Day 12

Political Ideologies and Beliefs: Political Socialization

Learning Targets:  Students will be able to....

• Explain the relationship between core beliefs of U.S. citizens and attitudes about the role of government. 
• Explain how cultural factors influence political attitudes and socialization. 

We need to reject any politics that targets people because of race or religion. This isn't a matter of political correctness. It's a matter of understanding what makes us strong. The world respects us not just for our arsenal; it respects us for our diversity and our openness and the way we respect every faith.

     - Former President Barack Obama, State of the Union Address, 2016

Opener:  Below are the most common sources for the formation of political opinion.  Choose the 2 that you feel are/were the most influential in developing your political opinions and craft a an argument for why that might be.   Be sure to provide a line of reasoning for your claim that allows others to fully understand your thinking.  

• Peers
• Parents
• School/teachers
• Famous figure
• News Media
• Social Media
• Movies/shows
• Political Ads
• Other nation's policies

When you have finished, compare your list with your neighbor.  Make sure that you take the time to explain your top and bottom choices in your ranking to that person.

Activity #1: Statistical Analysis - TIP-C + M.C.

1.  Which of the following is a potential consequence of the trend present in the chart above?

     a.  Campaign fund raising will become less important in future elections as more voters turn to social media.
     b.  Social media platforms will likely be forced to comply with Federal Election Commission restrictions and              guidelines.
     c.  Younger voters will likely demonstrate an increased involvement in politics and elections compared to                  previous generations.
     d.  New forms of mass communication can influence how younger citizens choose to learn about and                      support candidates.

Activity #2: -  Political Socialization and Life Changes

Below are a list of common life events that can alter a person's political ideology.  Which 2 do you think are most likely to alter or change your thinking as you get older and your circumstances change?  Craft another argument and line of reasoning to explain your thinking.

• Graduating high school and/or college
• Receiving your first "real" paycheck
• Getting married
• Buying a home
• Having a child
• Inheriting wealth
• Financial strain
• Being a victim of a crime
• Retirement

Close - Student Current Event Analysis Presentations (CPE's)

Day 11

Political Ideologies and Beliefs: Political Socialization

Learning Targets:  Students will be able to....

• Explain the relationship between core beliefs of U.S. citizens and attitudes about the role of government. 
• Explain how cultural factors influence political attitudes and socialization. 

We need to reject any politics that targets people because of race or religion. This isn't a matter of political correctness. It's a matter of understanding what makes us strong. The world respects us not just for our arsenal; it respects us for our diversity and our openness and the way we respect every faith.

     - Former President Barack Obama, State of the Union Address, 2016

Opener:  ASAP in your notebook

As soon as any man says of the affairs of the State "What does it matter to me?" the State may be given up for lost. 
― From "The Social Contract" by Jean-Jacques Rousseau, an 18th century political philosopher


Activity #1: Political Ideology and Socialization Interview

https://docs.google.com/document/d/1yPL6GCaNO3o0kDTJg81QdURJuKc28FoaGPQfsBlnoQE/edit?usp=sharing

Activity #2: -  Political Socialization - Quickwrite

In no more than 3-5 sentences, explain how expanding the right to vote to American citizens over the last 150 years has influenced how we form our political views.

• 15th Amendment - Granted all men the right to vote
• 17th Amendment - Direct election of Senators 
• 19th Amendment - Granted Women the right to vote
• 26th Amendment - Changed voting age to 18
• Voting Rights Act 1965 - Removed obstacles for voting (tests, taxes, etc)

Close - Student Current Event Analysis Presentations (CPE's)

Day 10 (Friday 7 Feb) - CR/CL Test (B-DAY ONLY)!

Civil Liberties and Civil Rights

Learning Targets:  Students will be able to....

• Explain how the U.S. Constitution protects individual liberties and rights.
• Describe the rights protected in the Bill of Rights.
• Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.

Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to limit national and state governments to prevent them from infringing upon individual rights and from denying equal protection under the law. 

However, it has sometimes been argued that these legal protections have been used to slow reforms and restrict freedoms of others in the name of social order.

Opener:  Pick up one of the test answer sheets from the table in the front of the room.


Activity #1 -  Civil Rights/Civil Liberties Exam

Ensure that you answer each question to include the written response on the back page of the exam.

Close - Reflective Questions

Before you leave today, make sure that you respond to the three questions below in your notebook:

1.  Which do you believe benefits society more, the limitations placed on government in the Bill or Rights, or the protections provided to citizens through civil rights legislation?  Explain.

2.  Describe a hypothetical scenario in the next 10 years in which the US government might have a legitimate and compelling interest in limiting a citizens protections under the Bill of Rights.

