Objectives: 1, 2 Topic: Freedom of Speech and Press Objectives: 1, 2 Topic: Freedom of Assembly and Petition Objectives: 1, 2 Topic: Due Process of Law; Start Rights of the Accused Objectives: 3, 4 Topic: Finish Freedom and Security of the Person Objectives: 3, 4 Topic: Freedom and Security of the Person; Punishment Objectives: 1, 4 Topic: Review and Unit Test Objectives: 1-4 Activities: New Unit Handouts, Rights vs. Privileges Assessment; Notes, Mock Trial Activities: Notes, Seditious Speech Socratic Seminar, Video Clip, Writing Activities: Vocabulary Quiz, Notes, Mock Trial Activities: Notes, Procedural v. Substantive Worksheet, Notes, Jigsaw Group Activities: Homework Quiz, Notes, Computer Lab Activity using streetlaw.org, Present Activities: Finish Presenting Computer Lab Activity, Notes, Guest Speaker (Deputy), Activities: Collect Notebooks, Review Game; Unit Test

9 Assessment: Formative Participation, Classwork, Summative Rights vs. Privileges Assessment, Mock Trial Prompt Assessment: Formative Participation, Classwork; Summative Socratic Seminar, Writing Prompt Assessment: Formative Participation, Classwork; Summative Vocabulary Quiz, Mock Trial Activity and Presentations Assessment: Formative Participation, Classwork Computer Lab Activity Assessment: Formative Participation, Classwork; Summative Homework Quiz Discuss Unit Test Assessment: Formative Participation, Classwork; Assessment: Summative Unit Test Daily Lesson Plans *Students complete bellringer assignments during the first ten minutes of each class period. Students work individually to answer the bellringer questions and write their answers on their bellringer sheets, kept in their notebooks. After students complete the bellringer each day, we discuss the answers as a class. The bellringer questions reflect the essential questions posed for each class period. At the end of the unit, I collect students notebooks and review their individual answers. Day 1 Topics: Introduction, Freedom of Religion Essential Question: 1 Objective: 2 Standards: NCSS V, VI, X; SOL 11a, c Procedures: Bellringer- Students individually answer an essential question: What is your favorite individual liberty and why? After students record their answers on their bellringer sheets, we discuss the question as a class. I explain that students will answer an essential question at the start of each class for their bellringer assignment, and that this question will serve as the focal point of our lesson for the day 10 Minutes New Unit Handouts Pass out the Assignment List, Table of Contents, and new unit Vocabulary List and discuss upcoming test and quiz dates 5 Minutes Introductory Unit Activity- Rights vs. Privileges Pre-Assessment- Students individually complete a true/false pre-assessment worksheet to help inform my instruction throughout the unit; this also provides students with an understanding of what they already know, and which unit topics they need to pay particular attention 10 Minutes Notes and Concept Formation- Students take notes for about five minutes as I explain the key principles of civil liberties. Students focus on the concept of civil liberties, and distinguish between civil liberties and civil rights. In the context of the concept formation, students analyze examples of civil liberties that relate to the freedom of religion. Students work in pairs to distinguish between examples and non-examples, then the entire class discusses the answers and why each is or is not an example 15 Minutes

