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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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Jim Crow: Paths of Resistance
http://www.jimcrowhistory.org/resources/simulations.htm
Description: This simulation takes students through a Jim Crow era set of decision making with the following instructions. ?You are a highly successful consultant during the turbulent Jim Crow years. You have been asked to advise many important people in your time (early 20th century), from African American leaders to presidents. Because of your success in the field, you are in high demand and various prominent individuals and even President Franklin D. Roosevelt seeks your advice on ways of combating racial inequality. Will you be successful again? Proceed along the journey to find out your results!? Standards 8.11.1, 8.11.3, 11.1.4, 11.10.1, and 12.10
Author: History of Jim Crow, Public Broadcasting
Lesson ID: 1425
Justice Learning: Civic Education in the Real World
http://www.justicelearning.org/home.asp
Description: Here are a set of articles from the New York Times, interviews from National Public Radio, and teaching materials on eight topics in civic education: the drug war, religion in schools, juvenile justice, death penalty, gun control, civil liberties, energy and environment, and affirmative action. There is much here to support the civics curriculum for a whole semester.
Author: New York Times Learning Network, NPR's Justice Talking
Lesson ID: 615
Legal Protection for Guantanamo Bay Detainees
http://www.c-spanclassroom.org/VideoDetail.aspx?category=PG
Description: During this 7 minute C-Span clip, David Cynamon, an attorney representing Kuwaiti detainees held at the detention facility in Guatanamo Bay, Cuba, argues that habeas corpus should be applied in these cases and that independent hearings for detainees should occur. The Bush Administration, through military tribunals, has already designated these detainees as "enemy combatants." Discussion questions guide students to examine the issues in depth. Standards 12.1.3, 12.7.8, and 12.10
Author: C-SPAN Classroom
Lesson ID: 1519
Literary Criticism: Assessing When and If the Media Should Be Regulated for Kids
http://www.nytimes.com/learning/teachers/lessons/19990621monday.html
Description: Evaluate and debate whether movies, television shows, and other mass media cause violent behavior in children and whether books are the same as or different from these other media in their potential for causing violent behavior in children. Participate in a round-table discussion regarding the regulation of different media that can contain violent content, and then interview both adults and children in order to compare their views on these issues. This is an important topic for discussion but the lesson requires additional research on Media Literacy to be truly effective. The accompanying NY Times article is not very helpful in discussing the role of non-print media. Standard 12.10
Author: Alison Zimbalist, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City
Lesson ID: 672
Religious Convictions: Exploring Current Debates Involving the Separation of Church and State
http://www.nytimes.com/learning/teachers/lessons/20020204monday.html
Description: Students closely examine a variety of current issues related to freedom of religion and the separation of church and state. They then participate on talk show panels, voicing various opinions about these topics. Standards 11.3.5 and 12.10.0
Author: Alison Zimbalist, The New York Times Learning Network, Javaid Khan, The Bank Street College of Education in New York City
Lesson ID: 887
Revisiting 'Separate but Equal' Examining School Segregation 45 Years After Brown v. Board of Education
http://www.nytimes.com/learning/teachers/lessons/19990614monday.html?searchpv=learning_lessons
Description: Examine the struggle for desegregation during the Civil Rights Movement and a current study that finds that American schools are reverting to segregation. First, examine the notion of "separate but equal" by reading the New York Times front page from the Brown v. Board of Education decision and by researching different events, legislation and organizations that influenced desegregation. On the second day, assess ways in which race relations have and have not changed since this historic decision, examine the recent "resegregation" study, and propose suggestions for addressing the school segregation issue to local, state or national leaders. Standard 11.10.2, 11.10.3, and 12.10
Author: Alison Zimbalist, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City
Lesson ID: 903
Should Students Have the Right to Lead Prayers at Public School Events?
http://www.crf-usa.org/bria/bria17_1.htm#prayer
Description: The U.S. Supreme Court has ruled that adults who lead religious exercise in the classroom or at school events violate the establishment clause of the First Amendment. But what if a student leads a prayer at a graduation or even a football game? Standards 11.3.5, 12.5.1, and 12.10
Author: Constitutional Rights Foundation
Lesson ID: 1579
Truman, MacArthur, and the Korean War
http://www.crf-usa.org/bria/bria17_3.htm#truman
Description: In the United States, civilians control the military. The U.S. Constitution makes the president the commander in chief of the military. Civilians head the U.S. Department of Defense and the individual service branches. Congress makes the armed-forces budget and conducts investigations and makes recommendations on military issues. Civilian courts review military judicial actions. This civilian control has sometimes been tested. The Truman-MacArthur confrontation was perhaps its greatest test. Another was the Vietnam War. Many military leaders felt hampered by restrictions placed on them by the president and civilians in the Defense Department. But although they grumbled, they did not challenge civilian control. After reading this Constitutional Rgiths Foundation article, examine the value of civilian control of the military. Make a list of the pros of civilian control of the military. Make a list of the cons of it. Evaluate the costs and benefits of this arrangement. Prepare to report to the class. Standards 11.9.3, 12.4.1, 12.4.4, 12.7.8, and 12.10
Author: Bill of Rights in Action, Constitutional Rights Foundation
Lesson ID: 1138
Tuskegee Tragedy
http://www.kn.att.com/wired/BHM/tuskegee_quest.html
Description: Imagine that you're a poor person living during the hard economic times of the Great Depression. Your government offers you free medical care. Sounds good. But what if the real reason you're approached is because you have a disease. But instead of giving you medical care, the doctors are really just watching what happens when this disease goes untreated. Suppose a miracle then happens and a treatment is found for your disease. Instead of giving you the new medicine, the doctors continue the experiment of watching the disease go untreated. Years pass, some of your friends who were also in the study die, some pass the disease to their wives and children. Standard 12.10 Compare this real event with other issues of government control such as concentration camp experiments, abortion and gun control.
Author: Tom March, Knowledge Network
Lesson ID: 1143
33 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 1, Constitutional Concepts
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