LESSON PLAN: You Be The Judge!

LESSON PLAN: You Be The Judge! Photo by Mark Thayer Purpose: Students connect their ideas and lives to the larger community and world. Students develop critical thinking skills and think independently. Students pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions in order to acquire new knowledge. Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions. Students will use agreed-upon rules for informal and formal discussions in small and large groups. Reflects the Massachusetts Department of Education Curriculum Standards (see page 4 for specific standards). Time Required: Two class periods and homework. Participants Goals: Understand that we all hold different views that make us unique individuals. Accept the notion that we all have a right to express ourselves in order to show our unique identities and beliefs. Educator s Goals: Expose students to the idea that everyone is different and unique. Encourage students to feel confident in their beliefs and to express them freely. Have students distinguish between primary and secondary sources. Room Set Up: On the longest wall post your percentage signs as shown below. Participants should be able to freely move about this area; no obstacles should impede the pathway. Strongly Disagree (0%) Uncertain (50%) Strongly Agree (100%) Curriculum Package 2007 The Mary Baker Eddy Library for the Betterment of Humanity 1

Educator s Preparation: READ through Pre-Visit activity. CREATE at least five statements that could be construed as controversial, such as: Hip Hop is the best type of music; Smart kids are nerds; My ideas don t matter; Watching TV is better than reading; One person s ideas can make a difference. NUMBER the statements and divide into 5 separate sheets for handout. MAKE percentage signs. Materials Needed: 3 poster boards or 3 large sheets of paper, markers, adhesive, access to the Internet and school library resources. What to Do: Day One: GATHER students in a designated area of the classroom away from the posted signs. DISCUSS what it means to make good judgments and respect others. Discuss values. What is a value? Why are they important to us? Be sure to set the ground rules for the activity (e.g., nobody is right, nobody is wrong; this is a safe space; etc.). EXPLAIN the percentage signs and their significance to the students. DISTRIBUTE statements to each of 5 volunteers. ASK the student with statement number 1 to read it aloud to the group. DIRECT students to move to the area of the room that represents their personal view: 1) Strongly Agree (100%); 2) Uncertain Maybe so, Maybe not (50%); 3) Strongly Disagree (0%). ASK students from each category to share why they feel as they do. Remind students, if necessary, that this is not about popularity, but about their personal beliefs. CONTINUE question-movement-expression format until all prepared statements have been discussed or as time permits. ASK students to return to their seats. Distribute worksheet, You Be the Judge, and allow 10 minutes for them to RESPOND to the questions. They may finish the sheet as homework. 2

Day Two: COLLECT worksheets. ASK for student volunteers to share their ideas about the roles of acceptance and selfexpression in the world. DISTRIBUTE worksheet Writing Rights and ASK students to read aloud, as a group, the Preamble to the Constitution. ASK students if they can explain the difference between a primary source and a secondary source. EXPLAIN or REINFORCE that a history textbook is an example of a secondary source because the authors were not directly involved in the events about which they are writing. The Constitution is an example of a primary source because the men who conceived of the idea created the document at the time it was enacted. The original document has been preserved and still exists for researchers and others to consult. ORGANIZE students into pairs (or they may work independently). TAKE students into school library or computer lab and have them FOLLOW directions about using the Web site that are listed on the worksheet. OR if your entire class cannot gain computer access, print off copies from the Web site and photocopy for class. OR ASK them to consult their history textbook. ASK students to complete the worksheet as homework, if necessary. Standards Covered: Massachusetts English Language Arts Curriculum Framework General Standard 1: Discussion 1.3 Apply understanding of agreed-upon rules and individual roles in order to make decisions. 3

