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Lesson: Freedom of Expression Curricula for K-12 Civics Education Lesson: Freedom of Expression Lesson Title: Freedom of Expression Grade Level: 9-12th Grade Context of the lesson within the unit: This lesson will follow an introductory lesson discussing the Bill of Rights, which could be used to begin a unit. This lesson is to focus on the freedom of expression. Additional lessons to follow will include other freedoms listed in the Bill of Rights. Standards Addressed in the Unit: Grade Eight History-Social Science Content Standards 8.2.6 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights. Grade Twelve History-Social Science Content 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 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). CVCS-Lesson 2-Primeaux.all-docx 3/20/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education Standards Addressed in this Lesson: Grades Nine & Ten English-language Arts Content Standards. Listening and Speaking 2.0 Speaking Applications (Genres and Their Characteristics) 2.5 Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects): Grades Eleven & Twelve English-language Arts Content Standards. 1.0 Listening and Speaking Strategies Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 11-12 Students Key Ideas and Details 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CVCS-Lesson 2-Primeaux.all-docx 3/20/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education Integration of Knowledge and Ideas 7. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Objectives(s): • Students will learn about and be able to understand the use of symbols throughout history and our culture. The realization will be that symbols, either accepted by one person or culture may be perceived negatively by another group. • Students will be able to understand the reasons for certain symbols to be banned from school settings as interpreted by the Supreme Court’s ruling in Tinker vs. Des Moines. • Students will develop their skill of persuasion and the ability to communicate effectively with others. • Students will demonstrate an understanding of the United States Supreme Court interpretations of the Constitution. Through the analysis and comparison of established and pending litigation. CVCS-Lesson 2-Primeaux.all-docx 3/20/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education Lesson: Freedom of Expression Big Idea/Essential Questions: 1. Examine what rights Americans have today, and evaluate the scope and sequence of those rights. 2. Examine if conflict can be beneficial to society? 3. Determine the factors of how social capital (i.e. involvement) strengthens a republic 4. Decide how government should deal with opposing factions that occur in society? CVCS-Lesson 2-Primeaux.all-docx 3/20/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education Lesson: Freedom of Expression Assessment: Students will be evaluated through informal checks for understanding, teacher observation, and performing authentic tasks evaluated by rubrics. Quality Criteria: Teacher and peer scoring guide and rubric (same sheet for both groups) for the majority, dissenting, and concurring opinions for the “Bong Hits for Jesus.” See end of Lesson. GOAL To revise the school dress code so it is compliant with the “Tinker Test”. ROLE As your first training assignment as a Supreme Court clerk you have been farmed out “pro bono” to the school district to revise the school district’s dress code. AUDIENCE School Board Members. SITUATION Due to the increased law suits over the school district’s dress code your team has been retained to analyze the current code and give your professional opinion on how to alter it. PERFORMANCE Lawyer teams will present their proposal to the seven members of the school board and the school board may question any changes made. STANDARDS FOR Students will be graded based on the performance rubric provided. SUCCESS CVCS-Lesson 2-Primeaux.all-docx 3/20/2012 This curriculum does not necessarily reflect the views of the Judicial Council, the AOC, or the Court Programs and Services Division/CPAS. Furthermore, the authors, the Judicial Council, the AOC, and the Court Programs and Services Division/CPAS do not provide any warranties regarding the currency or accuracy of the information in these works. Users are reminded to check the subsequent history of any case and changes to statutes and Rules of Court cited in the works before relying on them. These works are provided for the personal noncommercial use of teachers and may not be used for any other purpose without the written permission of the authors. Curricula for K-12 Civics Education Writing Rubric-Standard 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. Advanced Proficient Basic Below Basic Idea Takes a strong, well defined Clear position taken and Position is not clearly No clear position taken; Development position; uses at least four defined; some reasons and stated; development is undeveloped reasons; no facts appropriate reasons with at least some details present but not brief; unrelated, used three supporting details for each fully developed unsupported general reason statements, reasons, and details; minimal facts used Organization Writer demonstrates logical, Paragraph development
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