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36 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 2, Rights of Citizens
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American Justice on Trial

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

Description: Students create a mock trial to examine the questions of justice involved when the U.S. government set up zones within the U.S. which restricted the constitutional rights of Americans of Japanese ancestry during World War II. Standard 11.7.5 and 12.2.1 civics

Author: Geoff Lillich, Channel Islands High School

Lesson ID: 53

Evolution of Civil Rights

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http://rims.k12.ca.us/score_lessons/evolution_of_civilrights/

Description: Listen to the story of a Japanese American who wanted to be a school teacher but could not be hired. Learn how cities segregated people of color from swimming pools and other public facilities. These are local stories behind the conditions that led to the Civil Rights Movement. Record your own local stories to add to this site. Standards 3.3.3, 11.10.5, and 12.2.1 civics

Author: Silvia Salem, San Bernardino High School, San Bernardino

Lesson ID: 369

Know the Code

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

Description: As crime has risen amongst teens, the familiar cry has gone out that this generation is worse than the one before, and unless something is done about it we are doomed as a society. In response to campus crime and the threat of gangs, schools across the country have instituted rigorous dress codes and in some cases, have required students to wear a uniform to school. As the president of your local school board, you are keenly aware of the controversy surrounding school dress codes and have asked that before you and your members render a decision in your district, each affected group present its position. You have received petitions from these groups wishing a time to speak at the next school board meeting. Standard 12.2.1

Author: David MacDonald, Fillmore Middle School

Lesson ID: 620

A Right to Bear Arms - One Patriot's View

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp?action=showDetails&id=24&ref=showCatD&catId=4

Description: Analyze a selection of Samuel Adams’ 18th century writing—two newspaper articles, a letter, and a proposed constitutional amendment—and evaluate his position(s) concerning a “right to bear arms.” Did Adams believe in an individual right to bear arms? Did he support the Militia or a standing army? How did his views change, if at all, leading up to the ratification of the United States Constitution? Then analyze Adams’ proposed amendment to the Constitution, compare his language to that of the Second Amendment as it was ratified. How would this information help the Supreme Court interpret the intent of the Founders when ruling on issues related to the Second Amendment. Government 12.2.1, 12.2.5, and 12.5.1

Author: Bill of Rights Institute

Lesson ID: 423

A Test Case for Individual Rights: Assessing Whether Student Drug Testing Is a Violation of Student Rights

http://www.nytimes.com/learning/teachers/lessons/19990820friday.html?searchpv=learning_lessons

Description: Examine the different points of view regarding testing students for drug use. Work in pairs to create and perform dialogues that flesh out two sides of the argument around this controversial issue. Finally, write a persuasive "letter to the editor" voicing your own beliefs on the subject. Standard 12.2.1

Author: Katherine Schulten, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 16

Anonymous Sources: Freedom of the Press; Where Should It End?

http://www.nytimes.com/learning/teachers/lessons/19990412monday.html?searchpv=learning_lessons

Description: Read the article "For a Reporter and a Source, Echoes of Broken Promise" and participate in a roundtable discussion focusing on freedom of the press and the use of anonymous sources. Standards 8.3.7, 12.2.1 and 12.8.1 civics

Author: Carolyn Stein, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 87

Death Penalty: Just Punishment?

http://catalog.socialstudies.com/c/@Wmpv2OzYB_jKE/Pages/article.html?article@penalty

Description: We, the Judges of the Supreme Court of the U.S. do hereby request briefs from lawyer-designates on the equity of capital punishment. You have been selected to present an argument to the Court. Standards 12.3.2.civics, 12.5.1 civics, aaand 12.10 civics

Author: Social Studies School Service

Lesson ID: 291

Distinction Between Civil and Criminal Law

http://www.uscourts.gov:554/cs.html?url=http%3A//www.uscourts.gov/outreach/resources/distinctioncivilcriminal05.pdf&qt=Distinction+Between+Civil+and+Criminal+Law&col=uscourts&n=1

Description: The Fifth Amendment says a person cannot be tried twice for the same offence but that is not completely true in the American justice system. A person found innocent in a criminal trial may be sued in a civil court with very different results. Learn the differences between civil and criminal law through analyzing newspaper articles. Standards 12.2.3 and 12.5.1 civics

Author: Administrative Office of the U.S. Courts

Lesson ID: 321

Economic Freedom, Political Freedom: Their Meaning, Their Results

http://www.econedlink.org/lessons/index.cfm?lesson=EM35

Description: How is economic freedom related to political freedom? The Heritage Organization and Freedom House are two "think tanks" dedicated to researching this relationship. Explore the 50 variables that are considered such as property rights, price and wage controls, and banking. Judge for yourself if economic freedom is essential political freedom. Standard 12.1.5 economics 12.2.2 civics

Author: William Luksetich, St. Cloud State University

Lesson ID: 340

Exploring Free Speech and Persuasion with Nothing But The Truth

http://readWriteThink.org/lessons/lesson_view.asp?id=394

Description: After reading the novel Nothing But The Truth, students discuss the protagonist Phillip and this right to free speech as well as their own rights. Students examine various Web sites to research First Amendment rights, especially as they relate to the situation in the novel. After their research, students will compose a position statement regarding their opinion of whether Philip's rights were violated then work with small groups to strengthen their statements and supporting evidence. Groups present position statement and supporting evidence to the whole class and debate Philip's civil rights as a culminating activity. The novel is easy reading but the ideas are sophisticated. Standard 12.5.1

Author: Jacqueline Podolski, Milwaukee, Wisconsin

Lesson ID: 379

36 lessons found; showing 10 per page, sorted by Title...
Showing Grade 12, Unit 2, Rights of Citizens
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