10 Supreme Court Mock Trial (Minersville School District v. Gobitis) Students work in groups of 4-6 to conduct a mock Supreme Court case. Students work in assigned group to serve as a Supreme Court Justice, Lawyer on the team for the Petitioner, Lawyer on the team for the Defendant, or Amicus Curiae. Students collaborate with their group members to construct an argument to support their claims or to analyze and evaluate the key issues of the case. Students use the Background Information sheet that I provided them (that we read aloud together) or their textbook (to investigate similar cases and their outcomes). Students work for twenty-five minutes to prepare for the case. After students complete the mock trial (about fifteen minutes), I reveal the outcome of the case according to the Supreme Court. Students complete an Outcomes worksheet comparing the reasoning and course of action that the mock trial took to that of the Supreme Court trial. Students also write a paragraph explaining which outcome they support and why, using the Constitution as evidence to support their answers 50 Minutes Day 2 Topic: Freedom of Speech and Press Essential Question: 1 Objectives: 1-2 Standards: NCSS V, VI, X; SOL 11a,c Procedures: Bellringer- Students individually answer a review question at the start of class: What are your Constitutional rights as a US citizen? 10 Minutes Notes- introductory lecture about the freedom of speech and press 15 Minutes Socratic Seminar- Students read the background information for the court case Schenck v. United States aloud. I answer questions about the background information. Students read the Majority Opinion primary text individually and complete an entrance ticket. I underline key sentences or phrases to help students tackle a rich text 20 Minutes Seditious Speech Socratic Seminar- Students engage in discussion about the Majority Opinion text. I pose questions periodically, if necessary, and encourage students to use the text as evidence to support what they share. I encourage all students to share in our discussion. This seminar serves to develop students understanding of the First and Thirteenth Amendments to the US Constitution 15 Minutes Freedom of Expression Video Clip ( Students watch a short video clip about present-day copyright laws, and discuss how copyright relates to the First Amendment 10 Minutes Symbolic Speech Writing Prompt- I provide background information about significant symbolic speech cases. Students complete a short writing assignment using this background information and their textbooks 20 Minutes Day 3 Topic: Freedom of Assembly and Petition Essential Question: 1 Objective: 2 Standards: NCSS V, VI, X; SOL 11a,c Procedures:

11 Bellringer- Students individually answer nine supply-response vocabulary review questions in order to prepare for their vocabulary quiz. After students complete their bellringer, I ask for questions about the vocabulary terms and answer those questions 10 Minutes Vocabulary Quiz- Students complete a quiz that assesses their knowledge of twenty relevant vocabulary terms for the unit. Students work to complete ten matching questions and ten supply response (fill-in-the-blank) questions 10 Minutes Symbolic Speech Cases Review- Students review the symbolic speech cases from their writing prompt on Day 2. I discuss some positive features of their writing and some areas that need improvement (I remind students to use this feedback for the short answer section on their unit test) 5 Minutes Notes- Students take notes about freedom of assembly and petition as I lecture 5 Minutes Supreme Court Mock Trial (Snyder v. Phelps) Students work in groups of 4-6 to conduct a mock Supreme Court case. Students work in assigned groups (students are assigned a different group from the first mock trial) to serve as a Supreme Court Justice, Lawyer on the team for the Petitioner, Lawyer on the team for the Defendant, or Amicus Curiae. Students collaborate with their group members to construct an argument to support their claims or to analyze and evaluate the key issues of the case. Students use the Background Information sheet that I provided them (that we read aloud together) or their textbook (to investigate similar cases and their outcomes). Students work for thirty minutes to prepare for the case. After students complete the mock trial (about twenty minutes), I reveal the outcome of the case according to the Supreme Court. Students complete an Outcomes worksheet comparing the reasoning and course of action that the mock trial took to that of the Supreme Court trial. Students also write a paragraph explaining which outcome they support and why, using the Constitution as evidence to support their answers 60 Minutes Day 4 Topics: Due Process of Law, Rights of the Accused Essential Questions: 2-3 Objectives: 3-4 Standards: NCSS V, VI, X; SOL 11b,d Procedures Bellringer- Students individually answer a review question: How do the 5 th and 14 th Amendments to the Constitution of the US protect due process of law? 10 Minutes Notes- Students take notes about due process of law as I lecture 10 Minutes Procedural v. Substantive Due Process Worksheet- Students work individually to complete a worksheet in which they distinguish between procedural and substantive due process. Students answer twenty questions on the front (placing a P next to examples of procedural due process and an S next to examples of substantive due process) and two short answer questions on the back of the worksheet (students read a paragraph scenario and distinguish whether the scenario violates procedural or substantive due process and explain why). After students complete the worksheet individually and turn in their work, I project the worksheet onto the screen and review the answers with the entire class. I

