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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