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33 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 1, Constitutional Concepts
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Federalists vs. Anti-Federalists

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http://www.historyofsupremecourt.org/resources/lp_defines_federalists.htm

Description: How much power should the federal government have? This was a weighty question that was heavily debated in the newly established United States of America. Explore the views and proponents of both the Federalists and Anti-Federalists in order to understand this great political debate, as well as how the Supreme Court established Federalist precedents during the time of the Marshall Court. Standards 8.2.4, 8.2.7, 12.1.5 and 12.4.5

Author: History of the Supreme Court

Lesson ID: 139

Future of Affirmative Action

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http://rims.k12.ca.us/activity/lbj/index.html

Description: Has Affirmative Action been fair? Has it fulfilled its original intent? Is it still needed? Explore these questions from the perpective of various interest groups in the U.S. and argue your case before the Senate Subcommittee. Standard 11.10.5, 11.11.5, and 12.10

Author: Michael Ballard, Canyon High School

Lesson ID: 435

One Man's Freedom Fighter is Another Man's Terrorist

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http://score.rims.k12.ca.us/activity/one_man_freedom/

Description: As advisors to the Senate Select Committee on Intelligence (SSCI), it is your team's job to analyze all aspects on terrorism, both at home and abroad, and to provide concise summations in the form of threat assessments. You and your team must determine where and when the next wave of terror might strike and who the guilty parties might be. Standards 10.10.3, 11.9.1, and 12.10

Author: David MacDonald, Fillmore Middle School

Lesson ID: 782

Price to Be Paid for the Next Scientific Revolution

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http://rims.k12.ca.us/activity/price/

Description: The President has asked you to evaluate what stance he needs to take regarding issues like cloning, cryogenics, assisted suicide, etc... In order to stay in office, the President knows that he must define his beliefs and find a way to mesh them with those of the public. It was suggested that you research the Scientific Revolution of the 16th-17th c., and examine the people, the issues they dealt with, and the eventual outcomes of the scientists during that period. Once you have been able to gather some background, you need to put together a plan for the President to follow regarding the pressing scientific issues of today. Doing a good job on this issue will not guarantee a great future for the President, but doing a bad job will certainly doom it. Standard 7.10.0, 7.10.2, 7.10.3, and 12.10

Author: David R. MacDonald, Fillmore Middle School

Lesson ID: 857

Terrorist or Freedom Fighter: Who Can We Trust?

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http://rims.k12.ca.us/activity/terrorism/index.html

Description: There are many political organizations that are seeking to redress wrongs from repressive governments. Almost all of these groups use violence. The U.N. wants to help the world deal with terrorism without trampling on the rights of all political organizations. You have been called upon to advise them after reviewing the actions of different political groups in recent history. Standards 10.10.3, 11.9.1, and 1210

Author: Joey Davis, Walnut High School

Lesson ID: 1010

A Question of Faith? Exploring Reactions to the Recent Supreme Court Ruling on Organized Prayer at School-Sponsored Events

http://www.nytimes.com/learning/teachers/lessons/20000623friday.html

Description: Explore community responses to the 2000 Supreme Court ruling in Santa Fe Independent School District v Doe prohibiting organized prayer before high school sporting events. Read an article from the New York Times with interviews of the town and school leaders about the issue. Study the case to understand the nuances of the ruling. Then analyze a similar hypothetical situation to formulate and support your own opinions on this First Amendment issue. Standards 11.3.5, 12.5.1, and 12.10

Author: Rachel McClain Klein, New York Times Learning Network

Lesson ID: 1578

America Responds to Terrorism - The Palmer "Red Raids"

http://www.crf-usa.org/terror/PalmerRedRaids.htm

Description: Building on earlier immigration laws, Congress passed the Deportation Act of 1918 with three purposes in mind. This law authorized the deportation of any alien who: [1] opposed all organized government (anarchism); [2] advocated the overthrow of the government "by force or violence"; or [3] belonged to any organization teaching these views. Therefore, any alien who was a member of that type of organization could be deported. The Bureau of Immigration (then part of the Department of Labor) often decided who would be deported under this law. The arrested aliens were not charged with any crime. Only one question mattered: did they believe in radical ideas or belong to any organization that did. If this could be established in the case of an individual alien, he or she could be deported. Due process rights did not apply to these criminal arrests. Read the facts in a case from the time against Thomas Truss. Meet in small groups to decide if it is constitutional to deport him. Standards 11.5.2, 12.3.2, and 12.10 civics

Author: Constitutional Rights Foundation, Bill of Rights in Action

Lesson ID: 532

Bethel v Fraser (1986)

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp?action=showDetails&id=169&ref=showCatD&catId=7

Description: What are the limits of student expression at school? In this landmark student expression Supreme Court case, Bethel v. Fraser (1986), the Court considered whether the First Amendment protected a student-government nomination speech filled with sexual innuendo. Standards 12.5.1, and 12.10

Author: Bill of Rights Institute

Lesson ID: 226

Civil Rights/Casualties of Wartime

http://www.eduref.org/Virtual/Lessons/Social_Studies/History/HIS0002.html

Description: This generation which has not experienced warfare sometimes expresses a yearning for its excitement and finality. Perhaps history has glorified war by its focus on victors, strategies, and wartime leaders. This activity is an attempt to balance this treatment of war with concern for the domestic consequences of nations going to war. It is particularly appropriate after studying the fall of Athens or Rome in World History, the US in the Civil War or during World War I, and as a current issues lesson during times of international tension. Standards 11.9.4 and 12.7.8, 12.10 civics

Author: Linda Hugle, Hidden Valley High School, Grants Pass, OR

Lesson ID: 223

Conservation Movement at a Crossroads: The Hetch Hetchy Controversy

http://memory.loc.gov/learn/lessons/97/conser1/xroads.html

Description: The debate over damming the Hetch Hetchy Valley in Yosemite National Park marked a crossroads in the American conservation movement. Until this debate, conservationists seemed fairly united in their aims. San Francisco's need for a reliable water supply, along with a new political dynamic at the federal level, created a division between those committed to preserving the wilderness and those more interested in efficient management of its use. While this confrontation happened nearly one hundred years ago, it contains many of the same arguments which are used today whenever preservationists and conservationists mobilize. Standards 11.2.2, 11.2.6, 12.7.5, and 12.10

Author: Michael Federspiel and Timothy Hall, American Memory Project 1997

Lesson ID: 254

33 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 1, Constitutional Concepts
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