12 address questions students have at this time and they pose questions throughout the review if they are unclear about the distinctions 15 Minutes Blow-Up Activity- I use outrageous teaching practices to engage students in the rights of the accused. I meet with a student before class to explain this activity to them and request their participation. After we finish reviewing the procedural and substantive distinctions, I (seemingly) randomly start accusing the student, which I met with before, of not following directions or proper conduct in the class. Every time the student tries to defend himself, I cut him off, thus wrongly accusing him of something and not allowing him a fair trial. This activity ends with me ordering the student out of the classroom and to the office. At this point, the student and I reveal that this was an activity created to demonstrate the rights of accused persons. Students write down their reactions and we discuss what went wrong and how the student s rights were violated 10 Minutes Jigsaw Inquiry Lesson- What are the Rights of Accused Persons? This activity is a modified inquiry lesson. Students work in groups to analyze different key terms about the rights of the accused. Students answer prepared questions in a group of 3-4, and create posters to present their information to the class. Students present their posters to the class; students take notes as their classmates present. Students use this information to answer the question: what are the rights of accused persons in the US? 45 Minutes Day 5 Topic: Freedom and Security of the Person Essential Questions: 2-3 Objective: 4 Standards: NCSS V, VI, X; SOL 11d Procedures: Bellringer- Students individually answer a review question: How does the Constitution protect the freedom and security of the person? 10 Minutes Homework Quiz- Students complete a homework quiz from a section in the Civil Liberties chapter of their textbook. Students complete one homework quiz for each unit. Students may use the study guide assigned to them for homework the class period before to complete their homework quiz. Students answer four supply response questions (vocabulary identifications) and six multiple-choice questions 10 Minutes Notes- Students take notes about the freedom and security of the person in the US as I lecture 15 Minutes Directions for Computer Lab Activity- I explain the directions for the lab activity, assign students to work in groups of 3-4, and assign each group a Supreme Court case to research 5 Minutes Computer Lab Activity- Students work in the computer lab in groups of 3-4 to research a relevant Supreme Court case. Students are encouraged to use streetlaw.org to conduct their research. Students create a series of four PowerPoint slides using the information they gather, and prepare to present these slides to the class as notes 30 Minutes Present Computer Lab Research- Students present their research about relevant Supreme Court cases to the class using their series of four PowerPoint slides 20 Minutes Day 6 Topic: Punishment

13 Essential Question: 3 Objectives: 1, 4 Standards: NCSS V, VI, X; SOL 11d Procedures: Bellringer- Students individually write down at least seven thoughtful questions to ask our guest speaker, a deputy police officer, about the rights of the accused or punishment in the United States 10 Minutes Notes- Students take notes about punishment in the United States as I lecture 15 Minutes Guest Speaker (Deputy- School Resource Officer) Students listen as a content expert shares information and responds to questions about the rights of the accused and punishment in the United States and on a state and local level. Students take notes, understanding that they will be responsible for the information that the guest speaker shares on the unit test 60 Minutes Test Review Guide- I distribute the test review guide and explain the layout of the test (fifteen matching, twenty-five multiple-choice, and two short answer questions). I answer student questions about the test 5 Minutes Day 7 Topic: Review and Unit Test Essential Questions: 1-3 Objectives: 1-4 Standards: NCSS V, VI, X; SOL 11a-d Procedures: Collect Notebooks- Students turn in their notebooks for the class. Throughout the unit, students number and keep all of the worksheets and study guides completed in class or at home. I check students notebooks to make sure all of their assignments are complete, and I read their bellringer answers 5 Minutes Review Game- Students work in pairs to answer review questions to prepare for the unit test. Each pair uses a small dry-erase board on which to write their answers. Review questions appear in a series of PowerPoint slides on the projector screen. Pairs earn one point for each correct answer; the pair with the most points at the end of the review receives five points of extra credit on their unit test grade 25 Minutes Unit Test- Students work complete their unit test. Students complete fifteen matching questions, twenty-five multiple-choice questions, and two short answer questions (oneparagraph answers). The short answer questions directly address the essential questions from the unit (i.e.: Identify and describe three liberties granted to persons accused of a crime in the United States. Why are these liberties important? How are they protected?) 60 Minutes Differentiation I differentiate within this unit to meet the needs of my students. I challenge some students by giving them the opportunity to work individually on various assignments, while still offering support for other students by giving them the opportunity to work in pairs and small groups during class. Students also work together as a whole class in various points throughout the unit

