Goals & Objectives
In a group discussion students will understand and describe how the U.S. Supreme Court has limited and expanded our civil and Individual rights. Students will create a foldable to illustrate and summarize how the First Amendment, Due Process Clause, and Equal Protection Clause impacted the Court’s ruling in landmark Supreme Court cases dealing with the rights of the accused.
California State Content Standards and Common Core
12. 5 Students summarize landmark U.S. Supreme Court interpretations of the Constitution and its amendment.
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 equal-protection-of-the-law clauses of the Fourteenth Amendment.
12.5.4 Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. V. Pena, and United States v. Virginia (VMI).
CCSS Literacy HSS 11-12
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
6. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole
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 equal-protection-of-the-law clauses of the Fourteenth Amendment.
12.5.4 Explain the controversies that have resulted over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. V. Pena, and United States v. Virginia (VMI).
CCSS Literacy HSS 11-12
1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
6. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole
Vocabulary
The vocabulary will be previewed in the anticipatory set. Students must keep a running list of vocabulary in their history government notebooks. Students must incorporate their vocabulary in their foldable.
Due Process Clause
Bill of Rights Libel Civil rights Civil liberties |
Incorporation doctrine
Exclusionary rule Miranda v. Arizona Equal Protection Clause 14th Amendment |
Anticipatory Set (10min)
The teacher will direct students to take a position on the following prompt:
“The U.S. government should curtail civil liberties to prevent terrorist attacks.”
Writing in their government notebooks student will write a five sentences paragraph response on prompt. After five minutes, the teacher will bring class together for a whole group discussion on the prompt. Teacher will tie prompt to lesson objectives and vocabulary (also posted on the board). The teacher informs students that we will covering the rights of the accused and how the U.S. Supreme Court has shaped those rights over time.
“The U.S. government should curtail civil liberties to prevent terrorist attacks.”
Writing in their government notebooks student will write a five sentences paragraph response on prompt. After five minutes, the teacher will bring class together for a whole group discussion on the prompt. Teacher will tie prompt to lesson objectives and vocabulary (also posted on the board). The teacher informs students that we will covering the rights of the accused and how the U.S. Supreme Court has shaped those rights over time.
Content Delivery (Reading) (35min)
The teacher will ask students to take out their textbooks (Macgruder’s American Government) and turn to chapter 20 “Civil Liberties: Protecting Individual Rights.” The teacher will preview the chapter with the students and direct them to read each heading and subheading. The teacher will also inform students that most of the vocabulary can be found in this chapter but to also check the index and glossary. The teacher conducts a jigsaw. The teacher divides the students into groups of fours; each member of the groups is assigned a specific portion of the chapter to read. These members become “experts” for that section of the text. After reading, the students will come together in their groups to debrief and teach each other what they learned.
After group debrief the teacher instructs students to complete a trifold foldable. The foldable sections will contain these three headings: First Amendment, Due Process Clause, and Equal Protection Clause. Students must provide a summary for each term, three examples of each term in use (one example must relate to U.S. Supreme Court case) and a illustration of each term.
After group debrief the teacher instructs students to complete a trifold foldable. The foldable sections will contain these three headings: First Amendment, Due Process Clause, and Equal Protection Clause. Students must provide a summary for each term, three examples of each term in use (one example must relate to U.S. Supreme Court case) and a illustration of each term.
Student Activities (35min)
Students will write a five-sentence paragraph justifying their position on the prompt. Students will participate in a whole groups discussion and share their prompt responses; while sharing their responses, students will be respectful of their peer’s positions. Students will preview chapter with teacher and understand the structure of their textbook. Students will be responsible for understanding their section of the textbook and sharing their knowledge with their group members. Students will construct a foldable on the rights of the accused. Students will write five specific ways the Bill of Rights protects the rights of the accused.
Lesson Closure
Students will write down five examples of ways that the rights of the accused are protected in the Bill of Rights. Students must also provide a real-life example of each protection in action.
Assessment
Progress Monitoring – Formative assessment will be throughout the entire lesson. The teacher will monitoring the level of discussion and understanding during the warm up activity. The teacher will roam the room while students are reading their sections of the textbook to assist students as needed. Foldable serve as a formative assessment as well, the teacher monitoring the quality of student work.
Summative Assessment – Lesson closing will provide the teacher with current level of student understanding. The 5 specific details demonstrate the student’s level of understanding of the chapter. The foldable, once completed, will also be a form of summative assessment because it will be graded and will provide students with feedback.
Summative Assessment – Lesson closing will provide the teacher with current level of student understanding. The 5 specific details demonstrate the student’s level of understanding of the chapter. The foldable, once completed, will also be a form of summative assessment because it will be graded and will provide students with feedback.
Accommodations for English Learners, Struggling Readers and Students with Special Needs
The teacher will group any ELLs with proficient English readers; these pairs will be assigned the same section and will assist each other with the reading assignment. The cooperative learning experience will help the ELLs decode words and listen for correct pronunciation. The foldable also serves as an accommodation for ELLs, and students with special needs because it organizes the information for them.
Resources
American Goverment (text)
Pens, color pencils, paper (foldable)
Pens, color pencils, paper (foldable)