3.  Match each of the following legislative acts to the portion of the preamble that it might accomplish.

• Civil Rights Act of 1964
• Espionage Act of 1917 (Schenck)
• Americans with Disabilities Act of 1990
• Patriot Act

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, 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.

Day 10 - CR/CL Test Corrections (A-DAY ONLY)!

Civil Liberties and Civil Rights

Learning Targets:  Students will be able to....

• Explain how the U.S. Constitution protects individual liberties and rights.
• Describe the rights protected in the Bill of Rights.
• Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.

Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to limit national and state governments to prevent them from infringing upon individual rights and from denying equal protection under the law. 

However, it has sometimes been argued that these legal protections have been used to slow reforms and restrict freedoms of others in the name of social order.

Opener:  Pick up one of the test correction forms from the table in the front of the room.


Activity #1 -  Test Corrections

Remember that you can recover up to 50% of the points possible by completing the form.

Activity #2 - Reflective Questions

Before you leave today, make sure that you respond to the three questions below in your notebook:

1.  Which do you believe benefits society more, the limitations placed on government in the Bill or Rights, or the protections provided to citizens through civil rights legislation?  Explain.

2.  Describe a hypothetical scenario in the next 10 years in which the US government might have a legitimate and compelling interest in limiting a citizens protections under the Bill of Rights.

3.  Match each of the following legislative acts to the portion of the preamble that it might accomplish.

• Civil Rights Act of 1964
• Espionage Act of 1917 (Schenck)
• Americans with Disabilities Act of 1990
• Patriot Act

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, 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.

Close:  N-50 - Enfranchisement

LD:

SD:

Examples:

Non-Examples

Related terms

Day 7 - To make up for lost time, we've gotta get to work ASAP!

Civil Liberties and Civil Rights

Learning Targets:  Students will be able to....

• Explain how the U.S. Constitution protects individual liberties and rights.
• Describe the rights protected in the Bill of Rights.
• Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.

Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to limit national and state governments to prevent them from infringing upon individual rights and from denying equal protection under the law. 

However, it has sometimes been argued that these legal protections have been used to slow reforms and restrict freedoms of others in the name of social order.

Opener:  What is the difference between civil rights and civil liberties?  Which do you believe makes us a "freer" society?


Activity #1 -  Letter from B-Ham (ACT Style)

You will have 9 minutes to answer 10 M.C. questions regarding the legacy of MLK's "Letter from a Birmingham Jail".  

- Strategy introduction
- AAR

Activity #2 - PERP

Brown v Board of Education (1954)

Activity #3 - N-50 - Civil Rights

LD:

SD:

Examples:

Non-Examples

Related terms

Close:  Student CPE presentations

Day 6 - To make up for lost time, we've gotta get to work ASAP!

Civil Liberties and Civil Rights

Learning Targets:  Students will be able to....

• Explain how the U.S. Constitution protects individual liberties and rights.
• Describe the rights protected in the Bill of Rights.
• Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.

Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to limit national and state governments to prevent them from infringing upon individual rights and from denying equal protection under the law. 

However, it has sometimes been argued that these legal protections have been used to slow reforms and restrict freedoms of others in the name of social order.

Opener:  ASAP

No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; 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.

• 14th Amendment - Ratified in 1868

Activity #1 -  Civil Rights Mini-Lecture

• Reconstruction and Jim Crow
• Plessy v. Ferguson (1896)
• Does segregation violate the equal protection clause of the 14th Amendment?
• Homer Plessy purchased a ticket for, and sat in, a rail car reserved for white passengers
• Court found segregation constitutional
• Establishes "separate but equal" standard
• Brown v. Board of Ed (1954)
• Can "separate" be "equal"?
• Segregated Schools
• Plessy reversed
• Separate is inherently unequal 

• Suffrage and Civil Disobedience
• Boycotts, sit-ins, marches
• Focus on peaceful demonstration and use of the media 
• Montgomery Bus Boycott, March on Washington, Birmingham 

• Civil Rights Legislation 
• The Civil Rights Act of 1964
• Makes discrimination in any place of "public accommodation" illegal
• Private clubs and organizations not included
• Title IX of the Education Amendments Act of 1972
• Focus on equality for women in education and atheletics 
• The Voting Rights Act of 1965
• Removes any obstacles and requirements designed to discourage voting

Activity #2 - Create a timeline in your notebook that correctly orders the following events.

• Slavery is abolished
• Voting age changed to 18
• Women granted the right to vote
• Brown v. Board of Education
• 14th Amendment
• Civil Rights Act of 1964

Activity #3 - Scenarios - Which of the civil rights acts or precedents that we have discussed, if any, are being violated in the scenarios below?