14 after students individually construct their understandings of a theme or concept. Students investigate court cases that cover a variety of perspectives, allowing them to make connections with their own perspective while learning about perspectives of others. I use a variety of instructional techniques to differentiate lessons in this unit, too; students work individually, in pairs, small groups, and as an entire class to understand and evaluate their civil liberties. Students interact with a variety of forms of information throughout this lesson including primary and secondary texts, letters, video clips, and digital sources. Students use multiple levels of Bloom s Taxonomy throughout this unit in various formative and summative assessments. Accommodations I adapted the lessons to meet the needs of students in the American Government classes with IEPs, 504 plans, or other specified needs. Since the IEPs for the students that I taught addressed reading challenges, I made sure to include concise language in my assignments and to limit the length of the excerpts from documents that we read in class. Some students exit the classroom with a Special Education teacher to complete tests and quizzes in one of the American Government classes; the Special Education teacher reads the tests and quizzes to these students who struggle with reading. Some accommodations that I provided for these students throughout the unit included allowing them to read assigned texts ahead of time, incorporating visual and audio effects, allowing for front of class seating, highlighting key sentences or concepts in bold text, and allowing extended time to complete tests, quizzes, and reading assignments. Since the Special Education teacher was in the room, she was available to read assignments aloud to students with IEPs if necessary. I enjoyed the opportunity to collaborate with the Special Education teacher throughout the unit to discuss effective instructional strategies and modifications. Unit Reflection Writing a unit and implementing a unit were two helpful processes for my development as an educator. I will admit that I was quite surprised at the difference between the way that a unit looks on paper versus the way it actually turns out as student needs arise or change. Throughout the experience of writing a unit and implementing the unit plan, I was most pleased with my ability to change and adjust the unit plan upon reflection after each lesson. I believe educators must be flexible with their lesson plans, especially since education is a very messy field. After each lesson, I took a moment to reflect upon what went well and what areas I could improve for the short-term and the long-term. I implemented this unit about half-way through my student teaching experience, and I was rather surprised at the difference that five weeks made on my teaching abilities. I was able to create effective lesson plans and focus the unit around essential questions and objectives while still addressing smaller essential questions and objectives for each individual lesson. By the time that I taught this Civil Liberties unit, I already constructed and completed two instructional units for three sections of eleventh grade US/VA History classes. I believe this experience helped me modify the unit, especially since I had a better understanding