Massachusetts History and Social Science Curriculum Framework U.S. I Learning Standards: The Political and Intellectual Origins of the American Nation: the Revolution and the Constitution, 1763-1789. USI.2 Explain the historical and intellectual influences on the American Revolution and the formation and framework of the American government. (H, C) USI.7 USI.9 USI.14 USI.16 Explain the roles of various Founders at the Convention and describe the major debates that occurred at the Convention, and the Great Compromise that was reached. (H,C) Explain the reasons for the passage of the Bill of Rights. (H,C) a. the influence of the British concept of limited government b. the particular ways in which the Bill of Rights protects basic freedoms, restricts government power, and insures rights to persons accused of crimes Explain the characteristics of American democracy, including the concepts of popular sovereignty and constitutional government (which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights). (H,C) Describe the evolution of the federal government, including public services, taxation, economic policy, and common defense. Grade 12 Elective: American Government. The Nature of Citizenship and Government USG.1.1 Distinguish among civic life, political life, and private life. USG.1.2 USG.1.5 USG.1.6 USG.1.9 USG.2.2 USG.2.4 USG.2.5 USG.2.7 Define the terms citizenship, politics, and government, and give examples of how political solutions to public policy problems are generated through interactions of citizens, civil associations, with their government. Explain how the rule of law, embodied in a constitution, limits government to protect the rights of individuals. Explain how a constitutional democracy provides majority rule with equal protection for the rights of individuals, including those in the minority, through limited government and the rule of law. Examine fundamental documents in the American political tradition to identify key ideas regarding limited government and individual rights. Analyze and interpret central ideas on government, individual rights, and the common good in founding documents of the United States. Define and provide examples of foundational ideas of American government, including popular sovereignty, constitutionalism, republicanism, federalism, and individual rights, which are embedded in founding-era documents. Explain how a shared American civic identity is embodied in founding era documents and in core documents of subsequent periods of United States history. Identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and realities of American political and civic life. 4

Worksheet Name: YOU Be the Judge! What were you thinking about as you walked to a percent sign to express your opinion of each question? Were you tempted to vote in the same manner as your friends? Sometimes it is tempting to judge people when they express their opinions. Did you judge anyone based on his or her response? At certain times, all around the world, at different dates in history, individuals could be ridiculed, imprisoned, or even put to death for expressing their opinions. As American citizens we are each guaranteed, by the Constitution Of The United States, the right to express our beliefs. Why are the ideas of human rights and acceptance important to us as individuals? As a class? As a community? As a nation? How would the world be a different place if we were not able to express ourselves? Beginning in the space below and continuing on the back of this paper, write at least 2 coherent paragraphs. The first should answer how you reacted to TWO of the questions discussed in the exercise today, and explain what influenced your decisions. In the second paragraph think about the ideas of self-expression and acceptance, then explain why you believe these ideas are (or aren t) important today. Use examples to support your ideas. 5

Name: Writing Rights As American citizens, each one of us has rights guaranteed to us by the Constitution Of The United States. We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America. Use a History book, handouts or CONSULT the following Web site: http://www.ourdocuments.gov/ and follow these steps: 1. CLICK on About this Site. 2. CLICK on Review the list of 100 milestone documents. 3. SCROLL down until you find Bill of Rights and CLICK on that. 4. READ the Bill of Rights to answer the following questions: 1. What does the Bill of Rights consist of or by what name is it also known? 2. When was the Bill of Rights ratified? 3. List 5 rights that are provided under Amendment I. 6

4. Which of the rights from Amendment I do you feel is most important? Why? Write an essay at least 3 paragraphs in length. You may model your essay on the following format: an introductory paragraph with a thesis sentence that identifies your choice, a supporting paragraph that explains your reasoning, and a concluding paragraph that reasserts why you believe that right is crucial. 7

Answers to worksheet 1. The Bill of Rights is also known as Constitutional Amendments 1-10. 2. Ratified December 15, 1791. 3. Amendment I: 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. 4. Answers will vary. 8

Amendment I 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. Amendment II A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. Amendment III No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law. Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized. Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation. Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defense. 9

Amendment VII In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any Court of the United States, than according to the rules of the common law. Amendment VIII Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Amendment X The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people. 10