1. A local chapter of the boy scouts refuse the admission of girls.
2. A private catholic school refuses to admit a Protestant student.
3. Two boys decide to try out for the girl's volleyball team.
4. An owner of a chain of Cuban restaurants will only hire Cuban chefs.
5. Congress passes a bill that requires Selective Service registration to vote.
6. Clay county requires a paid property tax receipt for voter registration.

Close:  Student CWE presentations

Day 5 - Supreme Court Simulation Prep Part II - B day ONLY

"Being on the Supreme Court is rather like taking the veil; you just sit there and try to get the right answer as other people argue in front of you. It's not nearly as exhilarating as the Executive Branch."

--Justice Antonin Scalia at Columbus Citizens Foundation dinner, Oct. 8, 2005

Learning Targets:  Students will be able to....

• Explain the principle of judicial review and how it checks the power of other institutions and state governments.
• Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power.
• Explain how other branches in the government can limit the Supreme Court’s power. 

Opener:  Is the execution of a minor a violation of the 8th amendment's prohibition of "cruel and unusual" punishments?

Activity #1: Case Prep and Mock Trial

Today we will prep and conduct trials for both of the cases below.  Each student will have 30 minutes to PERP both cases and prepare for their specific roles

Korematsu v US
Engle v Vitale


Activity #2:  Simulation Prep  and Execution

• Attorney - Prepare a 3-5 minute argument for the court on behalf of your client
• Remember that this is a legal argument that draws from the Constitution and amendments.
• Justices - Prepare questions to ask to the attorneys
• The purpose here is to be able to ask clarifying questions to the attorney's during the hearing.
• Court Reporters - Prepare a template for your brief article that you will write following the case
• It's going to happen fast and having a sound method for how to quickly organize and record arguments and comments will be key.

Close:  CPE

Day 5 - Supreme Court Simulation Prep Part II 

"Being on the Supreme Court is rather like taking the veil; you just sit there and try to get the right answer as other people argue in front of you. It's not nearly as exhilarating as the Executive Branch."

--Justice Antonin Scalia at Columbus Citizens Foundation dinner, Oct. 8, 2005

Learning Targets:  Students will be able to....

• Explain the principle of judicial review and how it checks the power of other institutions and state governments.
• Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power.
• Explain how other branches in the government can limit the Supreme Court’s power. 

Opener:  Explain how the Supreme Court has attempted to balance claims of individual freedom with laws and enforcement procedures that promote public order and safety

Activity #1: Case Prep

Korematsu v US
Engle v Vitale
Roper v Simmons

Activity #2:  Simulation Prep - Part 2 - Role assignments

• Attorney - Prepare a 3-5 minute argument for the court on behalf of your client
• Remember that this is a legal argument that draws from the Constitution and amendments.
• Justices - Prepare questions to ask to the attorneys
• The purpose here is to be able to ask clarifying questions to the attorney's during the hearing.
• Court Reporters - Prepare a template for your brief article that you will write following the case
• It's going to happen fast and having a sound method for how to quickly organize and record arguments and comments will be key.

Close:  CPE

Day 3 - Supreme Court Simulation Prep - 1st and 2nd Amendment

"The aim of the law is not to punish sins, but is to prevent certain external results." ~ Oliver Wendell Holmes Jr., Supreme Court Justice

Learning Targets:  Students will be able to....

• Explain the principle of judicial review and how it checks the power of other institutions and state governments.
• Explain how the exercise of judicial review in conjunction with life tenure can lead to debate about the legitimacy of the Supreme Court’s power.
• Explain how other branches in the government can limit the Supreme Court’s power. 

Opener:  Why do judges sometimes issue decisions that they personally disagree with?

Activity #1: Court terminology Mini-lesson

Petitioner - The person or party that has filed the appeal and is "bringing" the case to the court.

Respondent - The person or party that opposes the petitioner.

Majority Opinion - The decision of the majority of judges on the court (5 or more out of 9)

Concurring Opinion - A judge that agrees with the majority but for different reasons

Dissent - The minority of judges (4 or fewer) that explain why they disagree.  This has no effect on the case however.

Activity #2:  Judicial Simulation Prep - Part 1 (Simulation Tuesday)

Each student will prepare for the upcoming Judicial simulation in the next class by completing a "PERP" analysis of the each of the cases below.