15 of what was successful in the classroom than when I first constructed the Civil Liberties unit during the five-week period before student teaching. Upon reflection of this unit, I found different aspects that were successful and that I would consider sharing or using again if I teach American Government in the future. I believe the unit was effective and successful as a whole. My analysis of formative and summative assessments support this notion; students worked diligently through class and demonstrated an understanding of civil liberties through their high scores on the vocabulary quiz and various writing prompts (including those prompts from the mock trials). Student scores on the unit test were in the high C, B, and A range; this is consistent with scores students earned on assessments given by my cooperating teacher throughout the school year. I tried to make the lessons as engaging as possible in order to increase student motivation- especially since these students were second semester seniors! I reviewed students bellringer sheets and reflected upon the development of their answers to the essential questions. As students became increasingly comfortable with the information, their answers became slightly longer and more focused on citing the Constitution to support their responses. Students responded very well to the mock trials and the guest speaker, and I would certainly consider using these activities in the future. In addition, students did well with the computer lab activity, which helped develop their research skills and their presentation skills (especially valuable as they prepare to enter college or a career after school). I would work to improve some aspects of the unit if I taught American Government again. I would try to include more audio-visual activities and videos for the audio learners. I could include clips from television shows that demonstrate the rights of accused persons, or clips of actual assemblies to demonstrate First Amendment freedoms. In addition, I would adjust the Socratic Seminar. I would choose a text that was a bit shorter (their text was 2½ pages long). In addition, I would spend more time working with the entrance tickets for the Socratic seminar to make sure that students understood the text well and did not simply write down the answers without thinking about them. I would also make a point to stress the importance of participation in any Socratic seminar that I conduct in the future. Implementing this unit was a learning experience for me as an educator, too. Government is not my strongest content area, and I worked to increase my knowledge in this field so that I would be prepared to answer student questions and provide them with a depth of knowledge that they could use as US citizens. I used lessons that were a bit out of my comfort zone as a teacher, the Socratic seminar and Supreme Court mock trials were a bit intimidating, but I believe I benefited from implementing those plans just as the students did. I believe it is important for teachers to try new things in the classroom, especially since these new activities provide educators with the opportunity to reach students with different learning styles. I look forward to trying a variety of activities in the future in order to push myself to improve as an educator. PASS Standards

16 Higher Order Thinking: 3 Students engaged in higher order thinking throughout the unit. Students worked to analyze various Supreme Court cases, and apply their understanding of the Bill of Rights to different court case scenarios. Students worked to evaluate Supreme Court decisions through mock trials, as well. Students synthesized information from a primary text and engaged in discussion of that text in a Socratic seminar. Deep Knowledge: 4 Students worked to develop deep knowledge of civil liberties. I worked to include a culminating activity in each lesson plan so that students could apply their basic knowledge of the information from that class period. Each lesson sustained focus on a particular topic to develop students understanding. In order to increase students depth of knowledge, I also included writing activities in which students analyzed the Constitution and various Supreme Court cases, thus building upon their basic knowledge of the law. Students connected information covered throughout the entire unit as each lesson built upon the lesson before. Substantive Conversation: 3 Students engaged in substantive conversation throughout the civil liberties unit. Students worked in groups or pairs nearly every class period. I believe students developed their abilities to collaborate with their peers through the group activities, especially the mock trials. The mock trials provided the students the opportunity to take a stand and defend their position as a team and to work with their peers to apply their knowledge of the Constitution. In addition, students spent at least fifteen minutes working with their peers for each group activity, allowing them more time to engage in meaningful, sustained conversations. While the Socratic seminar served to allow whole-class conversation about a particular topic, in the future I will work to provide more opportunities for whole-class discussions. Connections to the World Beyond the Classroom: 3 The Civil Liberties Unit included several opportunities for students to make connections to the world beyond the classroom. As I gave notes/lectured, I asked students to apply various key terms to current issues in the news; for the most part students were able to recognize these connections. Students felt comfortable posing hypothetical questions to apply a particular topic to a current issue or situation. I relied heavily on students ability to make these connections as we discussed topics during the lecture/notes portion of class. In the future, I will work to create more activities where students make connections to current events in writing prompts, news research, or mock trials of cases waiting for a Supreme Court decision.

17 Ethical Valuing: 4 Ethical valuing played an important role in the Civil Liberties Unit. Students worked nearly every class period to analyze and evaluate various questions in US civil liberties, and make a decision about their own beliefs. Students investigated different perspectives throughout the unit, as well. These different perspectives provided students with the opportunity to better understand how civil liberties affects different racial, socio-economic, gender, religious, etc. groups in the United States. Students worked to apply democratic ideals to a variety of situations where public interest and individual liberties came into conflict. Integration: 3 Lessons integrated history as we discussed the circumstances of various Supreme Court decisions throughout American history. Lessons also integrated technology as students researched Supreme Court cases in the computer lab, and I used the istation to present notes, project worksheets as we discussed the answers as a class, and to project the video clip for freedom of expression.