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)
LESSON SEQUENCE/INTENTION: This lesson is intended to be the final part of a 3 part mini-unit, incorporating the continuity of Unit 3 in AP Government/US Government Curriculum.
ESSENTIAL QUESTION: How do race, ethnicity, nationality, and culture (among others) shape our personal identity?
CENTRAL QUESTIONS/BIG IDEAS:
How does the socialization of humans impact civil rights and liberties?
How does maintaining the Freedom of Speech fundamentally shape an individual’s identity and understanding of self?
Does the government have a legal responsibility in maintaining the cultural heritage of its country’s people?
LESSON PACING:
Monday
Tuesday
Wednesday/Thursday
Friday
CONTENT OBJECTIVE:
Knowledge:
The First Amendment---Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
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.
Range of Reading and Level of Text Complexity
Habits:
Understanding Identity and Representation/Visibility
Systematic Critique and a challenge to systems of oppression
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.
Range of Reading and Level of Text Complexity
IEP/504 ACCOMMODATIONS:
All lesson plans can be accessible in a text-to speech modality. Because this lesson is intended as a mock-summative, verbal instructions can totally be given as well!
Extra time can be accommodated, however, since this is a mock-summative, all students will be paired in groups to debrief their responses afterwards
INSTRUCTIONAL MATERIALS
Slides (link)
AAPI interviews from the past two lessons (link)
a. Primary Source: Oral History from Tom Izu Interview 1 (12:38>> 17:54)
b. Primary Source: Oral History from Lucretia Lee (1:15:18 >>1:17:50)
c. Primary Source: Oral History from Ben Menor (4:50 >> 6:30)
Student Facing Worksheet (link)
Mock FRQ Exemplar (link
LESSON IMPLEMENTATION SEQUENCE: Total Lesson Time: Block Period of 90 Minutes (spread across multiple days as necessary)
Step 1: Source Refresher
Duration: 10 Minutes
Purpose: For students to look over and write down any additional notes regarding the sources in preparation for their “mock FRQ” prompt
Implementation:
Provide students links and timestamps to all of the primary sources that they have encountered the past two lessons. Ask them to look over each account, specifically thinking about evidence involving:
Language and Culture
Speech Suppression and the 14th Amendment
Resources/Materials:
AAPI interviews (Primary Source) document
Slides 1-3
Assessments: N/A
Step 2: Mock FRQ Practice
Duration: 30 Minutes
Purpose: To practice their FRQ/general writing skills in preparation for the AP exam or to sharpen their writing/reading comprehension
Implementation:
The student handout should have the following prompt, along with the following sources that students may use. Because the purpose of this on-demand writing prompt is to paraphrase sources to connect with complex, abstract concepts, no quotes/sources will be provided after the source refresher time period.
Prompt/Goals: Use at least 2 of the following sources to help you form a defense for the following written stimulus:
Prompt: Form and articulate a defense for whether the 1st Amendment Freedom of Speech/Expression adequately protects and preserves the cultural identities of the AAPI community.
Possible Sources to Utilize:
The 14th Amendment
Tom Izu’s Interview
”The American Dream” by Sundial
Ben Menor’s Interview
Lucretia Lee’s Interview
For this written stimulus, please include the following criteria in your excerpt:
A defensible claim
2 pieces of evidence
Analysis/elaboration for how the pieces of evidence support your claim
Resources/Materials:
Slides 4-6
Student Facing Worksheet
Assessment: FRQ Practice
Step 3: Break
Duration: 5 Minutes
Purpose: To allow students to unwind after an holistically intensive written stimulus
Resources/Materials: Slide 7
Assessments: N/A
Step 4: Group Work
Duration: 30 Minutes (20 minutes for part 1 and 10 minutes for part 2)
Purpose: For students to collaborate towards learning from different perspectives in U.S. Government style FRQ writing. This is to further improve students upon their potential blindspots when it comes to essay writing that other students may catch.
Implementation:
Part 1
Ask students to group into pairs and exchange FRQs. Provide them the checkbox criteria shown above and ask students to look over any boxes that are “missing.”
For each “missing box,” instruct the grader to write down why they believe it is missing/why the analysis and/or claim might not be sufficient enough
Afterwards, ask each pair to find another pair and repeat steps one and two in groups of 4 (whoever hasn’t read each other’s hands their FRQ to one of the people in the other pair to grade theirs).
Part 2
Debrief with the students whole group with a mock FRQ exemplar of your own (attached here). Ask student volunteers to share a claim from the group that they put that they feel like works well! (If students are shy, feel free to warm call them as you walk around when part 1 is occurring)
Break down the claim after listening to students explain why defensible claim A makes sense. Then provide your own claim to compare.
Do the same thing with the 2 pieces of evidence criteria and the analysis criteria.
Ask students to make comments/adjustments as you break down your exemplar
Resources/Materials:
Slides 8-10
Student Facing Worksheet
FRQ Exemplar
Assessment: Mock FRQ Collaborative Work
Step 5: FRQ Rewrite
Duration: 10 Minutes
Purpose: Once students have been provided feedback, the heavy lifting is then given back to them in terms of reprocessing their areas of growth or cementing their areas of strength from their reflective work.
Implementation:
Students will be directed with rewriting their FRQs given the feedback they received from their partners, along with the feedback they viewed from the exemplar.
Resources/Materials:
Slide 11
Student Facing Worksheet
Assessment: Mock FRQ Revisions
NOTES ON HOW THIS MAY BE INTEGRATED IN INTENDED UNIT
This is intended to be integrated as the final part of this “Identity and Narratives” Mini-Unit. As such, a mock FRQ, helping students work on their historical thinking skills signify an appropriate end for their analysis on how laws deeply and irreplaceably influence cultural identity and the narratives people are privy to, notably towards the AAPI community.