GRADE LEVEL: 12
SUBJECT: U.S. Government
INTENDED UNIT: Civil Liberties and Civil Rights (Unit 3 for AP U.S./U.S. Government Curriculum, interchangeable for Ethnic Studies)
ESSENTIAL QUESTION: How do race, ethnicity, nationality, and culture (among others) shape our personal identity?
LESSON SEQUENCE/INTENTION: This lesson is intended to be the first of a 3 part mini-unit, incorporating the continuity of Unit 3 in AP Government/US Government Curriculum.
CENTRAL QUESTIONS/BIG IDEAS:
How does the socialization of humans impact civil rights and liberties?
What makes laws and policies subjectively interpretative?
LESSON PACING:
Monday
Tuesday
Wednesday/Thursday
Friday
CONTENT OBJECTIVE:
Knowledge:
Civil Liberties: Rights and freedoms explicitly given to you by the government under the Bill of Rights (First 8 amendments). They protect the individual from the government.
Civil Rights: Guarantee from the government that people would not be treated differently on the basis of gender, race, sex, or other personal characteristics. (14th Amendment Equal Protection Clause)
14th Amendment Equal Protection Clause: “nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.”
Skills:
RH Key Ideas and Details
RH Integration of Knowledge and Ideas
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate Information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Habits:
Systemic Critique and Challenges to Systems of Oppression (EX: Developing Community of Care)
Developing Identity and Intersectionality
Identifying “Asian American” as a political identity
GRADE LEVEL/SUBJECT AREA STANDARDS:
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).
12.5.1 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.
CA ELD STANDARDS:
RH Key Ideas and Details
RH Integration of Knowledge and Ideas
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate Information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
IEP/504 ACCOMMODATIONS:
All lesson plans will be accommodated with a transcript (for video clips), student facing worksheets, and visual slides ready to be shared and accessed.
Feel free to accommodate extra time for any formative assignments and provide scaffolds as needed for differing age groups/needs.
INSTRUCTIONAL MATERIALS
Slides (link)
US Govt Crash Course Video (0:00-1:30) (link)
Student Facing Worksheets (link)
Lucretia Lee Oral History (1:15:18 >> 1:17:50)
Ben Menor Oral History (4:50 >> 6:30)
Exit Ticket Exemplar (link)
Chromebook/Electronic Device (Optional)
LESSON IMPLEMENTATION SEQUENCE: Total Time: 55 Minutes
Step 1: Warmup/Do Now
Duration: 10 Minutes
Purpose: To introduce new vocabulary terms for the beginning of this unit. These vocabulary terms will be essential for the rest of the unit.
Implementation:
Utilize the following Crash Course U.S. Government video to frame the distinction between Civil Liberties and Civil Rights
Resources/Materials:
Slides 1-3
Youtube video on Crash Course (watch between 0:00-1:30)
Assessments: N/A
Step 2: Guided Lesson/Lecture
Duration: 10 minutes
Purpose: To go over the concepts once again in the whole class setting
Implementation:
Go over the distinctives between Civil Liberties and Rights, as shown from the lecture slides. In addition to this, introduce and annotate the 14th amendment with the whole class. An important point of emphasis would include the 3 components of the amendment that are promised by state legislature (and not the federal government)
Resources/Materials:
Slides 4-6
Student Facing Worksheets
Assessments: N/A
Step 3: Guided Lesson/Lecture
Duration: 10 minutes
Purpose: To go over the concepts once again in the whole class setting
Implementation:
Go over the distinctives between Civil Liberties and Rights, as shown from the lecture slides. In addition to this, introduce and annotate the 14th amendment with the whole class. An important point of emphasis would include the 3 components of the amendment that are promised by state legislature (and not the federal government)
Resources/Materials:
Slides 4-6
Student Facing Worksheets
Assessments: N/A
Step 4: Independent Work
Duration: 15 minutes
Purpose: To annotate and analyze key summative points with the interview clips provided.
Implementation:
Students will be tasked with analyzing/annotating interview clips from Lucretia Lee or Ben Menor. This is to utilize as evidence for their independent thesis statement construction as their exit ticket.
Feel free to guide students in answering framing questions from their student facing worksheets to capture the essence of each interviewee’s response.
From this activity, stamp how these interviewee testimonies contradict one of the 3 components of the 14th amendment. As an extension, feel free to challenge students in asking whether these experiences were an infringement on the interviewees’ civil liberties or civil rights.
Resources/Materials:
Slides 7-10
Student Facing Worksheets
Lucretia Lee Oral History
Ben Menor Oral History
Step 5: Exit Ticket/Thesis Construction
Duration: 20 minutes
Purpose: In order to build up student writing skills in preparation for their AP Government exam/on demand writing prompts, students will be tasked with forming one of their first thesis statement/claim
Implementation:
Ask students to work on their thesis statements independently as a formative assessment. The prompt would be as follows:
Use at least 2 of the 3 pieces of the following evidence to form a position on the following question:
In U.S. society, have the civil rights or liberties of the 14th amendment been upheld or denied to the AAPI community? What does this imply about the effect/impact of laws in U.S. society?
Evidence:
14th Amendment
Lucretia Lee’s Testimony
Ben Menor’s Testimony
In order to gain full understanding of the concepts today, students should be able to reference the 14th amendment concepts of life, liberty, and property. Students should also be able to distinguish between civil rights and liberties and utilize the annotated testimonies to defend their claim.
Resources/Materials:
Slide 11
Student Facing Worksheets
Assessment: Thesis Statement/ Claim Exit Ticket Practice (Corresponds with FRQ 4 of the AP Government Exam as well)
NOTES ON HOW THIS MAY BE INTEGRATED IN INTENDED UNIT
This lesson is directly a part of the first lesson of Unit 3 in the US Government curriculum in the state of California. As such, there is no need to adjust scope and sequences or unit plans to fit this lesson in. Rather this lesson is formed as a replacement for the lesson on Civil Liberties, Civil Rights, and the 14th Amendment. Feel free to utilize the lesson plan as such.