Cases:  

• Tinker v. Desmoines
• https://docs.google.com/document/d/1vfN3bbqQCjbYh1jdtanBnNdn5XaPieI7SE4kEu_KJGI/edit?usp=sharing
• Schenk v. US 
• https://docs.google.com/document/d/1nPFWzUjZKjNXgid9GBoFGfuxzC8VdUR4FMCIAOahrcM/edit?usp=sharing
• SMcDonald v. Chicago
• https://docs.google.com/document/d/1IXuDzsupSheImjITo1NduDHLQDqhbJS9xuWMoVoqPgQ/edit?usp=sharing

Activity #3:  Simulation Prep - Part 2 - Role assignments

• Attorney - Prepare a 3-5 minute argument for the court on behalf of your client
• Remember that this is a legal argument that draws from the Constitution and amendments.
• Justices - Prepare questions to ask to the attorneys
• The purpose here is to be able to ask clarifying questions to the attorney's during the hearing.
• Court Reporters - Prepare a template for your brief article that you will write following the case
• It's going to happen fast and having a sound method for how to quickly organize and record arguments and comments will be key.

Close:  CPE

Day 2 (Sem II) - American Citizenship - Part II - Beyond the Constitution

Civil Liberties and Civil Rights

Learning Targets:  Students will be able to....

• Explain how the U.S. Constitution protects individual liberties and rights.
• Describe the rights protected in the Bill of Rights.
• Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.

Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to limit national and state governments to prevent them from infringing upon individual rights and from denying equal protection under the law. 

However, it has sometimes been argued that these legal protections have been used to slow reforms and restrict freedoms of others in the name of social order.

Opener:  Below are the first 10 amendments to the US Constitution (Bill of Rights). Choose the 2 that you believe are the most important safeguards against tyrannical government and explain why.

1 Freedom of religion, speech, press, assembly, and petition.
2 Right to keep and bear arms
3 No quartering of soldiers.
4 Freedom from unreasonable searches and seizures.
5 Right to due process of law, freedom from self-incrimination, double jeopardy.
6 Rights of accused persons, e.g., right to a speedy and public trial.
7 Right of trial by jury in civil cases.
8 Freedom from excessive bail, cruel and unusual punishments.
9 Other rights of the people not listed.

10 Powers reserved to the states.

Activity #1 - N-50 - Civil Liberty

LD - Individual rights and protections that protect citizens from unjust government actions or laws that would limit freedoms.

SD - 

Examples - Speech, privacy, safety, press, assembly

Non-Examples - Protections from other private citizens, government benefits

Related Terms - Bill of Rights, Limited Government, Civil Rights

Activity #2 - Civil Liberties Mini-Lecture

https://docs.google.com/presentation/d/1MAIB35rJfNk4CybPJ4MGrSvamUifO0Vp4pcQYDoAiyE/edit?usp=sharing

Close:  Wisconsin v Yoder - PERP

https://www.oyez.org/cases/1971/70-110

https://thejerryperezexperiment.weebly.com/uploads/3/1/4/1/31411573/street_law_4_wisconsin_v_yoder_final.pdf

Day 1 (Sem II) - American Citizenship - Part II - Beyond the Constitution

Civil Liberties and Civil Rights

Learning Targets:  Students will be able to....

• Explain how the U.S. Constitution protects individual liberties and rights.
• Describe the rights protected in the Bill of Rights.
• Explain the extent to which the Supreme Court’s interpretation of the First and Second Amendments reflects a commitment to individual liberty.

Through the U.S. Constitution, but primarily through the Bill of Rights and the Fourteenth Amendment, citizens and groups have attempted to limit national and state governments to prevent them from infringing upon individual rights and from denying equal protection under the law. 

However, it has sometimes been argued that these legal protections have been used to slow reforms and restrict freedoms of others in the name of social order.

Opener:  Which of the following scenarios would be a violation of a student's civil liberties?  Which right, or amendment, does this scenario potentially violate?

1.  A student is told that their views regarding evolution are offensive and they must choose a different topic for a science project.
2.  A teacher forbids a student from leading a prayer group during passing period in the hallway.
3.  Student journalists are suspended for publishing personal, sensitive details about other students in the school newspaper.
4. Protesting a new policy requiring student uniforms, a group of students are forcibly removed from a school board meeting.
5. All students who wish to obtain a parking pass must first sign a contract that consents to a search of their vehicles at any time.
6. A new policy allows teachers to suspend students "on the spot" for up to 3 days.
7. School resource officers question a student about "hacking" into the district server.
8. A student is suspended for 10 days for stealing from the cafeteria, while another student is suspended later in the year for 1 day for the same crime.

Activity #1 - N-50 - Civil Liberty

LD - Individual rights and protections that protect citizens from unjust government actions or laws that would limit freedoms.

SD - 

Examples - Speech, privacy, safety, press, assembly

Non-Examples - Protections from other private citizens, government benefits

Related Terms - Bill of Rights, Limited Government, Civil Rights

Activity #2 - Use OSAM to analyze the cartoon below:

Close:  CPE Project

https://docs.google.com/presentation/d/18NnqsSptwaTuF2MyshwSaqRMj3yx-qhlrFN-CSACmw0/edit?usp=sharing