Civil Liberties, Rights, and Inclusion
Civil Liberties and Rights
Enduring understanding: Students will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society.
Essential Questions: What role has beliefs and ideals played in interpreting the first amendment over time?
Standard: SSCG 6, SSCG7, SSCG 8e
Materials:
PowerPoint
Blank Paper
Vocabulary
Clear and present danger
Due process of law
Slander
Libel
Establishment clause
Free-exercise clause
Wall-of-separation
Symbolic speech
Selective incorporation
Prior restraint
Exclusionary rule
Affirmative action
Civil disobedience
Civil rights
De facto segregation
De jure segregation
Equality of opportunity
Equality of result
Jim Crow
Police powers
Reverse discrimination
Separate but equal
Strict scrutiny
Suspect classifications
Court cases:
Lawrence v. Texas
Boy Scouts of America v. Dale
United Steel workers v. Weber
Grutter v. Bollinger
Gratz v. Bolinger
Gitlow v. New York
Schenck v. United States
Texas v. Johnson
Mcconnell v. Federal Election Commission
Reno v. ACLU
New York v. Sullivan
Everson v. Board of Education
Lemon v. Kurtzman
United States v. Leon
Reed v. Reed
Directions
1. Students will identify the listed vocabulary and court cases
2. Students will watch the Bill or Rights and Liberties PowerPoint
3. Students create graphic organizer of the Bill of Rights, Civil War, and Suffrage amendments. The graphic organizer will have the amendment, the description and court cases that have tested the amendment.
4. Working in small groups, students will be given selections of the Patriot Act and they will identify how the Patriot Act limits, changes, or infringes on the civil rights amendments.
5. Continuing to work in small groups, students will generate a list of times and events where groups or individuals have had to work to have their rights recognized.
Websites for the Patriot Act:
The White House
ACLU
Complete 132 pages of the Act
Electronic Frontier Foundation- plain text
The U.S. Patriot Act a sketch- five page version.
|Description of Assessment |GPS |Type of Assessment|
|Students will learn about the civil rights and liberties amendments. They will complete a graphic |6,7,8e |Informal |
|organizer over the Bill of Rights, Civil War, and suffrage amendments. Working in groups, students | |observation |
|will read portions of the Patriot Act and compare it to the rights given in the amendments. They will| |Constructed |
|explain how their rights have been impacted by the Act. They will research and list events and people| |response |
|that have had to struggle to have their rights recognized in the U.S. Finally, they will explain why | |Dialog and |
|it is important to know and understand the freedoms and liberties given in the Constitution and | |discussion |
|amendments | | |
|Websites for the Patriot Act: | | |
|The White House | | |
| | | |
| | | |
|ACLU | | |
|Complete 132 pages of the Act | | |
| | | |
| | | |
|Electronic Frontier Foundation- plain text | | |
| | | |
| | | |
|The U.S. Patriot Act a sketch- five page version. | | |
| | | |
Johnny has the right to hold a rally in a park as long as it does not interfere with other activities because of his first amendment right to freedom of
a. press
b. speech
c. petition
d. assembly
Amendments Chart- Bill of Rights, Civil War, Suffrage
|Amendment |Amendment # |Description of Amendment |Court Cases |
|type | | | |
|EX; Bill of Rights |1 |freedoms | |
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Bill of Rights
Amendment Remembering Trick What it Means
|1 |Assembly | |
| |Petition | |
| |Press | |
| |Religion | |
| |Speech | |
|2 |Bear Arms | |
|3 |“Quartering” Troops | |
|4 |Don’t Come In | |
|5 |Exempt Me or Eminent Domain | |
|6 |Fair and Speedy Trial | |
|7 |“Jury”$$ Trial | |
|8 |Don’t Hack My Arm Off | |
| |(or Hang Me) | |
|9 |I have other rights | |
|10 |Just for Georgia and the States| |
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